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Thanks to all who have replied via the listserv, personal email and in person at the LearnHigher Symposium. I look forward to making good use of the resources you've pointed me to and sharing my findings with you. Joelle Adams Bath Spa University -----Original Message----- From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of toconnor Sent: 22 June 2007 09:22 To: [log in to unmask] Subject: Re: Study skills scholarship Hi Joelle, I looked at the issue of 'embedding' learning skills for my doctoral thesis in educational psychology. I have listed some of the main references below and I see John Hilsdon has given some as well. There are two US meta-analyses in this area (Hattie et al, 1996 and Simpson et al, 1997)which offer mixed support for teaching study skills but appeared to be more effective when a metacognitive aspect was incorporated or when a very specific skill was the focus and when related to context and content. There is more support for 'learning to learn' courses which are centrally taught but of longer duration than our typical learning development interventions (Hofer et al, 1998; Tuckman, 2003; Weinstein, 1994; Weinstein et al, 2000). Most of the studies I came across that attempted to embed study skills were descriptive rather than evaluative; some used an adjunct approach while others were more fully integrated with subject content. Some of these are in articles by Norton et al (1999), Chalmers & Fuller (1996; 1999) and de la Harpe et al (1998), Radloff et al (2000). I concluded the research suggests that the interventions have some impact on students' learning skills and performance and that more support exists for interventions that increase the use of more specific cognitive and self-regulatory strategies which is similar to previous findings. There seemed to be less support for integrating learning skills to promote a deep approach (see Linder & Marshall, 1997; Schatteman et al, 1997). My research (a qualitative case study of four departments that attempted to teach learning skills in context)suggests there are many barriers to embedding. I concluded that it's a very complex issue and that perhaps a range of approaches or interventions - central as well as embedded, remedial as well as developmental, etc. - is needed. Thus I'm trying to promote student learning development across all aspects of the college! I agree with John, there's a large-scale research project for LDHEN! I've attached a list of the above references (plus a few others). Please contact me if you'd like more details. Regards, Tamara -----Original Message----- From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Joelle Adams Sent: 20 June 2007 19:15 To: [log in to unmask] Subject: Study skills scholarship Dear colleagues, I am coordinating a new study skills centre at Bath Spa University and would like to underpin the centre's practice with contemporary (UK) scholarship. To clarify, I am not completely new to the field: I have 7 years of experience teaching academic writing in writing centres and programmes in Canada and the UK, so I am well-versed in North American composition pedagogy and the Academic Literacies work taking place in the UK. What I am looking for is research more broadly related to how to best teach 'study skills' in HE. For example, many of us (myself included) argue for embedding study skills in each discipline, but which studies prove this is 'better' than centralised services or 'remedial' models? So, my question is this: what are the pinnacle studies in study skills provision in UK HE? For further information, my other research interests include the teaching of academic writing, particularly to first-year students and improving curriculum design (incl. feedback, assignment design, teaching methods, etc) to improve learning. I look forward to meeting and working with many of you in the future. -- Joelle Adams, Student Achievement Coordinator Student Study Skills Centre School for Development and Participation Bath Spa University Newton St Loe Bath, BA2 9BN Tel: +44 (0)1225 876365 Mob: +44 (0)7890 580609