A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

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Teaching, supervising, learning
But student services, learning development and learning resources are not independent
of each other. There are is a long list of problems – stress, anxiety, eating disorders, drug
use, difficulties with accommodation and finances, bereavement and other family
issues – which clearly impact on students’ study as well as their more general well-being.
For this reason academic advice and guidance is sometimes provided alongside other
services in what are often called ‘one-stop shops’ based within faculties or on each
campus. The key to success is confidential and impartial advice followed by appropriate
referral to those with specific expertise.
Supporting student learning is not simply the sum of the services and learning
opportunities provided. It is also essentially about an ethos, which recognises that:
• Students are individuals, each with their own learning needs.
• Support is available to all through a variety of face-to-face and virtual means.
• Learning development is not stigmatised as ‘remedial’.
• All tutors have a responsibility to provide support.
• Learning development specialists have an important role.
• Students need to be inspired and motivated.
• Successful support systems involve many departments and will require good
communication between different parts of the institution.
Now let us look at various aspects of supporting student learning within teaching
departments and higher education faculties or schools.
LEARNING DEVELOPMENT WITHIN ACADEMIC PROGRAMMES
Pre-entry guidance and support
• The process of supporting student learning begins as soon as students are recruited.
Before students even arrive at the university they can be helped to understand the
aims and structure of the course they have been accepted on to through some initial
reading, and/or activity which they can undertake, using communication via e-mail
or texts.
• Pre-entry guidance should also give students the opportunity to check that their
choice of course, or chosen modules, are consistent with their career plans.
• If entering students are known to have special needs they should be referred to the
disability service for their needs to be assessed as early as possible in order that
support can be put in place – involving, for example, scribes, signers or a buddy to
help with personal requirements.
• For some mature students, or those entering courses at levels 2 or 3, it is also necessary
to agree the basis for any AP(E)L claim or credits being transferred, any course
requirements that will need additional assessment, and those which have already
been met.