Presenter: Craig Martin
Format: Case Study/Individual presentation
Abstract
UCL’s aspirations for a future focussed education recognises the importance of embedding skills and experience across the curriculum in more systematic and consistent ways. This is of particular value for our widening participation (WP) students. This presentation focuses on how we can better inform and improve students’ development and skills, and our knowledge, in reading practices at UCL. It uses lessons learned from a university more traditionally associated with a widening participation agenda.
A qualitative research design was adopted, drawing on Self Determination Theory and Possible Selves, which led to findings revealing 1) the different reading habits and behaviours which students adopt and 2) different types of support which make a difference to student engagement and success in reading. The presentation will also present a series of recommendations for practice.
This presentation discussed the findings from a small-scale qualitative study of first year undergraduates, at a widening-participating (WP) university, in the East of England around attitudes to academic reading.
Background
The UCL East campus, with the first of its buildings being opened in 2022, is part of UCL’s development strategy for being an open and accessible WP campus to help close the deprivation gap of HE in East London. Due to the cross-section of students, some of which, may require additional academic skills support, including reading.
In the presentation, the findings are discussed around the areas in which students may have conflicts with undertaking their academic reading successfully. There some suggestions and recommendations presented, about what could be applied in future institutional practice, around the area of academic reading development and engagement.
Lessons Learned from Universities which are WP - Craig Martin