Integrating Study Skills in First Year Politics Modules: A Case Study

• In Event: Active Learning Inside & Outside the Classroom

Abstract

Integrating Study Skills in First Year Politics Modules: A Case Study

Dr Judith Murray
Lecturer
Department of Politics
Newcastle University
Newcastle upon Tyne, United Kingdom
NE1 7RU

Tinto (1987) outlines several areas where educators can improve the first year student transition experience and ultimately bolster academic achievement. Of primary importance is acquiring the study skills needed for academic success. However, more is expected of universities to equip students with a wider set of skills that are transferable to contexts outside of their disciplines (Drummond et al. 1999). As a result, the task of educators to ensure students are equipped with the desired skill set, not only for the university environment but for future employability, has become more challenging. There are several approaches to integrating these skills into curriculum, but as Wingate (2006) notes, the most effective strategy for long-term student development both during and after university is to present and teach the required skills from the inception of a student’s university experience. This approach suggests the first year of university is exceedingly important in a variety of spheres. Indeed, Barr and Jackson (2018) emphasise the importance of the first year experience, noting it to be the primary factor influencing a student’s subsequent success. With so much at stake, the design and delivery of first year modules has become increasingly relevant and important in the higher education environment.

This paper will present an approach to redesigning a first year Politics module at a Russell Group university in the United Kingdom with a focus on integrating study skills, employability skills and research skills. The prior iteration of the module will be presented along with the rationale for the module redesign. Key skill and learning outcomes will be discussed, with an emphasis on realignment of the assessment regime to a mixed approach of both formative and summative assessment designed to improve the transition to university. Active learning pedagogy (Bonwell, 1991) incorporated into the redesigned module will be presented, including the use of interactive personal response systems in lectures as well as student generated research topics. Seminar structure will be discussed, noting the linking of seminar tasks to lectures and the use of student portfolios to master key study skills. Finally, student feedback regarding the first iteration of the module redesign will be presented, as well as assessment feedback results, to gain insight into the implications of the module redesign.

Author

• Judith Murray, Newcastle University