PILS Consultants Project
Final Report
Name
PILS Theme
Dr Barbara C. Morden
Progression
Project Title
Managing Transition Between Levels: a Student Perspective
Project Summary
Project Description
The aim of the investigation was to discover how a small sample of current students
in the Arts Faculty perceived the transition from Level One to Second Level and how
aware they are of progression through Levels of study.
The data investigated comprised a sample of responses to a questionnaire devised
by me* (attached) and given to my students on the inter-disciplinary course module
A207 (From Enlightenment to Romanticism). A mixture of simple ‘tick-box’ questions
as well as opportunity for more discursive writing, prompted reflection on their
personal experience of making the transition from First to Second Level;
consideration of the outcomes achieved in their first year of study and what study
skills they brought to A207 (From Enlightenment to Romanticism). They were
encouraged to think about their development of these over this course module and
how they would take them to the next level. Finally, they were encouraged to
consider A207 (From Enlightenment to Romanticism) as a stage within a pathway of
study towards a degree and how this might be facilitated.
The enquiry was sustained in a low key but relevant way in on-going tutorials and at
the end of the course module I met with participating students to focus and consider
their progression to the next stage of their studies.
Project Outcomes
There was a common theme in the responses to the questionnaire. The students in
the main had little or no awareness of how achievement at Level 1 relates to the next
stage. Many students had major anxieties in making the ‘jump’ between levels and
some lost confidence. The significant reasons were because of inconsistencies of
approach, tone and basic methods of learning and presentation between course
modules and fear of the ‘new’ associate lecturer and ‘new’ demands and methods of
doing things. However, there was a positive desire to access some means of easing
the transition.
My apprehension was that there needed to be a qualitative adjustment of my tutoring
style Therefore I made provision in my tutorials and in my tutor marked assignment
marking to address some of the anxieties raised early in the course module. I
consciously engaged with problems of inconsistency of advice and format between
past and current course modules. I was also made aware that the situation will
change once the new Arts Level 1 course module is operative and will therefore plan
my longer term tutoring with this in mind. To this end I have devised a simple model
of integrated teaching, learning and support that I can adapt and apply in the future:
‘PIP’.
Full Project Report
Full project description
What was your initial rationale for your project?
What did you do?
How did you go about it?
What was your timeframe?
The aim of the investigation was to discover how a small sample of current students
in the Arts Faculty perceive the transition from Level One to Second Level and how
aware they are of progression through Levels of study. It had come to my attention
that in making the transition from First to the Second Level course module that I tutor
(the inter-disciplinary course module A207 From Enlightenment to Romanticism), my
undergraduate students seemed to be troubled and I wished to identify the causes
and possibly develop some strategies for managing their anxieties and problems.
I therefore devised a questionnaire (see Appendix) and 12 students agreed to
participate. A mixture of simple ‘tick-box’ questions as well as opportunity for brief
discursive writing, prompted reflection on their personal experience of making the
transition from First to Second Level, consideration of the outcomes achieved in their
first year of study and what study skills they brought to A207 (From Enlightenment to
Romanticism). In later tutorials and in a focus group at the end of the course module
they were encouraged to think about how they had developed these further
individually and how they would take them to the next stage of their studies. Finally,
they were encouraged to consider A207 (From Enlightenment to Romanticism) as a
stage within a pathway of study towards a degree and how this might be facilitated.
Having tutored the course module for some years, I was already aware of student
problems, and when the course module started in September 2007 I was already
thinking about the implementation of some remedial strategies. However, these were
dependent on my own apprehensions as an associate lecturer and I needed to have
some direct input from students in order to be sure that my ideas were appropriate,
relevant and formulated in terms of their needs. It was this that prompted me to
propose the project to PILS.
