Ensuring Progression in Learning Development

TL;DRAbstract

What is commonly known as the ‘sophomore slump’ or ‘second year blues’ can be attributed to
\nseveral stress related factors: fears surrounding increased levels of independent learning and self-directed study, social group cohesion with peers, personal development issues with pressures to
\ncope with new life challenges, such as housing and finance issues (Schreiner, 2010). Evidence suggests that due to the amalgamation of these factors, students often experience a loss of
\nengagement, struggle to manage a smooth transition into year two and, consequently, to get the
\nbest out of their intermediate level of undergraduate study (Grump, 2007). At the University of Huddersfield, we have found that fewer students access academic skills provision in their second year and that this pattern is mirrored in taught academic skills session delivery, with sessions being ‘front-loaded’ at foundation level. Our role as facilitators for the learning journey of a student requires tha

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