Dear All,
This is an interesting discussion.
Our university focusses on science, technology, engineering and maths (STEM subjects) with a handful of other niche specialisms. Because numerical skills are highly valued in our main subject areas, we tend to attract a very high number of students with dyslexia. While these students may do very well in the early years of their course, some will hit crisis point when they reach their final-year dissertation. Such students often have difficulty in organising their dissertation, as well as in writing it.
I hear similar reports from colleagues in nearby institutions teaching artistic and/or design subjects. LDHEN must have members in similar institutions; what's your experience?
Best wishes,
Isabelle
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Isabelle Pottinger
Effective Learning Adviser/ Academic Counsellor
Library
Heriot-Watt University
Edinburgh
+44 (0)131 451 3062
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Effective Learning Service: http://www.hw.ac.uk/library/effective-learning-service.html
Library Workshops: http://www.hw.ac.uk/library/workshops.html
LearnHigher: http://www.learnhigher.ac.uk/
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-----Original Message-----
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Sharon Gedye
Sent: 20 June 2011 13:07
To: [log in to unmask]
Subject: Student Variability
Do certain subjects attract certain types of students and if so what is the evidence? Is there any truth in stereotypes?
I am interested in things like differences in learning styles, expectations, goals, personality types, pastoral/emotional demands, learning difficulties etc.
Can anyone help? I would be very grateful.
Dr Sharon Gedye (PhD, FHEA). Educational Developer.
Teaching and Learning Directorate, Room 114, 3 Endsleigh Place, University of Plymouth, Devon, PL4 8AA
T: +44(0)1752 584 534. Email: [log in to unmask]
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