Enhancing Delivery and Assessment: A Case Study in Module Redesign for Improved Transition Into Higher Education

Understanding student transition into higher education is an important aspect of module design, linking content, delivery, and assessment with a student’s prior educational experience and knowledge bases. However, reflections on how modules designed choices are, generally, not widely disseminated. Here, we document the reflections of a junior lecturer responsible for redesigning a Level-4 Political Systems module and analyze the intentions of change via a transition pedagogy perspective, presenting a program renewal that establishes connected curriculum as an enabling infrastructure for students to actively engage with learning. First-year experience is considered as a major impacting factor of a student’s subsequent success on a program of higher education and the diversification of student cohorts requires teaching staff to consider a wider number of intersectional factors that may impact on a student’s opportunity to succeed in their studies. With a focus on simulations and active-learning, by providing examples of the thinking behind the resultant activities and assessment realignment we hope to provide an example of how a transition approach to a first-year module can be explored.     

Trends in victimization in schools and elsewhere, 1974–1981

Trends in the rate of victimizations of juveniles in three settings-schools, homes, and streets/parks-are examined monthly during the period 1974–1981. The relationship between in-school victimization rates and those occurring outside of school are analyzed with multivariate ARMA models informed by previous research on school victimization (Gottfredson and Gottfredson, 1985) and an importation perspective on the source of crime and victimization in institutions such as schools. Results indicate that the overall in-school victimization rate remained relatively stable during this period but that victimization rates of juveniles in other settings had significant effects on in-school victimizations. This suggests that underlying causes of victimization in general are important determinants of victimization in schools. These results are limited, however, as we examine these sources of victimization only indirectly via relationships among the different victimization rates in dynamic models and by the aggregate nature of the monthly data from the National Crime Survey.     

Sex research and the construction of sexuality: A tool of male supremacy?

The social construction of sexual knowledge is analyzed by examining the model of sexuality which underpins ‘scientific’ sex research. It is an essentialist model, in which ‘sex’ is equated with heterosexuality, and coitus is assumed to be a biological imperative; male violence against women is legitimated; and sexual practices based on dominance and submission are ‘normalized’ on the basis of biological determinism. Male-defined sex research can thus be seen as constructing and promoting, by means of spurious scientific legitimation, a model of sexualiy which both reflects and reproduces the interests of male supremacy. The particular form of male sexuality that exists under male supremacy has been ‘naturalized’ and ‘universalized’, and presented as the scientifically objective model, not merely of male sexuality, but of sexuality in general. Conceptions of female sexuality based on the same model must be rejected, if feminist sexual practices are to be developed.