6503 LTA Strategy 09-12:Layout 1 of... · b. Learning informed by discipline-based and pedagogic research. c. Learners develop effective research skills. d. Maximising learner participation

Inspiring success

Learning, Teaching and Assessment Strategy

2009-12

Learning, Teaching and Assessment Strategy 2009-12

Contents1. Aims of the Strategy 1

2. Background and context 1

3. The learning experience of Teesside University students 2

4. Priorities 4

5. Implementation 12

6. Monitoring and evaluation 13


1. Aims of the StrategyThe Learning, Teaching and Assessment Strategy (LTAS) is a central component of the University’s qualityenhancement framework. It aims to enable all students to have an excellent learning experience and to improvecontinually the quality of that experience in the light of changes in student needs. It also recognises the crucialrole of teaching staff and learning support staff in the implementation of the strategy, and the importance ofsupporting and recognising teaching excellence.

It is a dynamic strategy in the sense that it is expected to develop and change over the period 2009-12 inresponse to changes in the external higher education context and University priorities.

The strategy identifies priority enhancement areas and there is a separate implementation plan which providesdetailed actions and key performance indicators.

2. Background and contextThis is the fifth University LTAS. It builds upon the substantial experience gained since the original strategy wasintroduced in 1995. The University has three primary strategies – Academic, Research, Business Engagement.The LTAS is a sub-strategy of the Academic Strategy and is aligned to all three primary strategies as follows:

Primary strategy

Academic

Research

BusinessEngagement

Increased numbers of particulartypes of learning and learners –part-time, work-related,international, distance

Delivering programmes in moreflexible ways – on/off campus,workplace, online

Ensuring that all learning isunderpinned by scholarship

Enhancing employability

Stronger student voice

Enhancing the links betweenresearch and teaching

Strengthening employer links

Responding to the specific support needs of these typesof learner

Emphasis upon making the most effective use oftechnology for all learners and upon other forms offlexible learning

Increased focus upon research informed teaching

Particular attention given to work-based learning andenterprise and to the development of appropriate skillsand understandings in students

Increased involvement of students on relevant workinggroups, School Learning & Teaching Committees andprogramme approval and review panels

Increased focus upon research informed teaching

Particular attention given to work-based learning,preparation for work and enterprise

Relevant aspect How reflected in the LTAS

Current agendas which have a significant impact upon the University’s development of learning, teaching andassessment are: widening participation; employability and business engagement; inclusivity;internationalization; lifelong learning; and partnership.

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3. The learning experience of Teesside University studentsThe central emphasis of the Strategy is one of enabling student achievement through the development ofintellectual and personal autonomy.

3.1 Enabling learners to plan, manage and evaluate their own learning

a. Learners take increasing responsibility for their own learning.

b. All programmes and modules have clear learning outcomes and assessment criteria which reflectthe progressive development of learner knowledge and skills throughout programmes.

c. Learners engage in personal development planning at all programme levels to develop reflectivepractice.

3.2 Providing exciting, creative, innovative, research-informed learning experiences whichmaximise learner participation

a. Programmes employ a stimulating variety of learning opportunities.

b. Learning informed by discipline-based and pedagogic research.

c. Learners develop effective research skills.

d. Maximising learner participation and the use of student-led approaches.

e. Effective use of technologies and learning spaces.

3.3 Using assessment to motivate and inform learning

a. Assessment will focus learner activity on key learning outcomes.

b. Assessed work will have clear assessment criteria which are shared with learners.

c. Programmes will have a stimulating variety of assessment methods.

d. Wherever appropriate assessment will be work-related.

3.4 Providing timely and constructive feedback to learners

a. Feedback is timely, constructive and clearly identifies strengths, areas requiring development andguidance on how to strengthen them.

b. Appropriate variety of feedback mechanisms to engage students with their learning.

c. Learners encouraged to seek, reflect upon and respond to feedback.

3.5 Equipping learners with the key skills required for employment and further study

a. Learners given the opportunity to develop personal and professional skills and attributes appropriateto their programme of study.

b. All learners have the opportunity to experience some form of work-related learning.

c. Learners develop effective information literacy skills including knowing when and why information isneeded, where to find it, and how to evaluate, use and communicate it in an ethical manner.

d. Access to support, guidance and programmes of activities delivered by key central servicesincluding Library and Information Services and Student Services.


