Effective Academic Support Strategies for Student Success
This content delves into the strategies for providing effective academic support to students, focusing on personal tutorials, student satisfaction, anxiety factors, and research on student literacies. It highlights the importance of enhancing the academic experience to ensure a positive university reputation and student outcomes.
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Presentation Transcript
Learning from the Professionals for Academic Support Convenor: Lisa Clughen
Welcome Lisa Clughen: lisa.clughen@ntu.ac.uk Academic Support, Learning and Teaching Co-ordinator, School of Arts and Humanities Nottingham Trent University (Principal Lecturer) Senior Lecturer in Spanish 19 February 2025 2
Purpose How to make the most of personal tutorials to support students with the academic side of their studies. 19 February 2025 3
Contexts Student Satisfaction (eg HEPI-HEA Student Academic Experience Survey; HESA) Teaching Enhancement Framework (TEF); NSS; EVASyS Widening access agendas
The Future of HE? What makes the big difference for the future is the reputation of the university and the reputation of the university is based on how well students do (Phoenix 2016, 1,52.32mins) The most important thing for applicants is the quality of the academic experience (...). We are all trying to offer the very best student experience as well, so we need to differentiate ourselves (Shellard 2016, 1.51.41-53) What universities are seeking to do (...) [is] to try and make sure that they are providing first class support and the best experience they can (Phoenix 2016, 1.56.15mins)
Student Emails I was up till the early hours trying to do this ( ) essay and got myself in a right mess (i lost the ability to write so cried for a while) and have overslept . I am having quite a lot of problems at the minute now that I am in my final year and am suffering from a complete lack of academic confidence . This is also a bit of an SOSmessage . 19 February 2025 6
What creates anxiety? I spend so much time trying to read chapters or sections thatdon t make senseto me or seem so highbrow that I simply can t understand them. At the end of many hours, I feel that I ve gained nothing . I think I must be too stupid to understand highbrow university level text booksbecause some of the things I m given to read are beyond me . I think I struggled to get my head around all the information I had. I found it hard to find exactly what I was trying to say as my ideas were a bit jumbled .
Research on Student Literacies at NTU Feb June, 2011 Q aires sent to all students (8296) 455 responses (5.5%) Results: 80% - difficulty understanding language of academic texts 83% sometimes or often didn t understand the ideas they were reading. (Hardy and Clughen, 2012, 37) 19 February 2025 8
References Hardy, C. and Clughen, L. (2012) Writing at University: Student and Staff Expectations and Experiences in Clughen and Hardy (eds) Writing in the Disciplines: Building Supportive Cultures for Student Writing in UK Higher Education. Bingley: Emerald, pp. 25-54 Phoenix, D. (2016) [radio].Today, BBC Radio 4, 17 August, 0750 Shellard, D. (2016) [radio].Today, BBC Radio 4, 17 August, 0750