The project was focussed in discussion with my student group in February 2008; I
distributed the questionnaire in March and analysed the results in late April. There
was a common theme in the responses. The students in the main had little or no
awareness of how achievement at one Level relates to the next stage. Many students
had major anxieties in making the ‘jump’ between levels and some lost confidence. It
was significant that these feelings were exacerbated by of inconsistencies of
approach, tone and basic methods of learning and presentation between the course
modules. There was fear of a ‘new’ associate lecturer and ‘new’ demands and
methods of doing things. However, there was a positive desire to access some
means of easing the transition. I had already begun my formal implementation of
methods and strategies, and my ideas and practice were endorsed and adjusted by
these findings.
I received further informal feedback in tutorials throughout the early summer. By the
time of the examination in June, I felt that my relationship with the students had
developed substantially, since we were working together not just on the course
module material but in a shared experience that developed pedagogic, cognitive and
conceptual elements too. This was affirmed by the time we had a post-examination
focus group in July that clarified many points for me and allowed me to formulate my
model for facilitating the transition between levels at the next presentation of the
course module in September 08.
In September I had the opportunity to present a paper explaining the project to
colleagues at the Open PILS CETL Conference. In discussion it was clear that the
ALs present endorsed my perceptions and findings and that they were interested in
the strategies formulated in the PIP model. I feel therefore that it has value for my
own teaching and has potential wider applications.
Full description of project outcomes
What did you find out / produce?
If you created a product – were you able to pilot your project? and what refinements
did you make as a result of this piloting?
The major outcome of this project has been the development and refinement of my
thoughts and practise to create a model for ‘Integrated teaching, learning and
support’ which I have called PIP. The significance of the acronym is as follows:
POSITION: before the course module begins. The associate lecturer should identify
where the new cohort of students are coming from. Most will be making the First to
Second Level transition but not necessarily all and this mix can be advantageous
since such students can be encouraged to share their experiences of other Second
Level or even Third Level course modules. The associate lecturer should be sensitive
to the individual’s apprehensions and have a grasp of any potential problems academic and emotional. Apparently trivial issues can act as a trigger for anxiety.
Successful transition can be further managed through:
INTEGRATION: Students move across and through Levels of study in a pathway
that incorporates not just subject and discipline based material but also generic skills
and cognitive development. Given the current mix of old (but ‘live’) and new course
modules, with criteria devised in very different academic cultures, inconsistency and
coherence in course modules materials is a problem. The associate lecturer,
however, is well placed to raise consciousness and offer sensible adjustment of
these at the first tutorial. At that time, it is invaluable to work with the group in
mapping out a diagrammatic structure for the course module, giving its general
shape and direction - a paradigm into which material will fit as each student proceeds
through the course module. In addition, order to make meaningful connection with
previous skills and approaches, it is important to identify how these will inform the
students’ approach to early tasks and especially the first assignment.
PROGRESSION: It is easy for associate lecturers to define their roles in terms of the
course module for which they have been contracted, but we do not teach a course
module in a vacuum. We should be alert to changing pedagogic ideas and models of
learning and that our students are moving along a study pathway within which our
own contribution is but a stage. This must be integrated into our own teaching and
into our students’ learning process so that we facilitate their progression through and
beyond the individual course module. We can give confidence in highlighting to them
how the cognitive and practical skills achieved under our care will be carried into the
next course module, developed and taken to future levels.
What obstacles or difficulties were there – if any?
I was pleased and surprised that I had such a positive response to my requests for
information and participation in the project. This was in the main a very committed
student group and as a result I did not encounter any serious setbacks or difficulties.
Reflection on practice
What do you think you have learnt?
What did you, or will you change, in your own practice, as a result of your project?
My conclusions are that there needs to be a qualitative adjustment of tutoring style in
my and others’ approach to the course modules we teach. Awareness of this will
certainly inform my own undergraduate teaching and, I hope, will be useful for
colleagues. The PIP model should prompt and encourage this as well as advancing a
sense of coherent and shared aims and outcomes that will endorse the building of
‘learning communities’ within the Faculty.
Implementation suggestions or ideas
Which outcomes would you recommend being implemented?
What changes in practice might be needed?
What resources might be needed?
Associate lecturers should be urged to reflect on and implement the PIP model in
their own teaching. Simple adjustment of thinking and a modest practical adjustment
would be needed. No extra resources are required.
