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

2. 2 >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. SAST: Fostering student engagement through supporting academic development

3. 3 EXPECT TO ACHIEVE Senior Academic Support Tutors 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 Plans; Reasonable Adjustment Plans; transfers; suspension; withdrawal Supporting and liaising with staff in their support of students ILP referrals Advocacy

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

5. 5 EXPECT TO ACHIEVE SAST operating within the Student Engagement to Improve Student Retention and Success model

6. 6 EXPECT TO ACHIEVE SAST: Use of service since 0809 Instances of contact Students Number 080949 0910182147 1011 642351 77 male; 269 female; 5 gender not recorded

7. 7 EXPECT TO ACHIEVE Reason Instance of contact (09/10) Instance of Contact (10/11) Meeting outcome Extensions1178 123:extensions granted 41:extensions pending evidence Mitigating Circumstances 373110 Re-sits777819 Withdrawal73215 Suspension32531 Subject Transfer 11 (counted together) 28 Subject Concerns20 Study Skills3029 SAST: Instances of contact

8. 8 EXPECT TO ACHIEVE Reason Instance of contact (09/10) Instance of contact (10/11) Integrating Theory2 Bereavement115 Mental Health312 Financial34 Careers110 Other1516 Institute Transfer 1 Personal Relationships 12 Social and Peer relations 1 Follow up meeting 10 Physical Health 32 Residential 2 Programme Transfer 9

9. 9 EXPECT TO ACHIEVE SAST Survey 2011 Respondents: 20% response rate 81% full time student 92% honours degree

10. 10 EXPECT TO ACHIEVE SAST Survey 2011

11. 11 EXPECT TO ACHIEVE 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

12. 12 EXPECT TO ACHIEVE References: Crossling, G., Thomas, L. and Heagney, M.(eds.) (2008) Improving student retention in higher education. New York: Routledge Falmer Dodgson, R. and Bolam, H. (2002) Student retention, support and widening participation in the North East of England, Universities for the North East, available from: www.unis4ne.ac.uk/unew/projectsadditionalfi les/wp/retention_report.pdf Hills, 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.cfm James, 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.pdf Jones, 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)www.unis4ne.ac.uk/unew/projectsadditionalfi les/wp/retention_report.pdfhttp://www.londonmet.ac.uk/employability/projects/gem/publication/home.cfm www.cshe.unimelb.edu.au/research/FYE_Report_1994_to_2009.pdf http://www.heacademy.ac.uk/resources/detail/retention/retention_illustrative_examples_july2011 http://www.heacademy.ac.uk/resources/detail/inclusion/Retention/EngagingStudentstoImrpoveRetentioninWales_English