3.6 Providing excellent support and guidance to learners

a. A welcoming induction which provides interactive opportunities to get to know fellow learners, theirprogramme staff, their School and the programme of support and enhancement activity deliveredacross the University.

b. Planned and structured activities to help student transition throughout programmes.

c. Appropriate tutor and peer support mechanisms throughout programmes.

d. Enthusiastic and innovative staff focused on enhancing the student learning experience andsupported by integrated central support services.

e. Excellent and innovative teaching.

3.7 Responding to the distinctive needs of individual learners

a. Recognition of the learning and support needs of all learners, wherever and however they areundertaking their programme.

b. Relevance of programmes and delivery to learner context and need with particular attention to befocused on the needs of part-time, work-based, distance and international students.

c. Recognition of the particular needs of research students in line with University regulations and theQAA Code of Practice.

d. Recognition of the needs of groups who are under-represented.

3.8 Ensuring that the student voice plays a significant role in enhancing the student learningexperience

a. Working in partnership with students to develop and enhance their learning experience.

b. Using National Student Survey outcomes and other forms of student feedback to enhance thestudent learning experience.

c. Seek to have student representation on committees/working groups.

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4. PrioritiesThe previous section identified the key characteristics of the learning experience of Teesside students and theseprovide the framework within which all University provision is designed, delivered and enhanced.

For the period of this Strategy seven priority areas have been identified to enhance specific aspects of learning,teaching and the student learning experience. The priority areas are:

• feedback and assessment

• learner engagement, support and success

• learning environment

• research informed teaching

• supporting teaching excellence

• technology enhanced learning

• work based learning.

For each of these areas the strategy identifies relevant achievements to date, aspects to be developed over theperiod of this strategy, and key outcomes and responsibilities. The separate Implementation Plan providesdetailed activities and key performance indicators and will incorporate systematic consideration of andresponses to external data and reports.

4.1 Feedback and assessment for learning

Timely and effective feedback to learners and constructive use of assessment are integral to the learningprocess and have a considerable influence upon what and how students learn.

4.1.1 Achievements to date

a. Explicit assessment criteria for all assessed work.

b. Increased variety of assessment methods.

c. Greater use of formative assessment and feedback.

d. Increased understanding of student and staff attitudes to assessment and feedback through aplanned research programme and dissemination of results and good practice.

e. Strategic response to National Student Survey outcomes by developing action plans.

4.1.2 Development areas

a. Continued emphasis upon, and enhancement of, timely feedback to students.

b. Assessment of work-based learning.

c. Enhanced mechanisms to support electronic submission and feedback.

d. Providing accessible assessment opportunities for all students.

e. Consider the broader implications of feedback for learning in addition to that associated withassessment.


4.2 Learner engagement, support and success

Successful learning requires learners to be actively engaged in, reflecting constructively on, and takingresponsibility for managing their own learning. Personal development planning has a crucial role inenabling students to develop autonomy and self-awareness. Learners also require a supportive learningcontext which provides clear and timely guidance to enable them to fulfil their potential.


a. Increased focus upon retention and progression in University processes (e.g. impact of retentionsupport officers, annual review & monitoring, programme approval and review).

b. Improved retention and progression data exceeding national benchmarks.

c. Development of University and School retention action plans.

d. Rough Guides to Retention and the Curriculum and Supporting Students through Peer Mentoring.

e. Research projects into specific aspects of the learner experience.

f. Improved induction experiences for students including pre-induction activities.

g. Introduction of personal development planning on programmes.

h. Establishment of an E-portfolio available to all students.

i. Establishment of School-based disability co-ordinators supported by Student Services and dyslexiatutor services.

j. Threshold Quality Standard for induction.

Outcome

Responsibility

Timescale

Dependencies

Enhance the accessibility, relevance and effectiveness of feedback to and assessment for allstudents.