Do you have any ideas for further enquiries/ projects?
As a result of this enquiry, I have proposed another PILS project: the investigation of
student perceptions of ‘Humanities’ as a body of material, a discipline, a mode of
study, methodology and degree pathway.
Have you had any opportunities to disseminate or share your ideas?
I presented a paper based on this research at the Open PILS CETL Conference in
September 2008. At that event I explained the rationale of my project and its
outcomes. Importantly, I was able to share and evaluate the model of ‘integrated
teaching, learning and support’ with colleagues.
Did you enjoy the experience of being a PILS consultant?
Is the principle of providing this type of opportunity a good one i.e. for Associate
Lecturers to look at their practice or undertake a development activity?
Is the consultant idea a good one?
I have found working with PILS to be very valuable. It has enhanced my own
professional awareness and allowed me to engage with my students at a more
meaningful level as a group and as individuals. It has been a very positive
experience.
*Appendix
Student Questionnaire: Dr Barbara C. Morden 2008
Making the Transition between Levels of Study
Thank you for agreeing to participate in this questionnaire that is part of ongoing research for the Open University PILS Project. I suggest that you read it
first and then allow some time to reflect on the issues before filling it out. It
should not take you more than 10 minutes to complete.
In responding to these questions, I am asking you to think back to your
experience in completing your first year of study and approaching this second
level course module (A207: From Enlightenment to Romanticism). Please be
honest, there are no right or wrong answers and your responses will be
anonymous. Where appropriate, please circle relevant answers (multiple
responses are permitted). For Q. 9 & 10 write no more than a couple of
sentences in response to these questions. You may not feel able to answer all
the questions, if so, please just focus on the ones that strike you as especially
relevant.
1) What do you remember feeling as you completed your First Year of Study?
a: relieved
b: pleased
c: confident
d: apprehensive
2) What skills do you think you developed during the process of studying at
Level One?
a: grasp of the course module content
b: ability to remember and process facts
c: ability to make connections
d: ability to apply ideas and concepts
e: introduction and application of scholarly methods of presentation
f: the integration of IT skills in the management of course module material.
g: other skills (please specify)
3) During your study at Level One
a: were you made aware of the above skills and how you were developing
them during your study at this level?
very aware vaguely aware unaware
b: were the Course Module Guide and tutor marked assignment Learning
Outcomes useful in this context?
yes:
no:
c: would you have liked more encouragement from your associate lecturer in
your development/application of these at the start/during/at the end of the
course module? yes:
no:
d: were you aware that these were the kind of skills and abilities
that you would transfer and develop further at the next stage of
study? yes: no:
4) What were your feelings as you moved to Second Level study?
a: I looked forward to further study
b: I was apprehensive about making the transition
c: I was nervous about working in a different group/with a new associate
lecturer
d: I wondered what different demands would be made on me at second level
e: Other: please write a word or two to describe any different or additional
feelings…………………………………………………….
5) When you began your Second Level course module were you confronted with
new ideas/ways of working and assessment that troubled you?
yes: no:
If ‘yes’ what specifically? …………………………….
6) Before the start of the new course module, would you have appreciated a
session with an associate lecturer to give some constructive feedback on your
course module achievement and anticipate/discuss what the
demands/learning outcomes of Second Level study might be?
yes: no:
7) a. Have you read/been aware of the importance and value of course
module/tutor marked assignment learning outcomes during previous and
current course modules?
yes:
no:
b: Did/do you know where to find these?
yes:
no:
c: Would you value a greater focus on these in tutor marked assignment
marking?
yes:
no:
8) Would you value a personal review/discussion of your general academic
progress at the end of this current year? yes:
no:
If yes, briefly state on the reverse of this sheet what form you would like this
review to take (eg. telephone/face-to-face/written).
9) On the reverse of this sheet:
a: please add any further thoughts (if any) on making the transition between
levels of study.
b: briefly state what you initially expected and what you now look forward to
as the overall outcomes (personal and academic/professional) of an Arts
Degree.