Constructing an academic skills toolkit for embedding academic practices

Authors

  • Pamela Thomas London South Bank University
  • Nazmin Khanom London South Bank University
  • Simon Lambe London South Bank University
  • Bisi Adelaja London South Bank University
  • Mohamed Mehbali London South Bank University

DOI:

https://doi.org/10.47408/jldhe.vi24.832

Keywords:

academic skills toolkit, academic skills, embedded learning development, academic staff, teaching and learning, activities

Abstract

This case study explores the successes and challenges experienced while creating the Learning Development Toolkit (LDT) for use by academic staff at London South Bank University (LSBU). Based on similar initiatives at Queen Mary University of London (2016) and the University of Derby (2021). LSBU’s LDT is a database of formative academic skills activities which are available for academic staff to adapt and deliver during lectures and seminars. The case study opens by explaining LSBU’s institutional context, including our Educational Framework, and the Centre for Research Informed Teaching’s (CRIT) role in supporting various features: employability, embedded learning development, pedagogy, inclusivity and assessment. The case study also discusses LSBU’s student profile, namely that we have a large proportion of students from non-traditional academic backgrounds. As such, the LDT’s activities have been designed to enhance students’ criticality, analysis and confidence in their academic writing in a more general sense. The LDT is freely available to academic staff on LSBU’s intranet, but our team can advise on its implementation by discussing ways to tailor activities to a given session with individual academics. The LDT has five key areas: critical thinking development, quantitative analysis development, reading development, reflective development and writing development. The case study describes the elements within the LDT and explains how it was developed, tested and revised. It discusses the difficulties faced with building the LDT within LSBU’s existing IT framework but outlines how it ultimately succeeded in generating a comprehensive database of tasks to support student .

Author Biographies

Pamela Thomas, London South Bank University

Pamela Thomas is a Learning Developer in the Centre for Research Informed Teaching at London South Bank University, a Senior Fellow of AdvanceHE and Associate Member of the Institute of Leadership and Management. She is responsible for embedding learning development in course curricula using an academic literacy approach to support student writers to navigate and negotiate their way through the academic writing process within their subject-specific discipline.

Nazmin Khanom, London South Bank University

Nazmin Khanom is a Learning Developer in the Centre for Research Informed Teaching at London South Bank University. She is a Fellow of AdvanceHE, a MA in Applied Linguistics and English Language Teaching and most recently achieved a second MA in Academic Practice in Higher Education. She has been teaching in further and higher education for over 15 years and specialises in the implementation of embedded academic skills and curriculum development in the Institute of Health and Social Care.

Simon Lambe, London South Bank University

Simon Lambe is an Associate Learning Developer within the Centre for Research Informed Teaching at London South Bank University. He is a Senior Fellow of Advance HE, an Associate Fellow of the Institute of Historical Research and an Associate Fellow of the Royal Historical Society. Professionally, he has used his expertise to support students in higher education to enhance their writing and academic skills. He has also worked extensively with academic staff on developing teaching quality and curricula across the university. He is particularly interested in peer-assisted learning (PAL), learning technologies and learning and teaching theory and practice.

Bisi Adelaja, London South Bank University

Adebisi Adelaja is a Learning Developer in the Centre for Research Informed Teaching at London South Bank University. She is a Fellow of the Higher Education Academy, a member of the Association for Learning Technology and the Institute of Leadership and Management. Her 17 years' experience of teaching in further and higher education has involved facilitating students from a variety of subject disciplines to become independent learners. Adebisi's current research interests include examination of how far computerised forms of learning support critical thinking.

Mohamed Mehbali, London South Bank University

Mohamed Mehbali is a Learning Developer in the Centre for Research Informed Teaching at London South Bank University (LSBU). He is a Senior Fellow of AdvanceHE.
He is accredited as the Professional Development Lead by the National Centre for Excellence in the teaching of Mathematics (NCTEM), is a Member of Sigma Network for Excellence in Mathematics and Statistics Support and a Member of the Institute of Mathematics. Since 2015, he leads the Maths and Statistics support provision at LSBU in numeracy skills to nursing students, maths to engineering students and data analysis across all programs.

