Vol. 12 No. 1 (2019): Compass: Journal of Learning and Teaching

Vol 12 number 1 cover image

Special Issue: Creating conditions for student success – tools and frameworks that address student attainment gaps

Published: 06/11/2019

Editorial Team

Editorial Team

Gillian Keyms
- PDF

Editors' Introduction

Editorial

Simon Walker
- PDF

Preface

Preface

Nona McDuff
- PDF

Opinion Pieces

Why we shouldn’t shy away from discussions around decolonising curricula

Danielle Tran
- PDF
Creating conditions for student success on a two-year accelerated degree

Poppy Frances Gibson, Sharon Perera, Robert Morgan, Bonnie Kerr
- PDF

Case Studies

Improving the attainment gap of Direct Entry Chinese students – lessons learnt and recommendations.

Liz Warren, Dawn Reilly, Wenxian Sun, Iwona Vellam
- PDF
Developing a BME Student Advocate Programme

Helen Catherine Barefoot, Cage Boons
- PDF
Peer-assisted learning to support attainment in Pharmacy

Rebecca Maccabe, Ricarda Micallef, Dr Mark Carew
- PDF
From Local to Institutional Attainment Change: scaling-up local initiatives

Phil Gravestock, Debra Cureton
- PDF
The early impact of initiatives to close attainment gaps at UCL

Rosalind Mary Duhs, Julie Evans, Paulette Williams, Parama Chaudhury
- PDF

Research Articles

Freedom to Achieve: addressing the attainment gap through student and staff co-creation

Lucy Jane Charlotte Ansley, Richard Hall
- PDF
Curriculum co-creation as a transformative strategy to address differential student outcomes: the example of Kingston University’s Student Curriculum Consultant Programme

Annie Livingstone Hughes, Christina Michener, Kamal Mohamed, Nona McDuff
- PDF
How did the work impact me? Reflections of the researchers and facilitators of BME success projects

Helen Catherine Barefoot, Nathan Ghann, Judy St John, Amanda Yip
- PDF
‘We Belong’: differential sense of belonging and its meaning for different ethnicity groups in higher education

Debra Cureton, Phil Gravestock
- PDF
‘Livin and Learnin’, Tellin’ stories, Challengin’ narratives: Critical reflections on engaging students from marginalised groups in academic research activities.

Louise Owusu-Kwarteng
- PDF