Ana Lobo, University College
It is well-documented that student engagement and retention are significantly enhanced when students are aware of, and utilise, the services available to them at the university (Tinto, 2017; Kift, 2021). Access to academic support, health and wellbeing resources, and learning tools not only helps students navigate challenges but also promotes a sense of resourcefulness and self-efficacy (Lizzio, 2006).
The University Service Task is an assessment item that has been adapted for students in my Professional Communication unit to enhance their awareness of the services available at the university. These services are designed to support academic skills development, learning, assessment preparation, and overall health and wellbeing. Submitted as part of a successful application for the Australian Awards in University Teaching in 2014, since then the task has demonstrated exceptional outcomes with current students. By completing the task, students not only learn about the wide range of university services, but they also become more engaged with the support available to them.
The task has consistently received positive feedback, with students expressing gratitude for the guidance it provided. Some students expressed that they wish they had encountered this task earlier in their studies, as it helped them better navigate the university experience. In addition to gaining practical benefits, students also shared thoughtful recommendations for service improvement, reflecting their critical engagement with the resources.
Developing this sense of capacity is crucial for a successful university experience, as it equips students with the skills and confidence needed to overcome obstacles and achieve their goals. By encouraging students to engage with these services, we can help create a more supportive and inclusive environment that promotes both academic success and personal growth.
Kift, S. (2021). Whole-of-institution transformation for first year learning and success. In H. Huijser, M.
Y. C. A. Kek, & F. F. Padró (Eds.), Student support services, (pp. 71-92). Springer. https://doi.org/10.1007/978-981-13-3364-4_34-1
Lizzio, A. (2006). Designing an orientation and transition strategy for commencing students: A conceptual summary of research and practice. Griffith University, Queensland, Australia.
Tinto, V. (2017). Reflections on student persistence. Student Success, 8(2), 1-9.