• Feedback and Assessment Working Group• Assistant Director (L&T) CLQE• School Deputy/Assistant Deans (with responsibility for learning and teaching)• Dean of the Graduate Research School• Deputy Vice Chancellor (Learning & Student Experience)

2009-12

• Focus upon feedback and assessment in programme approval & review and annualmonitoring processes

• Research and project funding• Staff development• Appropriate technologies

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a. Monitoring effectiveness and continued enhancement of activities in support of student retention andprogression.

b. More explicit consideration of the support needs of specific groups of students whose numbers willbe increasing, particularly part-time, international, and distance students.

c. Enhanced induction and pre-induction activities and improved guidance and support for transitionbetween different levels of study.

d. Enhancing student-staff interaction in the early stages of programmes.

e. Continued focus on personal development planning as a key feature of all programmes.

f. Enhanced information literacy skills development.

g. Increased use of interactive and collaborative learning approaches.

h. Increased use of peer support for learners.

i. Improved guidance on inclusivity and accessibility with enhanced linkage between central servicesupport and school-based support.

Outcome

Responsibility

Timescale

Dependencies

Continue to develop and improve the engagement, attainment and achievement of all learnersat all levels.

• Learner Engagement, Support and Success Working Group• Assistant Director (L&T) CLQE• CLQE Retention Team• School Deputy/Assistant Deans (with responsibility for learning and teaching)• Dean of the Graduate Research School• Director, Library & Information Services• Director, Student Services• Deputy Vice-Chancellor (Learning & Student Experience)

2009-12

• Sufficient staff resource to prioritise student transition, guidance and support particularly atthe beginning of programmes

• Focus upon feedback and assessment in programme approval & review and annualmonitoring processes

• Staff development and guidance


4.3 Learning environment

The learning accommodation, facilities and organisational systems have a crucial impact upon thequality of the student learning experience.


a. Initial research into effective learning environment.

b. Improved liaison between Learning and Teaching Committee and central services responsible formanaging the learning environment, particularly ICTS and Campus Facilities.

c. Enhancement of general purpose teaching rooms.


a. Increased flexibility of learning spaces so that they can be used for a variety of teaching approachesand learning activities.

b. Increased provision of social learning spaces.

c. Identify key criteria for the effective design and refurbishment of learning environments.

d. Improve opportunities for teaching staff, support staff and students to inform enhancements tolearning facilities.

e. Earlier involvement in major developments of the University learning environment.

f. Review of off-campus student learning experiences.

Outcome

Responsibility

Timescale

Dependencies

Enhance the flexibility and appropriateness of all existing and new learning environments.

• Learning Environment Working Group• Assistant Director (L&T) CLQE • School Deputy/Assistant Deans (with responsibility for learning and teaching)• Dean of the Graduate Research School• Head of Learning Environment, Campus Facilities• Director, Library & Information Services• Deputy Vice-Chancellor (Learning & Student Experience)

2009-12

• Involvement of the Chair of Learning Environment Working Group in the planning anddecision-making processes for new build and major refurbishment

• Continued funding for the enhancement of the learning environment• Focus upon the learning environment in programme approval & review and annual

monitoring processes

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4.4 Research informed teaching

Learning in higher education must be informed by research, both discipline-based and pedagogic, and,where feasible, involve learners in undertaking research as an integral part of their programmes.


a. Development of University and School action plans for research informed teaching.

b. Increased focus upon research-informed teaching in University processes.

c. Enhanced programme of development and dissemination activities both internally and externally.


a. Strengthen links with the University’s Research Strategy.

b. Increased number of staff researching and evaluating their own teaching practice.

c. Enhanced dissemination of good practice.

d. Increased number of staff publications on learning and teaching.

e. Increased participation of students in research activity.

Outcome

Responsibility

Timescale

Dependencies

Further develop and support the various dimensions of research informed teaching.

• Research Informed Teaching Working Group• Assistant Director (L&T) CLQE • School Deputy/Assistant Deans (with responsibility for learning and teaching)• Assistant Deans (Research)• Dean of the Graduate Research School• Teaching Fellows Group• Deputy Vice-Chancellor (Learning & Student Experience)• Deputy Vice-Chancellor (Research & Enterprise)

2009-12

• Research community engagement with LTAS• Focus upon research informed teaching in programme approval & review and annual

monitoring processes


4.5 Supporting teaching excellence

The success of the Strategy is fundamentally dependent upon the appropriate development andrecognition of staff responsible for its implementation.


a. Recognition and support for innovative teaching practice.

b. Increased number of University Teaching Fellowships awarded and increased number of staffworking towards Fellowship.

c. Increased number of National Teaching Fellowship awards.