References

Ashton-Hay, S. and Doncaster, N. (2021) ‘Student success and retention: what’s academic skills got to do with it?’, Journal of Academic Language & Learning, 15(1), pp.102-116.

Bailey, R. (2010) ‘The role and efficacy of generic learning and study support: what is the experience and perspective of academic teaching staff?’, Journal of Learning Development in Higher Education, Issue 2, February, pp.1-14. https://doi.org/10.47408/jldhe.v0i2.57.

Bean, C. (2016) ‘Independent review of UK economic statistics: final report’, 11 March. Available at: https://www.gov.uk/government/publications/independent-review-of-uk-economic-statistics-final-report (Accessed: 1 September 2021).

Beetham, H. and Sharpe, R. (2013) Rethinking pedagogy for a digital age: designing for 21st century learning. 2nd edn. Abingdon: Routledge.

Biggs, J. and Tang, C. (2007) Using constructive alignment in outcomes-based teaching and learning teaching for quality learning at university. 3rd edn. Maidenhead: Open University Press.

Biggs, J. and Tang, C. (2015) ‘Constructive alignment: an outcomes-based approach to teaching anatomy’, in Chan, L. K. and Pawlina, W. (eds) Teaching anatomy: a practical guide. Switzerland: Springer International Publishing, pp.31-38.

Boud, D. and Falchikov, N. (2006) ‘Aligning assessment with long-term learning’, Assessment & Evaluation in Higher Education, 31(4), pp.399-413. https://doi.org/10.1080/02602930600679050.

Chao, K., Laing, C. and Robinson, A. (2005) ‘Managing the expectations of non-traditional students: a process of negotiation’, Journal of Further and Higher Education, 29(2), pp.169-179. https://doi.org/10.1080/03098770500103572.

Clark, A. and Sousa, B. (2018) How to be a happy academic. London: Sage Publications.

Elkins, D. and Pinder, D. (2017) E-learning uncovered: Adobe Captivate 2017. St. Augustine: E-Learning Uncovered Inc.

Elmes, T. (2015) ‘Higher education admissions success: what is the value of cultural capital?’, Higher Education Research Network Journal, 9, pp.11-20.

Guba, E. G. and Lincoln, Y. S. (1994) ‘Competing paradigms in qualitative research’, in Denzin, N. K. and Lincoln, Y. S. (eds.) Handbook of qualitative research. London: Sage, pp.105-117.

Harris, R. (2016) Quantitative geography: the basics. London: Sage.

Harris, R. and Jarvis, C. (2011) Statistics for geography and environmental science. Hoboken, NJ: Prentice Hall.

Hendry, G. D., Armstrong, S. and Bromberger, N. (2012) ‘Implementing standards-based assessment effectively: incorporating discussion of exemplars into classroom teaching’, Assessment & Evaluation in Higher Education, 37(2), pp.149-161. https://doi.org/10.1080/02602938.2010.515014.

Hendry, G. D., White, P. and Herbert, C. (2016) ‘Providing exemplar-based ‘feedforward’ before an assessment: the role of teacher explanation’, Active Learning in Higher Education, 17(2), pp.99-109. https://doi.org/10.1177%2F1469787416637479.

Hill, P. and Tinker, A. (2013) ‘Integrating learning development into the student experience’, Journal of Learning Development in Higher Education, Issue 5, March, pp.1-18. https://doi.org/10.47408/jldhe.v0i5.172.

Kaur, A., Noman, M. and Nordin, H. (2017) ‘Inclusive assessment for linguistically diverse learners in higher education’, Assessment and Learning in Higher Education, 42(5), pp.756-771. https://doi.org/10.1080/02602938.2016.1187250.

Kinesh, S. and Knight, D. (2013) Assessment @ Bond. Queensland: Office of Learning and Teaching, Bond University.

Lea, M. R. and Street, B. V. (2006) ‘The “academic literacies” model: theory and applications’, Theory into Practice, 45(4), pp.368-377. https://doi.org/10.1207/s15430421tip4504_11.

Leese, M. (2010) ‘Bridging the gap: supporting student transitions into higher education’, Journal of Further and Higher Education, 34(2), pp.239-251. https://doi.org/10.1080/03098771003695494.

