Student Engagement is key to student retention and success in Higher Education. Whilst engaging in educationally purposeful activities is not essential to academic success (Kuh et al 2006), in-class involvement has been shown to be critical to the students’ experience of success (Tinto, 2012). Within the UKAT Student Engagement SIG we take a broad definition of student engagement, embracing engagement with programme, their studies and personal academic tutoring. We consider how we as tutors and education providers can design programmes of activities that students can see the benefit of engaging with.
Creating a ‘sense of belonging’ for international students through intercultural Personal Tutoring
The Personal Tutoring for International Students SIG aims to create a professional network of personal tutors working to understand the issues, concerns and challenges of working with overseas students. In this BLOG Lousa Hill and Maria Hussain explain their SIG in more detail.
Reflections on bullying in Higher Education
It was Anti-bullying week from 16-20 November 2020. This year the theme was 'United Against Bullying' and there was a slew of events on various social media using #antibullyingweek and #abw20 where you can still go to see some of the action. It also seems a good time to reflect on bullying in the context of the higher education sector.
No student left behind
Hengyi Wang, Debbie Sperring, Dr Sarah Watson and Lizzy McKinney – Student Academic Success Advisors at the University of Sussex Business School – have produced a very useful overview outlining how they have tried to ensure that no student is left behind due to moving teaching online, especially international students.
Academic Advising Online.
Alison McCamley and Karl Baker-Green discussing some issues concerning academic advising Online.
10 Top Tips for Effective Personal Tutoring
Personal tutoring is often perceived as some kind of lost or elusive art to master: there are few rules and regulations and plenty of disputes over what exactly it is and how it should be structured. The topic certainly polarises: we hear stories of “good” and “bad” tutoring, colleagues who value it and meet their commitments and colleagues who don’t do either. Yet personal t ...