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A tripartite approach to tackling the Sophomore Slump in the School of Law: enhanced induction, enhanced support and student involvement in curriculum.

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Presentation on theme: "A tripartite approach to tackling the Sophomore Slump in the School of Law: enhanced induction, enhanced support and student involvement in curriculum."— Presentation transcript:

1 A tripartite approach to tackling the Sophomore Slump in the School of Law: enhanced induction, enhanced support and student involvement in curriculum redesign Simon Brooman & Sue Darwent

2 Overview

3 Student voice Lack of specific evidence Local context Influences

4 Hearing the student voice  Considerations:-  Impartiality  Engaging participants  Focus groups in curriculum re-design study  Digital voice recordings in Critical Incident Technique study of induction experience

5 Curriculum re-design  Carried out over three years  11 focus groups of 3-7 participants (n=44)  Underperforming 2 nd year core module, with low mean marks and pass rate 1. Teacher-centred re-design Focus groups 3. Student-informed re-design

6 Curriculum re-design  Three year project  11 focus groups of 3-7 participants (n=44)  Underperforming 2 nd year core module, with low mean marks and pass rate 1. Teacher-centred re-design Focus groups 3. Student-informed re-design Failure of some basic structural elements of the curriculum:-  Timing of lectures and seminars  Module assessment  Workload  Resources Failure of the interactive learning process:- o Rule re: attendance/preparation o Language/vocabulary o Relationship with lecturer and tutor o Not relating to content o Failure to engage had behavioural and emotional outcomes

7 Curriculum re-design  Three year project  11 focus groups of 3-7 participants (n=44)  Underperforming 2 nd year core module, with low mean marks and pass rate 1. Teacher-centred re-design Focus groups 3. Student-informed re-design

8 Induction Critical Incident Technique study

9 Transition?

10 Over to you….  1. Find a good way of listening to the second year voice that one of you uses now.  2. Good practice:- what is the best thing that someone in your group does to support second year transition?  3. Your burning issue – what do you need to know or what is your key question that you are left with?


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