Files and links (2)
Published VersionCC BY V4.0, Open Access
Journal article
Reflections of a student engagement program designed and delivered by academics
Journal of Applied Learning & Teaching, Vol.5(1), pp.40-51
2022
Abstract
Student support programs in higher education are commonly delivered by professional institution staff who are not directly involved in students’ courses. In this paper, we report on a unique student support program within a School of Education and the perceptions of the academic staff who designed and delivered the program. Methodologically, written and spoken critically reflective encounters were used to explore dimensions of student support: connectedness, mindsets, self-management, academic capabilities, and professional identity. We perceived the program positively influenced some students in developing feelings of connectedness, building self-management skills and understanding commitment, and in establishing a foundation for a student experience that fosters a pathway towards a teaching career. Tensions were revealed relating to the ethical responsibilities of supporting all students to continue study and staff’s own personal study experiences were found, at times, to contribute to assumptions about how students should engage with study. Findings suggest that addressing student needs across the dimensions first necessitates a shared understanding of what constitutes student success and how this is interpreted within a support program. Assisting academics in gaining deeper insight and understanding of what it means to be a student, particularly an academically vulnerable student, was a benefit of the program.
Details
- Title
- Reflections of a student engagement program designed and delivered by academics
- Authors
- Kim Beasy (Author) - University of TasmaniaRenee Morrison (Author) - Australian Catholic UniversityBianca Coleman (Author) - University of TasmaniaCasey Mainsbridge (Author) - University of Tasmania
- Publication details
- Journal of Applied Learning & Teaching, Vol.5(1), pp.40-51
- Publisher
- Kaplan Higher Education Academy
- Date published
- 2022
- DOI
- 10.37074/jalt.2022.5.1.7
- ISSN
- 2591-801X
- Copyright note
- © 2022. Kim Beasy, Renee Morrison, Bianca Coleman and Casey Mainsbridge. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99700261502621
- Output Type
- Journal article
Metrics
58 File views/ downloads
71 Record Views