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Previous research has emphasised social media adoption by students and the implementation of social media by educators, yet few studies have explored whether students are using it to facilitate engagement in offline environments with peers within university communities. Studies suggest engagement in educational communities and extra-curricular activities can reduce student attrition. This study surveyed 106 undergraduate students to investigate whether students using social media to interact online with their university felt: (i) connected to the broader university community, and (ii) social media helped them engage offline by meeting up with peers and attending university events. The results indicated that the majority (82%) never or rarely used the technology to facilitate offline engagement within their academic communities. Fourth year students were most likely to use social media to engage offline (66.7%). However, more than half of students (52.8%) felt that university social media profiles helped them to feel part of their academic community.  

Creativity is valued in graphic design practice. However, in design education, it is often hindered by assessment processes when students focus on grade outcomes or become attached to a limited set of concepts drawn from pre-existing knowledge. This article presents a case study from an Australian university, drawing on surveys, focus-group discussions and reflections to examine the implications of assessment feedback on creativity in graphic design pedagogy. Curriculum design and assessment strategies that support student confidence in experimentation and creative capacity, as well as the roles of both educators and students, were considered. The study highlights the benefits of face-to-face feedback throughout the assessment process but recognizes the challenges around the practice. It is suggested that, by rethinking how this form of feedback can be effectively incorporated to support graphic design pedagogy, these challenges can be overcome.

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The general writing competence of students entering university in the Netherlands is seen as barely sufficient. Writing programmes in secondary education in the Netherlands are seen as deficient in many respects. Also, since teachers at secondary schools have so far been free to set their own writing standards, students in the first year of university courses generally display a wide range of proficiency in writing. The present situation is, therefore, far from satisfactory. This article presents the findings of interviews held at the University' of Groningen during September and October 1997 on this subject, comparing these with relevant data from research papers and conference reports. It concludes with suggesting a solution to these problems of transition between secondary and academic education: a faculty-wide, systematic academic writing programme.