Science Foundation is an integral part of the University of Huddersfield’s commitment towidening participation. It is specifically designed for those looking to study and work in the sciences butwho lack the appropriate qualifications or experience to enrol as first-year undergraduates. In eachyear’s cohort there is a wide spectrum of diversity in terms of age, ethnicity, social class, previousacademic achievement and previous work experience. Many of those who enrol can be described asnon-traditional. In the main, they are returning to full-time education following an extended break orthey have recently underperformed in previous studies. Intuitively, the introduction of learning stylesinto the curriculum may help these students cope better with their transition into the culture of highereducation. Building on the recent critiques of learning style theories, this article gives consideration tothe implications for teaching and learning that their introduction have. It places quantitative andqualitative research undertaken with Science Foundation students within a framework of equity andemployability. Ultimately it argues that the way in which learning styles are used has to reflect themotivations and aspirations of students.
|Number of pages||10|
|Journal||Widening Participation and Lifelong Learning|
|Publication status||Published - Aug 2008|