The common aim of all stakeholders in Higher Education is to improve the learning and teaching outcomes for students, to ultimately enhance their student experience. One key way to meet this aim is through student participation and engagement with the teaching of the module. Whilst independent learning is, justifiably, applauded as one of the cornerstones of HE, student engagement through attendance in classes makes a significant contribution to their progress and achievement at both modular and programme level. The aim of this chapter is to share my practice for encouraging attendance and engagement on traditional platforms of teaching at HE through lectures, tutorials and seminars. However, the practices discussed in this chapter are equally applicable to non-traditional methods such as webinars, online tests or listening to podcasts.
It is undeniable that assessments form the central focus of a student’s learning and teaching at Higher Education. For this reason, the students’ performance in assessments, particularly at modular level in the initial years of any programme, can have a dominant influence over their passion, work ethic, self-confidence and motivation towards the subject, but also, define the nature of the relationship between the students and the lecturer. For this reason, the implications of the actual or perceived lack of support received in relation to assessments can be significant to both internal and external operations in a university. In this chapter, I share my practice to begin to dilute the myth that the judgement of assessments was undertaken by the ‘elite’ academics, who exercise their ‘academic judgement’, which itself was mysterious in nature and beyond the grasp of students.