Guidance and support inside and outside the classroom

Students look to educators not only as knowledgeable experts, but also as sources of inspiration, guidance, encouragement and support. Educators provide support for students and their learning in many different ways, both formal and informal. In the course of teaching practice this support includes explicit recognition of diverse student needs in terms of subject design and delivery, availability for consultation and advice outside class, accommodations in relation to student disadvantage or disability and proactive identification and support of students at risk. Outside the formal teaching context, academic and professional staff recognise they have an important role to play in helping to connect students with university support systems and participating in student advising and mentoring programs. They use their professional networks to connect students with co-curricular opportunities, individuals or organisations that may help them with their learning and professional development.

Important aspects of practice in relation to this dimension

• providing consultation and advice
• helping students to connect with appropriate support services
• participating in student advising or mentoring programs
• identifying and communicating opportunities for co-curricular learning
• leveraging networks to connect students with co-curricular opportunities
• identifying and reaching out to students in need of support

Demonstrating excellence in relation to this dimension

Historically, staff have relied heavily on scores associated with student evaluations of teaching to demonstrate educational excellence, and in particular the End of Subject Survey (ESS). While the student voice is an essential element of evaluation, robust evidencing of educational excellence calls for a multidimensional approach that recognises the complexity of educational endeavours and allows for the student voice to be balanced and complemented by reasoned judgements made by other relevant parties, including the educator and external experts. These are described in the University’s guide to Evidencing Educational Excellence.

The table below provides examples of forms of evidence that could be used to demonstrate educational excellence for the dimension of well-designed and engaging learning experiences.

Educator evidence	Explanation of approach to student guidance and support, and how this aligns with recommended practice Examples of educational initiatives or innovations that contribute to improved student wellbeing Re/design of assessments or of learning materials that respond to the support needs of particular students or groups of students, or that respond to concerns raised by students Participation in student advising Examples of opportunities provided to students to engage with co-curricular activities, or of leveraging networks to enhance or develop these Active engagement in the 'at-risk' program and provision of support for students in response
Student evidence	Student evaluations/commentary on the staff member’s pro-activeness and availability for consultation and advice Student evaluations/commentary on the effectiveness and value of guidance and support received
Independent expert evidence	Peer evaluation of guidance and support of students relative to best practice Department/School, Faculty, University and National teaching awards, Advance HE, Universitas 21 and GEM Scott Fellowships, grants and other esteem measures that recognise excellence in this dimension Delivery of an education-focussed development (eg LTI) or research project positively addressing this dimension Invited review of others' scholarship (eg as a journal reviewer) addressing this dimension, or invited keynotes or presentations Adoption of developed innovations or guidance by other educators or institutions that address this dimension