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Is BUdi a good mate? Investigating the impact of a collaborative support model on the student assessment experience
Conference presentation

Is BUdi a good mate? Investigating the impact of a collaborative support model on the student assessment experience

Janet Turley and Johanna T Einfalt
2011 Learning & Teaching Week Program and Abstracts Book, p.27
Learning & Teaching Week, 2011 (Sunshine Coast, Australia, 19-Sep-2011–23-Sep-2011)
University of the Sunshine Coast
2011
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy assessment higher education collaboration
This presentation will provide findings and evidence recently gathered about a consultative support model which has been operating at USC since 2008 in the Faculty of Business and more recently replicated into other faculties. BUdi (Business Drop in) is a consultative service provided for two hours each week where students gain one-on-one advice on assessment tasks from the Librarian, an Academic Skills Adviser and a growing number of academics. Discourse about the student journey at university highlights the importance of a more holistic approach to course delivery and support in order to promote engagement (Kift, 2009; Tinto & Pusser, 2006; Lawrence 2005). In teaching and supporting the skills of research and writing for an assessment task, it is just as important to focus on the student's learning experience as it is on the end product (Peacock 2008; Gibson 2007; Bordonaro 2008). This collaborative support initiative is based on providing a contact point for students to gain advice from an Academic Skills Advisor, the Librarian and at times from academics to support students their assessment writing journeys. Focus groups, online surveys and interviews with co-ordinators have been conducted in 2009 and 2010 to evaluative the impact of this model. Our findings suggest that this assessment support influences student learning by: raising awareness about academic skills and the processes for researching and writing; promoting peer learning and student connections; fostering self-learning and self-management skills and; building confidence and providing suitable support for a diverse range of students.

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