Supporting students Sample Clauses
Supporting students. Increased fees may bring a significant new challenge in attracting students from lower income households, and therefore this agreement contains proposals for a very generous package of financial support for students from less well-off families.1 Oxford’s collegiate system provides every undergraduate with the bedrock of their university career. College tutors guide and support students, overseeing their intellectual and personal development. Tutorials are delivered in colleges, and most students live in their college for at least two years of their course. Each college offers an extensive network of welfare services, ranging from student peer group support, to advisers, chaplains and counsellors, and has a doctor and a nurse associated with it. This is complemented by the services provided by the University, as outlined in paragraphs 70-79.
1 The information contained in this agreement regarding tuition charges relates to students eligible for student support under the Education (Student Support) Regulations 2009 and entering into education for the first time in 2012-13. It therefore excludes students from Scotland, Wales and Northern Ireland. The information regarding bursaries relates to students settled in the UK and ordinarily resident in England, Scotland, Wales and Northern Ireland, and to EU nationals ordinarily resident in the EEA or Switzerland. The University will need to consider its response to the funding of medical and PGCE students when more information is available. It will also be necessary further to consider carefully the position of part-time undergraduate level provision at Oxford, once future arrangements for funding this mode of provision, and associated student support measures, have become clear.
Supporting students. Each school/worksite shall maintain current information on students with Safe Intervention Plans, Behaviour Support Plans, and the most current IEP, and any Plan of Care. The information will be made available to all Teachers prior to the beginning of their teaching assignment.
Supporting students. As a tertiary institution, SRUC is unique in its level of provision from SCQF levels 4 to 12, working closely both with academic and industry partners across the rural sector and in schools. Widening access opportunities and the learner journey are key, and learners are able to progress flexibly and appropriately, with recognition given to prior attainment and focusing on the interests of the learner. On that basis SRUC seeks to meet the needs of the land-based sector for an appropriately skilled workforce by recognising the importance of the learner journey and focusing on positive purposeful destinations. During the 2019 ELIR review (Reports) of SRUC’s Higher Education, SRUC were commended on supporting the individual journeys of learners, in many cases allowing students to achieve outcomes beyond their initial aspirations. Teaching and learning during this COVID period underwent a full pivot to online blended learning. This approach was supported by the Centre for the Enhancement of Learning and Teaching, who rapidly assessed new platforms for delivery and assessment, secured Big Blue Button as a teaching resource, ProctorExam for online proctoring of the Veterinary Nursing exams and provided staff development activities to support colleagues. A number of working groups were set up to prepare for the 2020/21 academic year, which is being delivered through a blended approach, in line with Scottish Government advice. At the beginning of the current Academic Year SRUC took a student centric view to providing Halls of residence accommodation to students. Although year-long contracts for accommodation were offered to the very small number of students who required it, the vast majority of students have used the ‘stay and pay’ accommodation offer - students pay only for the nights they require accommodation to attend their practical classes. This allowed the residences to operate at no more than 40% capacity and students were not contracted to pay. This is costly to SRUC but protects staff and students. As part of the enrolment process, students completed online forms to assess requirements for computers and student support – this allowed devices and student support requirements (tailored for blended delivery) to be put in place early in the academic year. SRUC continues to offer loan devices to students when required. This has been complemented by a successful application to Connecting Scotland (Link here) where we have obtained 22 devices to distribute to ...
Supporting students. Oxford proposes to continue its very generous bursary provision in order to continue to address the challenge of attracting students from lower-income households and supporting them while on course. This upfront support for living costs will enable students to prioritise their academic studies and to make the most of the range of supplementary extra- curricular opportunities available. The ▇▇▇▇▇▇-▇▇▇▇▇▇ Scholarship Programme, launched in 2012- 13, is testament to ▇▇▇▇▇▇’s commitment to ensuring that all students with the talent to succeed at Oxford can thrive here (paragraphs 90-91).
Supporting students. As a tertiary institution, SRUC is near unique in its level of provision from SCQF levels 4 to 12, working closely both with academic and industry partners across the rural sector and in schools. Widening access opportunities and the learner journey are key, and learners are able to progress flexibly and appropriately, with recognition given to prior attainment and focusing on the interests of the learner. On that basis SRUC seeks to meet the needs of the land-based sector for an appropriately skilled workforce by recognising the importance of the learner journey and focusing on positive purposeful destinations. In line with Government guidance, and with SRUC ambitions as encapsulated in our Learning and Teaching Enhancement Strategy 2020-2025, our learning and teaching in 2021/22 has continued to be blended. This approach is based on solid pedagogic theory which is embedded in the principles of the strategy, that was co-developed with learners and colleagues across SRUC during 2019/20. We adopt Sharma’s1 definition of blended learning – meaning learning and teaching that comprises a blend of face-to-face and online learning, technologies and teaching approaches – integrated with Laurillard’s2 active learning approach. The composition of the blend will flex according to subject and SCQF level. With regard to the blend of face-to-face and online teaching, we have had positive feedback from students about the flexibility offered by the blend they experienced in 2020/21, but negative feedback regarding low levels of social interaction. SRUC’s blend aims to address this by comprising high quality on-campus practical learning, combined with high quality on-campus, small group, interactive, classroom-based learning and high-quality online teaching. With regard to a blend of technologies, this means utilising our digital tools to provide digitally- enhanced learning on-campus, as well as interactive virtual learning. With regard to a blend of teaching approaches, this means using a high mix of active and collaborative learning with a small amount of passive learning. We have continued our offer of shorter stays (minimum 2 days) at SRUC accommodation (Barony, Oatridge and Elmwood) to support the blended learning approach. In line with previous years all students have been encouraged to complete our digital requirements form so that we can support and provide those students in need of devices with appropriate equipment. We have also continued our weekly all student...
Supporting students. Teachers’ in-person contact with students will be limited to scheduled class meetings. Any additional meetings or interactions with students will be conducted remotely, or may be in person if pre-scheduled with teacher permission.