{"id":949,"date":"2013-06-17T15:06:30","date_gmt":"2013-06-17T15:06:30","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/teachingandlearning\/?p=949"},"modified":"2013-06-17T15:06:30","modified_gmt":"2013-06-17T15:06:30","slug":"enhancing-the-student-academic-experience","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/06\/17\/enhancing-the-student-academic-experience\/","title":{"rendered":"Enhancing the student academic experience"},"content":{"rendered":"<p><a title=\"Compendium of effective practice in higher education: Volume 2\" href=\"http:\/\/www.heacademy.ac.uk\/assets\/documents\/retention\/Compendium_2_rc_ja_Final.pdf\" rel=\"attachment wp-att-950\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft  wp-image-950\" alt=\"Compendium of effective practice in higher education Volume 2\" src=\"https:\/\/blog.lboro.ac.uk\/teachingandlearning\/wp-content\/uploads\/2013\/06\/Compendium-of-effective-practice-in-higher-education-Volume-2-300x428.jpg\" width=\"180\" height=\"257\" \/><\/a> <a title=\"Compendium of effective practice in higher education retention and success\" href=\"http:\/\/www.heacademy.ac.uk\/assets\/documents\/what-works-student-retention\/What_Works_Compendium_Effective_Practice.pdf\" rel=\"attachment wp-att-951\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft  wp-image-951\" alt=\"Compendium of effective practice in higher education\" src=\"https:\/\/blog.lboro.ac.uk\/teachingandlearning\/wp-content\/uploads\/2013\/06\/Compendium-of-effective-practice-in-higher-education-300x425.jpg\" width=\"180\" height=\"255\" \/><\/a><\/p>\n<p>The Higher Education Academy (HEA) has just published\u00a0the second volume in what is fast\u00a0becoming a series of\u00a0proven approaches to many of the issues and problems\u00a0faced today by staff and students in Higher Education Institutions (HEIs). In sum, if colleagues are looking for ideas over the summer regarding how\u00a0they might build upon student engagement,\u00a0thereby enhancing the academic experiences of their students, these two collections may well prove to be treasure-troves.<\/p>\n<p>The <a title=\"Compendium of effective practice in higher education: Volume 2\" href=\"http:\/\/www.heacademy.ac.uk\/assets\/documents\/retention\/Compendium_2_rc_ja_Final.pdf\">Compendium of effective practice in higher education: Volume 2<\/a> (HEA, 2013) builds upon the approach taken in the <a title=\"Compendium of effective practice in higher education and success\" href=\"http:\/\/www.heacademy.ac.uk\/assets\/documents\/what-works-student-retention\/What_Works_Compendium_Effective_Practice.pdf\">Compendium of effective practice in higher education retention and success<\/a> (HEA, 2012). Taken together, they offer\u00a0a series of some eighty\u00a0case studies regarding efforts made in HEIs across the country, particularly with reference to six\u00a0well-established areas of concern:<\/p>\n<ul>\n<li>\n<div align=\"left\"><strong>transition<\/strong> \u2013\u00a0the move from school\/college to\u00a0university,\u00a0as well as\u00a0beyond;<\/div>\n<\/li>\n<li><span style=\"font-size: small\"><strong>learning and teaching<\/strong>\u00a0\u2013 centring on\u00a0approaches aimed at fostering independent learning and promoting student success;<\/span><\/li>\n<li><span style=\"font-size: small\"><strong>supporting students<\/strong> \u2013\u00a0including\u00a0peer support and\u00a0the\u00a0integration of current students; <\/span><b><b><\/b><\/b><\/li>\n<li><span style=\"font-size: small\"><strong>participation and belonging<\/strong> \u2013\u00a0the\u00a0ways in which\u00a0institutions promote student engagement to develop a sense of belonging; <\/span><\/li>\n<li><span style=\"font-size: small\"><strong>utilisation of data and information communication technologies<\/strong> \u2013\u00a0how data and technology can be used to aid and enhance learning; and <\/span><\/li>\n<li><span style=\"font-size: small\"><strong>strategic change<\/strong> \u2013\u00a0broad and creative approaches aim at\u00a0bringing about significant change. <\/span><\/li>\n<\/ul>\n<p>Colleagues will already be very familiar with <a title=\"co-tutor\" href=\"http:\/\/co-tutor.lboro.ac.uk\">co-tutor<\/a>, which Melanie King (<a title=\"CEDE\" href=\"http:\/\/cede.lboro.ac.uk\/\">Centre for Engineering and Design Education<\/a>) describes as\u00a0&#8220;a relationship management system to enable staff to monitor students\u2019 engagement and provide support to \u2018at-risk\u2019 students&#8221; &#8211; this is just one of the case studies in the first volume. These have been joined by\u00a0a number of other examples in this second volume, and offer\u00a0a variety of ways in which\u00a0the academic community\u00a0may want to consider how the student academic experience might best be supported and enhanced.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Higher Education Academy (HEA) has just published\u00a0the second volume in what is fast\u00a0becoming a series of\u00a0proven approaches to many of the issues and problems\u00a0faced today by staff and students in Higher Education Institutions (HEIs). In sum, if colleagues are looking for ideas over the summer regarding how\u00a0they might build upon student engagement,\u00a0thereby enhancing the<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/06\/17\/enhancing-the-student-academic-experience\/\" title=\"Read More\">Read more<\/a><\/p>\n","protected":false},"author":24,"featured_media":950,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[25,29],"tags":[],"class_list":["post-949","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-reports","category-support-for-students"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/949","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=949"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/949\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media\/950"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=949"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=949"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=949"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}