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Simon Brooman & Sue Darwent

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. Overview. Student voice. Lack of specific evidence. Local context. Influences.

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Simon Brooman & Sue Darwent

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  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 2nd year core module, with low mean marks and pass rate • 1. Teacher-centred re-design 2008-9 • 2. Focus groups • 3. Student-informed re-design 2009-10

  6. Curriculum re-design • Three year project • 11 focus groups of 3-7 participants (n=44) • Underperforming 2nd year core module, with low mean marks and pass rate Failure of some basic structural elements of the curriculum:- • Timing of lectures and seminars • Module assessment • Workload • Resources • 1. Teacher-centred re-design 2008-9 • 2. Focus groups • 3. Student-informed re-design 2009-10 Failure of the interactive learning process:- • Rule re: attendance/preparation • Language/vocabulary • Relationship with lecturer and tutor • Not relating to content • 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 2nd year core module, with low mean marks and pass rate • 1. Teacher-centred re-design 2008-9 • 2. Focus groups • 3. Student-informed re-design 2009-10

  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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