Retention and continuation are key challenges for educators in higher education; understanding the issues that make either a positive or negative impact on student success and drop-out is therefore pivotal. Previous studies have concentrated around the issues contributing to students' decisions not to continue with their course of study. In contrast, this study used a questionnaire approach in a university in the North West of England with a group of students who have successfully progressed between levels of study. Two hundred and forty-eight students took part in the study in the first week of the new academic year; they were asked about the support services that they had accessed generically, and then specifically related to academic and pastoral issues during the previous year of study. Students reported that their preferred support mechanisms for academic issues were, unsurprisingly, academic tutors and peers on their course; pastoral issues were more frequently referred to friends and family outside the university-central services although academic tutors were also consulted by some students. These 'front-line' support mechanisms were supported by a second tier of more specialist, but applied support including careers services and student finance. Student welfare, health, chaplaincy and counselling services provided a third tier of support accessed by individual students in particular circumstances. We argue that the sign-posting role played by academics requires that they have a complete knowledge of the support services available at their institution and for the greater integration of these services.

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Avian rictal bristles are present in many species of birds, especially in nocturnal species. Rictal bristles occur along the upper beak and are morphologically similar to mammalian whiskers. Mammalian whiskers are important tactile sensors, guiding locomotion, foraging and social interactions, and have a well‐characterised anatomy. However, it is not yet known whether avian rictal bristles have a sensory function, and their morphology, anatomy and function have also not been described in many species. Our study compares bristle morphology, follicle anatomy and their association with foraging traits, across 12 Caprimulgiform species. Rictal bristle morphology and follicle anatomy were diverse across the 12 species. Nine of the 12 species had mechanoreceptors around their bristle follicles; however, there was large variation in their musculature, mechanoreceptor numbers and bristle morphology. Overall, species with short, thin, branching bristles that lacked mechanoreceptors tended to forage pre‐dusk in open habitats, whereas species with mechanoreceptors around their bristle follicle tended to forage at night and in more closed habitats. We suggest that rictal bristles are likely to be tactile in many species and may aid in navigation, foraging and collision avoidance; however, identifying rictal bristle function is challenging and demands further investigation in many species.

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Bioscience employers demand graduates with better practical competence. It is our supposition that, although undesirable, student learning is assessment driven and this is leading students to simply go through the motions in the practical setting (whether field work or laboratory based). In this intervention a Critical Incident Report was introduced as an addition to a traditional laboratory report to encourage students to reflect on practical skills rather than theoretical application. Our research suggests that mark accumulation, linked in this case to report writing, is becoming the focus of students 'learning economy'. The critical incident analysis enhanced students' awareness of reflective practice, but did not generate a perceived increase in reflection on laboratory skills themselves, as evidenced through the questionnaire responses. Qualitative data clarified that students increased their use of reflection to enhance 'mark generation' rather than skills bases. Reflective practice takes time and requires support in the learning environment. Students stated that critical incident analysis, carried out in the laboratory during the practical session, would be useful as a tool to deepen their reflective practice. Overall, this type of reflection may represent an effective tool through which to enhance practical skills and should be further explored in the laboratory context.