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Academic support is a vital component of higher education. Not only does it ensure that students are able to succeed in completing their degree, but it provides them with the confidence to develop their skills and give them a sense of belonging within the institution.   Good quality academic support which is relevant and focused on the individual has been proven to aid retention and students feel inspired to achieve and thrive academically.   NUS has produced a charter based on what Good practice in academic support could look like, and is drawn from research from the NSS, HEFCE and the Paul Hamlyn Foundation and current Good practice from around the sector.   We hope you will be able to use these principles to influence the academic support provision in your institution and ensure that your students feel well supported in their studies as well as in their personal development.   You can download the charter here.

"Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning."

American Association for Higher Education ASSESSMENT FORUM 9 Principles of Good Practice for Assessing Student Learning The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve. Educational values should drive not only what we choose to assess but also how we do so. Where questions about educational mission and values are skipped over, assessment threatens to be an exercise in measuring what's easy, rather than a process of improving what we really care about.

Meme-ifying Online Advocacy February 24, 2012 - 3:00am By Steve Kolowich The case for online education is often made like many other cases in higher education: in dense research papers with plenty of caveats. To wit, perhaps the most-cited document by advocates of online learning is a 2009 meta-study by the U.S. Education Department, which concluded that online education is probably at least as good as the face-to-face kind. That study has not appeared to have much pull with skeptical academic leaders and faculty. According to the Babson Survey Research Group, while student enrollments in online courses have increased 348 percent since 2003, the percentage of academic administrators who believe that learning outcomes in online courses are equal or superior to those of face-to-face courses has increased by only 10 percent during that time, from 57 to 67 percent. Those academic leaders estimate that even fewer of their faculty have changed their minds about online learning since early last decade. Now four lecturers at the University of Edinburgh are trying a different advocacy tack -- one more suited to the viral culture of the modern Web.  

"Wednesday, July 10, 2013 Bring Your Own Device #BYOD - 5 Lessons for Success Guest post by Craig Crittendon The Network Engineer's Nightmare.. I knew it was going to be an interesting phone call (any call usually is before 8:00 in I.T.).    When the teacher asked why she couldn't get to "insertwebsite.com" and her kids were arriving in 15 minutes for the first BYOD pilot class, I took my first deep breath of the morning…. The second call came about 8:25…  She was still trying to get students logged into their devices…  A technology specialist and a tech were trying to assist….  Some had limited connectivity to our wireless; others were trying to reach their carrier network, which didn't have a good signal in that part of the building.  The app she was trying to get everyone on wasn't working and wouldn't pull up for everyone… And that's how the first couple of weeks went... The teacher was frustrated and her students were behind schedule.  The principal was not pleased.  One month and a half into the program, they ordered 30 iPads, and the official BYOD pilot unofficially became a 1:1 iPad project. What happened?  The teacher seemed prepared the week before. Here are lessons we learned."

There are literally hundreds of ways to use technology to implement Chickering and Gamson's seven principles of good practice (e.g., improving faculty-student contact, supporting collaboration among students, enriching active learning, etc.). These subscriber materials can help faculty improve teaching and learning with technology (TLT) in their own courses.