ERIC Number: EJ1177264
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Enhancing Delivery and Assessment: A Case Study in Module Redesign for Improved Transition into Higher Education
Barr, Matthew; Jackson, Louise H.
Journal of Political Science Education, v14 n3 p390-399 2018
Understanding student transition into higher education is an important aspect of module design, linking content, delivery, and assessment with a student's prior educational experience and knowledge bases. However, reflections on how modules designed choices are, generally, not widely disseminated. Here, we document the reflections of a junior lecturer responsible for redesigning a Level-4 Political Systems module and analyze the intentions of change via a transition pedagogy perspective, presenting a program renewal that establishes connected curriculum as an enabling infrastructure for students to actively engage with learning. First-year experience is considered as a major impacting factor of a student's subsequent success on a program of higher education and the diversification of student cohorts requires teaching staff to consider a wider number of intersectional factors that may impact on a student's opportunity to succeed in their studies. With a focus on simulations and active-learning, by providing examples of the thinking behind the resultant activities and assessment realignment we hope to provide an example of how a transition approach to a first-year module can be explored.
Descriptors: Student Adjustment, Political Science, College Freshmen, Case Studies, Instructional Design, Foreign Countries, Course Content, Honors Curriculum, Curriculum Development, Alignment (Education), Comparative Analysis, Student Evaluation, Active Learning, Simulation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A