An intensive block approach to teaching academic skills through a discipline: the effect on student connections, experiences, and outcomes as students transition to HE

Authors

DOI:

https://doi.org/10.47408/jldhe.vi39.1680

Keywords:

block teaching, intensive teaching, academic skills, transition to university, discipline-based approach

Abstract

Supporting students in their transition to university is challenging. Helping them feel connected to peers, staff, and their subject, while developing essential academic skills, is crucial. Block teaching has been shown not only to enhance retention and outcomes but also to build confidence and support the transition to university life. This study explores the impact of a two-week intensive block teaching approach for first-year Geography and Environment students at the University of Chester. Introduced in 2022, the module serves as an extended induction, focusing on academic skills and integration. Over three years, 127 students participated, with evidence showing improved understanding of higher education, stronger academic skills, and better peer connections. Outcomes included 100% pass rates, high average marks, and a 10% increase in continuation rates from year 1 to 2. We argue that discipline-based, well-organised block teaching can support skill development, boost confidence, and aid university transition.

Author Biographies

Ruth L. Healey, University of Chester

Ruth L. Healey is Professor of Learning and Teaching in Higher Education at the University of Chester, UK and a HE Consultant and Researcher. Ruth has written over 60 pedagogic publications and given over 100 workshops, presentations, and keynotes in 10 countries. She is a National Teaching Fellow (NTF) (2017), a Fellow of the International Society for the Scholarship of Teaching and Learning (ISSOTL) (2019), and a Senior Fellow of the Staff and Educational Development Association (SEDA) (2024). She is one of the inaugural Editors of the International Journal for Students as Partners (2016-).

Anthony D. Cliffe, University of Chester

Anthony David Cliffe is a Senior Academic Skills Adviser and Project Developer at the University of Chester in the Academic Skills team. Anthony has a keen interest in Students as Partners and advocates for students to be in the research space. Anthony has worked as a Senior Lecturer, co-editor of the International Journal for Students as Partners, Chair of Ethics, and Assessment Officer, bringing different experiences across into the third space of academic professional services.

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Published

27-03-2026

How to Cite

Healey, R. L., & Cliffe, A. D. (2026). An intensive block approach to teaching academic skills through a discipline: the effect on student connections, experiences, and outcomes as students transition to HE. Journal of Learning Development in Higher Education, (39). https://doi.org/10.47408/jldhe.vi39.1680

Issue

No. 39 (2026)

Section

Papers

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