As higher education (HE) strives for inclusivity and equity, rethinking the tutor-student dynamic is vital. Tutors, advisers, and support staff are central to creating a respectful, collaborative academic environment where students feel heard. David Ausubel aptly observed, “The most important single factor influencing learning is what the learner already knows.” This highlights the importance of valuing students’ prior knowledge in the advising interactions aimed at empowering students' educational development.
Reimagining Personal Tutoring and Academic Advising to Narrow the Awarding Gap
In recent years, closing the awarding gap in higher education has become a primary focus for UK higher education institutions (HEIs). Arguably, the increasing scrutiny from the Office for Students (OfS) has prompted HEIs to confront the persistent attainment gap, particularly between White and Black students. While data reveals that Black students are less likely to achieve an upper-second or first-class degree, the OfS mandate aims to "eliminate the unexplained gap in non-continuation between the most and least represented groups of students by 2024-25 and eliminate the absolute gap by 2030-31" (OfS, 2022, p. 24). Accordingly, many HEIs are making asserted efforts to implement systemic and pedagogical reforms to reduce disparities in student outcomes.
A recent online panel discussion, hosted by United Kingdom Advising and Tutoring (UKAT), explored the urgent need to address the awarding gap. Chaired by Denise Miller, and attended by 154 participants, the panel discussion featured contributions from nationwide experts, including Eleanor St Hilaire, Claire Brown, and Josephine Gabi. The discussion focused on reimagining personal tutoring and academic advising to reduce the awarding gap.
Student Engagement is key to student retention and success in Higher Education
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.