Here at UWE we have a hybrid approach that has grown organically with some support based in the library and each faculty pursuing its own strategy. For instance, the Faculty of Business and Law, where I am based, has invested in hiring myself plus an intern who does administrative work and a team of Assistant Support Lecturers who support students in relation to subject areas and generic study skills.
The benefit of our Academic Success centre being physically located within the faculty is that I believe there is a greater sense of ownership among students when the service is seen as owned by the faculty and as offering more specialised help.
Additionally, the faculty base leads, I believe, to a reduction in the possible stigma associated with asking for support – this is why I changed the name of the centre from the Academic Support Centre to the Academic Success Centre.
We are also engaged in a form of semi-embedding of support where we do a limited amount during scheduled lectures but offer tailored support alongside assessed pieces of work, such as a recent module which wanted support with reflective writing. I believe that being in the faculty helps me to make these kind of links which are tailor-made to meet the needs of the module and its students and tutors.
In terms of coordination, the library service facilitates a university-wide forum – the Academic Literacies Forum (ALF).
Best wishes,
Craig
Dr. Craig Whittaker, BA MA MBA MEd PhD PGCLTHE FHEA
Lead Academic Success Tutor
Senior Lecturer
Faculty of Business and Law
University of the West of England
+44 (0) 117 32 83422
Ext 83422
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Robert Walsha
Sent: 01 July 2015 09:05
To: [log in to unmask]
Subject: Re: Query about examples of institutional good practice in LD
I agree with Sandra and Kim on this.
I think faculty decentralised placement of LDers can work, provided the LDers are genuinely LDers, e.g., have appropriate pedagogical and L&T underpinnings to their practice.
I think core to the success of such a model would be building in a requirement (formally, not just as optional) that the faculty-based LDers had to meet regularly to discuss and share practices with one another. Formally, in the sense that it would need to be recognised institutionally that this was important.
Regards,
Robert
_______________________________
Robert Walsha
Learning Development Manager (SPLASH)
3rd floor, Library, University of Surrey
Room: 08LB03
Internal ext: 2587
Phone (external): (01483) 68 2587
Email: [log in to unmask]
_______________________________
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Kim Shahabudin
Sent: 01 July 2015 08:20
To: [log in to unmask]
Subject: Re: Query about examples of institutional good practice in LD
I agree with Sandra that there can be problems with this model. I suspect these are associated with the power dynamics of having an isolated LDer in an academic Faculty where they can find themselves treated as inferior and (unless they're extremely confident) can allow others with what Sandra calls a non-LD ethos to dictate the direction of LD teaching. I'd say having a central team, physically located together but with certain members having a dedicated Faculty role (and spending most of their time working with students from that faculty) would work better. Two arguments in favour of this that might be influential with management: most professional LD training takes place on the job, so LDers need to at least have the opportunity to share broader experiences than just one discipline; this shared experience gives flexibility to the team so that other members can cover absences or help to fill in with busy times. For the LDers, a central team builds confidence, provides support and gives you more bargaining power.
HTH,
Kim
Dr Kim Shahabudin, FHEA, Study Adviser, Study Advice & Maths Support
1st Floor, University of Reading Library, Whiteknights, PO Box 223, Reading, RG6 6AE
( 0118 378 4242/4614 : www.reading.ac.uk/studyadvice twitter: @unirdg_study
Please note that I now work part-time and am not usually on campus on Mondays.
From: learning development in higher education network [[log in to unmask]] on behalf of Blake, Robert [[log in to unmask]]
Sent: 30 June 2015 16:50
To: [log in to unmask]
Subject: Query about examples of institutional good practice in LD
My institution is currently reviewing ‘Learning Support’ and has recommended a hybrid central and faculty-based model of Learning Development. Maths and English Language support will be provided in the centre. In the Faculty-based provision, greater support for embedding of skills within modules is being discussed, with Learning Developers taking a greater role in this.
Could I ask ALDinHE members, what they think a good model of learning support is, both in terms of the institutional approach and in terms of a Learning Development-type centre, perhaps with reference to specific examples?
Thanks
Kind regards,
Robert
Dr Robert Blake
Student Learning Advisor for the Faculty of Science and Technology,
Old Engineering Building A16, Lancaster University.
Phone: 01524 592402
Moodle: https://modules.lancs.ac.uk/course/view.php?id=282
For details of drop-ins and classes see: http://www.lancs.ac.uk/sci-tech/academic_support/