JUTLP Editorial Issue 14.3

TLDR: This paper explored the perceptions and experiences of academic staff supporting student well-being during enabling programs, and found they had a positive orientation towards their students' academic and non-academic needs, and that they were quite adept in identifying at what point they needed to refer students on to more specialist forms of support.

Abstract: Welcome to the Journal of University Teaching and Learning Practice, Issue 15.3. In this issue, we have papers from Australia, the US, and Taiwan. The papers in this issue cover topics related to student well-being, technology-enhanced learning, disciplinary pedagogies and quantitative evaluations of student learning. Exploring the perceptions and experiences of academic staff supporting student well-being during enabling programs, Crawford and Johns found they had a positive orientation towards their students’ academic and non-academic needs, and that they were quite adept in identifying at what point they needed to refer students on to more specialist forms of support. At the heart of their argument is the need to reconsider the role of the academic in enabling programs, and develop a more holistic, student and course-centred model of support for diverse cohorts of students.