Book chapter
Using academic skills to improve teaching
Re-imagining Teaching Improvement: From Early Childhood to University, pp.223-244
Springer Singapore, First edition
01/2024
Appears in Recent Faculty of Education Publications
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Abstract
Student success and retention in higher education are becoming increasingly important and the need for learning support for diverse students is also crucial. This chapter reports on a study investigating whether attendance at Academic Skills consultations over a three-year period made any difference in student performance, success, Grade Point Average (GPA) and attrition within the context of a regional university in Australia. Over 13,000 student consultations with Academic Skills in 2017, 2018 and 2019 were matched in the University Management Information System to allow derivation of metrics. Study findings reveal that students who consulted with Academic Skills performed better than those who did not attend consultations and the difference was greater for those who attended more consultations. Student GPA was also higher and significantly more students were retained and completed their studies as a result of individual academic language and learning support consultations. These results demonstrate a positive and significant impact from individualised assessment consultations, although many other factors may also be influential so the results are interpreted with some caution. This chapter nonetheless supports the positive impact of focused academic language and learning support on student outcomes, especially for new students, via an enhanced learning experience. Although one-on-one consultations can be an effective approach, more collaborative team teaching with content lecturers and language and learning specialists could further contribute to improving teaching practice, student success and retention at the tertiary level of learning.
Details
- Title
- Using academic skills to improve teaching
- Creators
- Sally Ashton-Hay (Corresponding Author) - Southern Cross UniversityNaomi Doncaster (Contributor) - Southern Cross University
- Contributors
- Megan Lee (Editor) - Southern Cross UniversityTony Yeigh (Editor) - Southern Cross UniversityWendy Boyd (Editor) - Southern Cross University
- Publication Details
- Re-imagining Teaching Improvement: From Early Childhood to University, pp.223-244
- Publisher
- Springer Singapore
- Edition
- First edition
- Identifiers
- 991013157113802368
- Copyright
- © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
- Academic Unit
- Faculty of Education; Centre for Teaching and Learning
- Language
- English
- Resource Type
- Book chapter