This article explores some of the key academic narratives relating to student nonengagement and non-continuation. Factors influencing non-attendance include family life, mental health concerns, the pressures associated with transition to university, meeting new people, timetabling, paid work, financial concerns and being on the wrong degree programme. The article argues for the need for a shift towards a greater understanding of this complexity, including through intersectional analyses, in getting to understand structural factors affecting student non-attendance as well as for a shift towards a better use of data.

New Model Institute for Technology & Engineering (NMITE) is a new provider established to be a disruptor in engineering higher education. Its distinctive pedagogical approach utilises block delivery of industry-linked and challenge-led engineering programmes, delivered in an intensive, studio-based environment. This reflection discusses the benefits and challenges of studio-based block delivery adopted by NMITE and recommends strategies for effective implementation of block delivery, based on our teaching experience at NMITE, informal students' feedback, and discussions with academic staff. Our overall reflection is that block delivery approach is very effective to drive high attainment in students, and to facilitate a more immersive and engaged learning experience. We also believe that the benefits of block delivery have been greatly maximised by our studio-based approach.

In this paper I share my experience of using gamification on a Big Data Analytics module to enhance student engagement with online teaching and learning during the COVID-19 pandemic.

This paper documents my personal reflections on how web programming lab module was adapted to online learning and asynchronous delivery.

Gateway Papers is a peer-reviewed journal that reflects critically on learning and teaching in the changing contexts of education. These contexts include, but are not limited to, higher education, colleges, prisons, community settings and schools. We are interested in developing work that is both critical in analysis and practitioner-focused, developmental and cooperative. The journal offers space to reconsider issues of professional, lifelong and workplace learning, including critiques and theoretical analyses.The journal invites students, staff and practitioners to explore their pedagogic and education practices in the light of changes in their institutions, national education policies, the strategies of international agencies and developments associated with the ‘knowledge economy’. The journal is interdisciplinary in scope.The aims of the journal are:to foster and support dialogue between members of the global, academic community (for instance academic staff and learning developers, UG and PGR students, and external project partners) engaged in pedagogic and education research in the full-range of settings for learning;to act as a bridge between REF, TEF and KEF activities, by establishing a distinctive scholarship culture and sharing innovative practice;to enable collaborative, interdisciplinary and cooperative pedagogic and education research; andto provide a stepping stone for further external publication at both national and international-levels

The impact of Covid on providing access to library resources has raised interesting questions in regard to supporting students at a distance. Aside from enabling access to resources through online channels there is also the need to ensure that support for academic skills is available.

A personal reflection of teaching methods used to increase engagement and participation of students without the need to communicate verbally.

Short polemical piece highlighting the role of the university as the space for intergenerational exchange through participation in learning communities.

This practice-based research was conducted during the pandemic to explore the possibilities of ‘studio virtualisation’ within an online learning environment. By harnessing the potential of social media, we explored methods to preserve established art and design studio practices, broaden participation and develop learning spaces that allow students to be expressive, active and engaged.