Teaching in Focus: The value of implementing a program-specific teaching support project for staff wellbeing and student success

Abstract

This paper reports on a program-level teaching support initiative that was implemented in a Health Sciences undergraduate degree with a large and highly casualised teaching team. It has been argued that to improve student retention and success, universities need to consider implementing comprehensive teaching support models that address institutional, program, and individual level needs. We report on the implementation of our project and reflect on participant feedback, which demonstrated the value of the program for improving staff wellbeing. We argue that introducing support strategies for staff at a local level is essential not only for delivery of high quality learning experiences, but also for staff wellbeing which, in turn, has important implications for student success and retention.

Published
Jul 24, 2016
How to Cite
GUNSON, Jessie et al. Teaching in Focus: The value of implementing a program-specific teaching support project for staff wellbeing and student success. Student Success, [S.l.], v. 7, n. 2, p. 51-57, july 2016. ISSN 2205-0795. Available at: <https://studentsuccessjournal.org/article/view/341>. Date accessed: 30 may 2017. doi: http://dx.doi.org/10.5204/ssj.v7i2.341.
Section
Emerging Initiatives

Keywords

academic well-being; peer mentoring; teaching teams; student well-being
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