Stepping up/down/across to the 2nd year Mantz Yorke Liverpool John Moores University 18 April 2013

First year Second year

What do institutional data tell you? A ‘sophomore slump’? Or not?

Evidence from UK studies [Some] evidence for what is sometimes called 'second year blues'. Students maintain their interest in skills and experiences (and some aspects of knowledge) over the first year of their studies but then lose motivation in the second year. The encouraging message is that motivation in many areas recovers in the final year. (Jacobs and Newstead, 2000: 252.) Lieberman and Remedios (2007) found drops in students’ ratings of their interest in their subject of study; their enjoyment; and their orientation towards mastery from the first year – drops that never recovered in the subsequent years

The ‘sophomore slump’ in the US Recognition in the US that second year students have substantial needs but receive the least attention of all undergraduates Many second-year students ‘suffer from reduced motivation or apathy, declining grade point averages, or a letdown from their first year’. Pattengale and Schreiner (2000: vi) The possible influence of a lack of direction and a sense of disconnection in second-year students. Graunke and Woosley (2005) Griffith University in Australia has recently been studying the 2nd year experience, drawing on work in the US

‘Slumping’: some aspects of causal complexity The psychological make-up of the student, including goal orientation and subject desire commitment self-competency beliefs Curriculum-related matters, including programme design and pedagogy Differences in marking criteria and grading; and a mismatch between staff and student expectations of learning outcomes Extraneous factors such as undertaking part-time work whilst studying, sorting out accommodation issues; adventitious events

What is the 2nd year like? Student reaction ‘The excitement of the first year is gone’ ‘Starting life again in year two’ (inc social readjustment to new groups) 2nd year perceived as less important; can be more relaxed Non-academic achievements (e.g. sport, social life) to the fore Stricter marking is a shock Poor choice of optional modules in Year 2 ( lower motivation)

What is the 2nd year like? Curriculum issues 1st and final year work sharply defined: what about 2nd year?

Second year First year

What is the 2nd year like? Curriculum issues 1st and final year work sharply defined: what about 2nd year? Step-change from 1st year ‘The real work begins now’ 2nd year doing the hard yards in preparation for for final year

There’s no magic bullet There is a multiplicity of possible nudges to practices But which nudges, and when?