The power of a partnership approach: the tripartite relationship between academics, academic skills staff and students

Authors

DOI:

https://doi.org/10.21100/compass.v14i2.1175

Keywords:

partnership, retention, academic skills, embedded, widening participation, support, trust

Abstract

This reflection piece shares the innovative approach to an embedded skills model on an accelerated two-year BA programme. At the University of Greenwich annual teaching and learning conference (SHIFT), in 2020, a collaborative team from the degree course presented a case study on this model. This article explores how, through such partnerships, student success can be promoted and student outcomes can shine. Living and teaching through a pandemic has highlighted the importance of staff and student relationships to ensure success.

Author Biography

Poppy Frances Gibson, University of Greenwich

Poppy Gibson is a senior lecturer in Primary Education in the Teacher Education Department, who has come into HE after over a decade working in several London primary schools. Poppy is Programme Lead of the University of Greenwich's Accelerated degree programme in Primary Education Studies and is the Modern Foreign Language coordinator, teaching MFL on the PGCE and BA QTS programmes. Key research interests include identity, motivation and the integration of technology into our lives, with a dominant focus on social media.

References

Bell, F. (2009) ‘Connectivism: a network theory for teaching and learning in a connected

world.’ Available at: http://usir.salford.ac.uk/id/eprint/2569/1/ConnectivismEdDev.pdf (Accessed: 9 March 2021).

Gibson, P. (2020) ‘Letting students’ voices be heard: building effective learning relationships and increasing outcomes on the 2-year accelerated BA (Hons) in Primary Education.’ Greenwich Learning and Teaching. Available at: https://blogs.gre.ac.uk/glt/2020/02/17/letting-students-voices-be-heard-primary-education/ (Accessed: 17th February 2020).

Gibson, P., Perera, S., Morgan, R. and Kerr, B. (2019) ‘Creating conditions for student success on a two-year accelerated degree.’ Compass: Journal of Learning and Teaching, 12(1). Available at: https://doi.org/10.21100/compass.v12i1.944 (Accessed: 12 January 2021).

Kolb, D. (1984) Experiential Learning. Englewood Cliffs, New Jersey: Prentice Hall. ISBN: 9780132952613

Lave, J. and Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. ISBN: 9780511815355

Wingate, U., Andon, N. and Cogo, A. (2011) ‘Embedding academic writing instruction into subject teaching: A case study.’ Active Learning in Higher Education, 12(1), 69-81. Available at: https://journals.sagepub.com/doi/10.1177/1469787410387814 (Accessed: 12 January 2021).

Wingate, U. (2006) ‘Doing away with study skills.’ Teaching in Higher Education, 11(4), 457-469. Available at: https://www.tandfonline.com/doi/abs/10.1080/13562510600874268 (Accessed: 12 January 2021).

Downloads

Published

07/13/2021

Issue

Vol. 14 No. 2 (2021)

Section

Conference Reflection Pieces

License

Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.

 

Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]

 

Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.

 

Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time. 

 

If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.