Easing the transition: module assistants co-delivering curriculum

At Abertay University, our commitment to fostering student success and enabling successful transitions is embodied in our innovative microcredential approach (Millard, Blackwell Young & Hogan, 2023). This show and tell session will showcase the pivotal role of Module Assistants in providing peer support within the microcredential, ABE201 - Being Successful at University.

The microcredential strategy at Abertay University is designed to address the unique challenges students face during transitions and enhance their overall academic experience. ABE201, a cornerstone in this approach, serves as a platform for the effective implementation of Module Assistants, who play a key role in co-delivering the curriculum. This reflects the students as colleagues approach embraced by the university in which students engage as academic and research consultants in institutional activities (Bovill et al 2015, Millard 2020). This dynamic collaboration between the Module Leader and Module Assistants not only reinforces the academic content but also fosters a supportive environment for students navigating university life.

The session will offer a comprehensive exploration of the specific contributions of Module Assistants in the ABE201 module, emphasising their role in facilitating peer support and ensuring new students building connects (Mahoney, Kumar & Sabsabi, 2022; Lizzio & Wilson, 2010). By leveraging the expertise and insights of advanced standing students, Module Assistants bring a valuable perspective to the learning process, enriching the educational experience for new advanced standing students articulating into year 2 of an Abertay degree programme.

Furthermore, the showcase will provide an overview of the topics explored in supporting 2nd-year advanced standing students. Through this show and tell session, delegates will gain valuable insights into the successful integration of Module Assistants in curriculum delivery, exemplifying Abertay University's commitment to nurturing a collaborative and supportive learning environment.

Bovill, C., Cook-Sather, A., Felton, P., Millard, L. & Moore-Cherry, N. (2015) Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71, 195-208. https://doi.org/10.1007/s10734-015-9896-4
Lizzio,A. & Wilson, K. (2010) Strengthening commencing students' sense of purpose: Integrating theory and practice. First year in higher education conference Proceedings. https://unistars.org/past_papers/papers10/content/pdf/12D.pdf
Mahoney, B., Kumar, J. & Sabsabi, M (2022) ‘Strategies for student belonging: The nexus of policyand practice in higher education. A practice report. Student Success Journal, 13(3), pp. 54-62. https://doi.org/10.5204/ssj.2479
Millard, L. (2020). Students as colleagues: The impact of working on campus on students and their attitudes towards the university experience. Journal of Teaching and Learning for Graduate Employability, 11(1), 37–49. https://doi.org/10.21153/jtlge2020vol11no1art892
Millard, L., Young, J. B., & Hogan, J. (2023). Designing Personalized Student Development Through Microcredentials: An Institutional Approach. In D. Willison & E. Henderson (Eds.), Perspectives on Enhancing Student Transition into Higher Education and Beyond (pp. 122-142). IGI Global. https://doi.org/10.4018/978-1-6684-8198-1.ch006.