Hello everyone
After we here in Academic SKills (ASK) at Portsmouth recently provided a Programme Area Leader in a social science subject area with data about students from 'her' courses using our services in 2009/10, she responded (in part) thus:
"...that's very helpful. A year/level breakdown would have been useful, as it's interesting how some students will leave seeking support until later on in levels 2 and 3. Ideally we'd like to get their academic skills perfect by the end of level 1!"
Would I be wrong to imagine that somewhat exasperated sighs of familiar frustration would be widespread among members of the network?
I would be very interested to hear what you think are the best ways of persuading colleagues with this way of thinking of the not-just-merits-but-probable-necessity of acknowledging the personal and incremental nature of academic skills recognition, acquisition and development, and of embedding interventions of different kinds in a more progressive manner.
Best wishes
Martin Hampton
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