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SAST: Fostering student engagement through supporting academic development

EXPECT TO ACHIEVE. SAST: Fostering student engagement through supporting academic development. Julie Blackwell-Young Sarah Parkes. SAST: Fostering student engagement through supporting academic development.

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SAST: Fostering student engagement through supporting academic development

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  1. EXPECT TO ACHIEVE SAST: Fostering student engagement through supporting academic development Julie Blackwell-Young Sarah Parkes

  2. SAST: Fostering student engagement through supporting academic development >The HEA/HEFCE model of student engagement (see Thomas and Ceredigion-Ball, 2011, p 14) >Development of the SAST system and how this fits into the model >Findings of a student SAST evaluation survey and the impact of SAST on the student experience.

  3. Replaced the previous Academic Support Tutor system within SHS • Comprises of five academic colleagues • H7 from 9-4pm for drop-ins or appointments plus email, mobile and landline telephone • Advise and support academic and personal issues including but not limited too: • Personal Development Planning • Presence at various committees • Mitigating circumstances, Programme Assessment Boards, Academic Standards Student Services , Pastoral and Welfare Group, Student Support Group. • Academic progress and regulations • extensions; Individual Learning Plan’s; Reasonable Adjustment Plan’s; transfers; suspension; withdrawal • Supporting and liaising with staff in their support of students • ILP referrals • Advocacy Senior Academic Support Tutors

  4. Student Engagement to Improve Student Retention and Success (Thomas and Ceredigion Ball, 2011)

  5. SAST operating within the ‘Student Engagement to Improve Student Retention and Success’ model

  6. SAST: Use of service since 0809

  7. SAST: Instances of contact

  8. SAST Survey 2011 Respondents: 20% response rate 81% full time student 92% honours degree

  9. SAST Survey 2011

  10. Where now? Qualitative study into ‘The impact of the SAST scheme on students experience of higher education; their progression and success.’ Analysis of institutional data re mitigation, ILP, fail and withdrawal decisions, appeals and student progression

  11. References: Crossling, G., Thomas, L. and Heagney, M.(eds.) (2008) Improving student retention in higher education. New York: RoutledgeFalmerDodgson, R. and Bolam, H. (2002) Student retention, support and wideningparticipation in the North East of England, Universities for the North East, available from: www.unis4ne.ac.uk/unew/projectsadditionalfi les/wp/retention_report.pdfHills, J. (2003) Stakeholder perceptions of the employability of non-traditional students, London: London Metropolitan University, available from: http://www.londonmet.ac.uk/employability/projects/gem/publication/home.cfmJames, R., Krause, K., and Jennings, C.(2010) The first year experience in Australian universities: Findings from 1994–2009. Available from: www.cshe.unimelb.edu.au/research/FYE_Report_1994_to_2009.pdfJones, R. and Thomas, L.(2005) The 2003 UK government higher education white paper: a critical assessment of its implications for the access and widening participation agenda. Journal of Education Policy.20 (5), pp.615–30.Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J.and associates (2005) Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.Paul Hamlyn Foundation, Higher Education Academy, The Higher Education Funding Council for England and Action on Access (2011) Retention Grants Programme, Briefing No.6 [online]. Available from http://www.heacademy.ac.uk/resources/detail/retention/retention_illustrative_examples_july2011 (accessed July 2011)Thomas, L., and Jamieson-Ball, C. (eds) (2011) Engaging students to improve student retention and success in higher education in Wales, Higher Education Academy, [online]. Available from http://www.heacademy.ac.uk/resources/detail/inclusion/Retention/EngagingStudentstoImrpoveRetentioninWales_English (accessed June 2011)

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