Second-year success: offering differentiated support to high achieving students

Authors

  • Chenée Psaros Queen Mary University of London

DOI:

https://doi.org/10.47408/jldhe.vi32.1412

Keywords:

transition, second-year, higher achievers, co-creation, differentiation

Abstract

Transition to university has long been identified as a key issue for institutions, however, much of the research focuses on the transition from level 3 to University and progression into employment. What is less commonly addressed, is the transition through university, helping students to understand and navigate the different challenges, expectations, and opportunities associated with starting levels 5 and 6 (Hill and Tinker, 2018; Gahagan and Hunter, 2006). Additionally, there is often a focus on provision for learners who are struggling academically and much less consideration for those who are doing well and achieving high marks. Informed by the University of Surrey’s STARS programme, we, in collaboration with students, worked to identify issues and challenges faced by high achieving students when they entered their second year. Along with further work related opportunities, a multi-disciplinary network for high achieving students was identified as a useful approach. We are looking to the hive mind of ALDCon24 for practical examples of how student-led academic networks and other innovative initiatives can enhance transition through university for high-achieving students.

  • (How) Does your institution/LD team support high achievers?
  • (How) Should we be offering differentiated support?
  • Can you share examples of any initiatives that may support this project?

Author Biography

Chenée Psaros, Queen Mary University of London

Chenée Psaros is a learning developer, an artist, and a walker. She uses creative approaches in her teaching and is always looking to innovate her practice. Her primary interests lie in learning beyond the campus and exploring how walking fosters creativity. She has an MSc in Digital Education from the University of Edinburgh. She is currently a member of the ALDinHE Mentoring Working Group. She is a Senior Fellow of Advance HE and a reviewer for the Collaborative Award in Teaching Excellence for Advance HE.

References

Gahagan, J. and Hunter, M. S. (2006) ‘The second-year experience: Turning attention to the academy's middle children’, About Campus, 11(3), pp.17-22. Available at: https://doi.org/10.1002/abc.168

Hill, P. and Tinker, A. (2018) ‘Making the second year count: Embedding learning development in a progressive student journey’, Journal of Learning Development in Higher Education, 14. Available at: https://doi.org/10.47408/jldhe.v0i0.482

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Published

31-10-2024

How to Cite

Psaros, C. (2024) “Second-year success: offering differentiated support to high achieving students”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1412.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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Copyright (c) 2024 Journal of Learning Development in Higher Education

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