The Block Embedding Skills (BES) Model: Embedding Academic Skills into Student’s Learning Journey within Block Teaching.

Abstract

The University’s shift from a semesterised structure to block teaching prompted a fundamental rethinking of academic skills support. Previously, the Academic Skills team provided generic workshops and ad-hoc in-course sessions throughout the academic year. To better support students’ learning within the University’s new block model, the team adopted an embedded approach that aligns academic skills provision with the student learning journey. Previous research demonstrates that embedding academic skills within disciplinary courses enhances student engagement, improves the relevance of support, and promotes equity of access—particularly for students who may not proactively seek help, including those from underrepresented backgrounds. Informed by data from one-to-one tutorials, previous support requests, and course documentation, the team mapped assessment types and deadlines to identify key intervention points. Collaboration with course leaders was central to this process, ensuring that embedded sessions were closely aligned with module content and learning outcomes. This collaborative, embedded approach fostered stronger connections between academic departments and learning development services, contributing to a more cohesive and timely student experience. It enabled broader reach through scheduled workshops and asynchronous resources, while reducing demand for individual tutorials. However, challenges included limited engagement during extended placement periods and disruption caused by staff turnover, which impacted consistency. This approach contributes to the growing scholarship on embedded learning development and responds to a gap in the literature regarding academic support within block teaching models. It also offers a scalable, transferable framework for institutions seeking to adapt academic skills provision to intensive or modular teaching structures.