Final Report on Innovation Project:

“Making (First Year) Tutorials Count”

John MacMillan, SPIRE

“We must make special efforts to design learning contexts for first year students that rapidly develop more sophisticated approaches to learning and teaching”

(Paul Ramsden, Learning to Teach in Higher Education, 1992, 67)

“From our students’ point of view, assessment always defines the actual curriculum” (ib., 187)

Summary

“Making (First Year) Tutorials Count” seeks to develop certain difficult to assess skills of communication and argument through a radical re-structuring of the assessment regime.

The specific skills this module seeks to develop are:

·  The ability to construct and deliver an argument orally and on paper

·  Reflection on the process of argument construction and delivery

·  Analytical skills

·  Writing skills

·  Scholarly practice

The distinctive features of this approach to developing these skills include:

·  Rapid and frequent feedback

·  A high level of student participation and active learning

·  Concordance between tutorial preparation/engagement and grades

The assessment regime itself is detailed in the accompanying handout that was prepared for the ‘Innovation Day’ of 22 May 2002 at which a presentation on this project was delivered. A scholarly account of the project is currently being prepared for publication (co-authored with Dr. Monica MacLean).

This project first ran in the Autumn Semester 2001-02 and was implemented through Module INRL-102 (Foreign Policy). The project is being repeated this year and this second cycle is almost complete.

The funding for this project has been claimed by Spire and was used to release the grant-holder from other duties in order to focus on the design and management of the project.

Student evaluation of the project has been positive. I would certainly welcome the opportunity to further disseminate this project within Keele and beyond.

I would also like to note how refreshing and rewarding it has been to undertake this project, made possible through the Innovation Project scheme, and to thank Spire for supporting its development.

JM

10/4/03