Creating conditions for student success on a two-year accelerated degree

Abstract

Two-year degrees are intensive degree programmes that offer increased flexibility in Higher Education (HE) and are becoming a more appealing option for many students seeking HE study (Baty, 2017; Cabral and Lambirth, 2017), but with lower entry requirements, are students coming onto a degree unequipped and unprepared for the challenges that accelerated study presents?This opinion piece focuses on the two-year BA in Primary Education and details a collaborative pilot project offered by the Faculty of Education and Health and Information and Library Services. The course uses an innovative framework that embeds academic skills in the taught programme to help students better manage the challenges that the accelerated degree brings. Academic and information literacy skills are integrated in the subject curriculum to support students with their studies but also to enhance their abilities and build lasting confidence through employability and citizenship skills.This paper will essentially outline four potential strategies to be considered for employment on other cross-faculty accelerated programmes.

Neuropsicologia E Psicologia Positiva: Saberes Que Contribuem Para a Compreensão Da Dislexia Na Educação

“…A partir disso, pode-se notar que, trata-se de uma abordagem que avalia conceitos ou estruturas dos comportamentos como forças, coragem, esperança e mentalidade de crescimento, para possibilitar que os disléxicos alcancem e trabalhem em seu "eu" ideal. Em vista disso, enxergamos o uso das intervenções de comportamento positivo no contexto da educação, visto que, pesquisas afirmam que quando os estudantes independentemente do nível de ensino que estejam são apoiados academicamente e emocionalmente, pode-se observar um melhor desempenho acadêmico, motivação, otimismo e empatia (BONI et al, 2018;GIBSON et al, 2019). Diante disso, acreditamos que a inclusão das ICP pelas instituições de ensino básico e superior podem ser importantes estratégias de apoio para estimular e promover uma maior participação dos disléxicos em sala de aula.…”

The power of a partnership approach: the tripartite relationship between academics, academic skills staff and students

“…Many students, when commencing HE, lack confidence in their ability to cope with the academic demands and feel unprepared for study (Gibson et al, 2019). Embedded in the structure of the two-year accelerated BA (Hons) in Primary Education is a culture of effective communication between academic staff, professional support staff and the student.…”

“…The system of learning implemented is so structured that students are on an equal footing with both academic and professional staff. Personalised teaching informed by student voices (Gibson, 2020;Gibson et al, 2019) narrows the learning gap, stimulates greater student engagement and develops positive studenteducator relationships. Throughout the programme, access to drop-in viva-practice sessions with the academic skills team develops an understanding of assessment-based feedback.…”

“…At the recent University of Greenwich annual teaching and learning conference (SHIFT), in 2020, a team composed of lecturers, academic skills professional staff and students from an innovation accelerated degree, the twoyear BA (Hons) in Primary Education, presented a case study on a partnership model that demonstrates how taking time to communicate between all involved can build a culture of support and, as a result, enhance student outcomes. In a model that originated with a pilot in 2018-19, academic and information literacy skills are integrated in the subject curriculum to support students with their studies and also to enhance their abilities and build lasting confidence through employability and citizenship skills (Gibson et al, 2019). The article will reveal the reflections and experiences of the contributors during the academic year, as summarised at the conference.…”