London South Bank University (2020) Our mission, vision and values. Available at: https://www.lsbu.ac.uk/about-us/mission-vision-values (Accessed: 1 September 2021).

Lynch, M. M. and Roecker, J. (2007) Project managing e-learning: a handbook for successful design, delivery and management. Abingdon: Routledge.

Matthews, K., Belward, S., Coady, C., Rylands, L. and Simbag, V. (2016) ‘Curriculum development for quantitative skills in degree programs’, Higher Education Research and Development, 35(3), pp.545-559. https://doi.org/10.1080/07294360.2015.1107875.

McCall, D., Western, D. and Petrakis, M. (2020) ‘Opportunities for change: what factors influence non-traditional students to enrol into higher education’, Australian Journal of Adult Education, 60(1), pp.91-112.

McConlogue, T., Mitchell, S. and Peake, K. (2012) ‘Thinking writing at Queen Mary, University of London’, in Thaiss, C., Bräuer, G., Carlino, P., Ganobcsik-Williams, L. and Sinha, A. (eds) Writing programs worldwide: profiles of academic writing in many places. Colorado: The WAC Clearinghouse, pp.203-211.

Mowat, J. G. (2015) ‘Towards a new conceptualisation of marginalisation’, European Educational Research Journal, 14(5), pp.454-476. https://doi.org/10.1177%2F1474904115589864.

Office for Students (2021) Consistency needed: care experienced students and higher education. Available at: https://www.officeforstudents.org.uk/publications/consistency-needed-care-experienced-students-and-higher-education (Accessed: 25 February 2022).

Royal Geography Society (2013) RGS-IBG Social and Cultural Geography Research Group. Annual Report. Available at: SCGRG2013reportfinal.pdf (Accessed: 27 June 2022).

Schulz, B. (2008) ‘The importance of soft skills: education beyond academic knowledge’, NAWA Journal of Language and Communication, 2, pp.146-154.

Shaw, A. (2021) ‘Inclusion of disabled higher education students: why are we not there yet?’, International Journal of Inclusive Education, pp.1-19. https://doi.org/10.1080/13603116.2021.1968514.

Stark, J. S. (2000) ‘Planning introductory college courses: content, context and form’, Instructional Science, 28, pp.413-438. https://doi.org/10.1023/A:1026516231429.

Street, B. (2009) ‘“Hidden” features of academic paper writing’, Working Paper in Educational Linguistics, 24(1), pp.1-17.

Thomas, P. and Mehbali, M. (2017) ‘Embedding learning development in the curriculum: how, where and why?’, London and Southeast Regional ALDinHE Symposium. St Georges University, London, December 2017.

University of Derby (2021) PReSS (Practical Recipes for Student Success). Available at: https://uodpress.wordpress.com/ (Accessed: 25 September 2021).

Vygotsky, L.S. (1978) Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wilkins, A. and Burke, P. J. (2015) ‘Widening participation in higher education: the role of professional and social class identities and commitments’, British Journal of Sociology of Education, 36(5), pp.434-452.

Wingate, U. (2006) ‘Doing away with “study skills”’, Teaching in Higher Education, 11(4), pp.457-469. https://doi.org/10.1080/13562510600874268.

Wingate, U. (2007) ‘A framework for transition: supporting “learning to learn” in higher education’, Higher Education Quarterly, 61(3), pp.391-405.

https://doi.org/10.1111/j.1468-2273.2007.00361.x.

Wingate, U., Andon, N. and Cogo, A. (2011) ‘Embedding academic writing instruction into subject teaching: a case study’, Active learning in Higher Education, 12(1), pp.69-81. https://doi.org/10.1177%2F1469787410387814.

Young, P. (2010) ‘Generic or discipline specific? An exploration of the significance of discipline-specific issues in researching and developing teaching and learning in higher education’, Innovations in Education and Teaching International, 47(1), pp.115-24. https://doi.org/10.1080/14703290903525887.

Downloads

Published

08-09-2022

How to Cite

Thomas, P. (2022) “Constructing an academic skills toolkit for embedding academic practices”, Journal of Learning Development in Higher Education, (24). doi: 10.47408/jldhe.vi24.832.

Issue

No. 24 (2022)

Section

Case Studies

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).