Programmes in higher education tend to focus attention on the student‎'‎s first year ‎(‎because of concerns about student transition and retention‎)‎ and on their final year ‎(‎because of student exiting for their future careers‎)‎‎.‎ The middle year‎(‎s‎)‎ of programmes receive relatively little attention which can often lead to a slump in student development at a crucial point in their studies‎.‎ Stepping up to the Second Year at University provides practical advice that can be implemented by staff throughout higher education institutions‎.‎ Rather than providing a set of prescriptions to be slavishly implemented‎,‎ it prompts practitioners to think constructively about curriculum design and delivery‎,‎ and about maximising student potential within the context of their particular institution‎.‎ Amongst the questions asked in this book are‎:‎ * In what way do students‎'‎ perceptions of their experience shift as they progress through the first two years of study‎?‎ * How do psychological factors bear on student engagement and performance in the second year‎?‎ * What in the second‎-year curriculum might need greater attention‎?‎ * How can the analysis of institutional data help‎?‎ This book‎,‎ builds on critiques existing international research on the mid‎-years experience and also features evidence from a significant new research project from Liverpool John Moores University‎,‎ provides a number of starting points for institutions‎'‎ enhancement activities as they seek to make the experience of their students as rewarding as possible‎.‎ It is a must read for institutional managers of higher academic programmes‎,‎ higher education practitioners and anyone interested in the development of teaching at higher education level‎.‎