Reflections of a student engagement program designed and delivered by academics

Student support programs in higher education are commonly delivered by professional institution staff who not directly involved students’ courses. In this paper, we report on a unique student program within School of Education and the perceptions academic designed program. Methodologically, written spoken critically reflective encounters were used to explore dimensions support: connectedness, mindsets, self-management, capabilities, identity. We perceived positively influenced some students developing feelings building self-management skills understanding commitment, establishing foundation for experience that fosters pathway towards teaching career. Tensions revealed relating ethical responsibilities supporting all continue study staff’s own personal experiences found, at times, contribute assumptions about how should engage with study. Findings suggest addressing needs across first necessitates shared what constitutes success is interpreted Assisting academics gaining deeper insight it means be student, particularly an academically vulnerable was benefit