Second year students use of
CLaSS
Dr Avril Buchanan
Centre for Learning and Study Support
De Montfort University
CLaSS
Enhancing academic practice, writing development and professional skills
• 6 members of the team (4.2FTE)
• Provides:
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Study and writing development tutorials
E-tutorials
Central workshop programme
Weekly drop-in session
Bespoke faculty teaching
Electronic self assessment exercise
First year induction: “The University
Challenge”
Online provisions: Focus on Guides etc.
Writing group for research students
Coordinate peer mentoring
Specialist in specific learning differences
Who uses CLaSS?
• Project Aims:
– Investigation into who uses CLaSS and if student
engagement results in student improvement.
• How can CLaSS help with retention and
academic performance issues across the
university?
– Kramer (2000)
Faculties and Second years
• Topics:
Faculty Time and CLaSS
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PG
7%
Y3
16%
Y1
51%
Y2
26%
“Critical”
Writing development
Literature review
Time management and
procrastination
• Issues arising:
– Form of engagement
– Presentation of CLaSS session
to student
Self selecting: Second years and CLaSS
CLaSS Drop-in
No data
PG RS
2%
3% 0%
RS Unknown
1%
4%
Y4
5%
Booked
Y1
36%
Y4
5%
Attend
Y1
% Users
72
57%
20%
47%
29%
50%
25%
127
Spring/Summer
259
122
Overall
386
194
Y2
30%
PG
9%
Y4
2%
Conversion
Y3
Autumn/Winter
24%
CLaSS Workshops
CLaSS Tutorials
Y3
26%
RS
2%
PG
8%
Y1
29%
31%
Y2
24%
Y3
34%
Y2
25%
Conclusions and future directions
• Second year students show a higher engagement with
CLaSS during their second semester.
• Possible reasons:
– Response to the return of their assignments
– Focus on development of their third year projects
– Schreiner (2009) Engaged learning: students psychological
engagement with the learning process holds considerable
potential
• Further investigation: how are the needs of second
year students different?
– Advertising workshop sessions and the language used
• Embedding sessions into a module that to date does
not engage with CLaSS