d. Alignment of the Postgraduate Certificate in Learning and Teaching in Higher Education to the UKProfessional Standards Framework for Learning and Teaching.

e. Increased range and number of dissemination activities to share good practice.

f. Increased number of opportunities for the development of individual staff and groups.

g. Enhancement of peer review scheme.


a. Increased emphasis upon teaching excellence in the recruitment of teaching staff.

b. Strengthening the ladder of recognition, reward and progression for teaching staff demonstratingexcellence in learning and teaching.

c. Higher Education Academy (HEA)-accredited continuing professional development framework forlearning and teaching with all staff development and recognition processes aligned to the UKProfessional Standards Framework for Learning and Teaching.

d. Encourage staff to become Associates/Fellows of the HEA.

e. Further enhancing links with the HEA and its Subject Centres.

f. Continuing to disseminate good practice within the University and the higher education sector.

g. Increased take-up of development opportunities by staff.

Outcome

Responsibility

Timescale

Dependencies

Increased opportunities for staff to enhance their teaching, to develop and share their practicewithin and beyond the University, and to have excellent teaching recognised and rewarded.

• Teaching Fellowship Conferment Committee • Assistant Director (L&T) CLQE • School Assistant Deans (with responsibility for learning and teaching)• Dean of the Graduate Research School• Deputy Vice-Chancellor (Learning & Student Experience)

2009-12

• University processes (e.g. Personal Development Review, academic workloading) toenable and encourage teaching innovation and career progression

• Funding for learning and teaching projects, staff development and dissemination of goodpractice

• Focus upon supporting teaching excellence in programme approval & review and annualmonitoring processes

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4.6 Technology enhanced learning

The effective use of technology is crucial for both campus-based programmes and off-campus learning.The latter programmes are often characterised by significantly reduced face-to-face contact andtherefore require radically different approaches to the facilitation, support and assessment of learning.


a. Revised University E-learning Strategy.

b. Establishment of central E-learning Team and staff development programme.

c. School E-learning Action Plans.

d. School E-learning co-ordinators.

e. Student E-learning assistants.

f. Piloting and rapid adoption of new technologies.

g. Development of E-portfolio.

h. Introduction of electronic feedback and submission.


a. Increased focus upon the pedagogy of technology enhanced learning.

b. Enhanced provision and use of electronic learning resources.

c. Improved communication and peer support.

d. Continued development of computer-aided assessment and feedback.

e. Piloting and evaluation of new technologies.

f. Enhanced use of technology to support learners at a distance and in different contexts.

g. Appropriate staff development.

Outcome

Responsibility

Timescale

Dependencies

More effective use of technology as an essential component of facilitating, supporting andassessing learning.

• Technology Enhanced Learning Working Group• Assistant Director (L&T) CLQE • CLQE E-Learning Team• School Deputy/Assistant Deans with responsibility for learning and teaching• Dean of the Graduate Research School• Director, ICT Systems• Director, Library & Information Services• Director, Student Services• Deputy Vice-Chancellor (Learning & Student Experience)

2009-12

• Appropriate and effective support for staff and students to enable successful engagementwith new technologies

• Recognition of the workloading implications of technology enhanced learning• Focus upon technology enhanced learning in programme approval & review and annual

monitoring processes• Necessary IT infrastructure to support effective use of technologies to support learning

across all University provision• Staff engagement


4.7 Work based learning

An increasing proportion of University provision will be work-based and all learners must be wellprepared to contribute effectively in the workplace.


a. Scoping and analysis of current activity and good practice.

b. Initial guidance for staff including the Rough Guide to Work-based Learning and staff developmentprogramme on workforce development.

c. Establishment of the Work Based Learning Working Group.

d. Incorporation in programme approval and review processes.

e. Research degree programmes engage employers where appropriate.


a. Enhanced work-based learning opportunities in a wider range of programmes.

b. Increased guidance for staff and employers.

c. Enhanced support and guidance for work-based learners.

d. Clear opportunities for students to reflect and learn from work-based learning experiences.

e. Increased involvement of business engagement staff in WBL development and LTAS.

Outcome

Responsibility

Timescale

Dependencies

Increase work-based and work-related learning opportunities and enhance staff and studentsawareness of employability skills and attributes for and in the workplace.

• Work-based Learning Working Group• Assistant Director (L&T) CLQE • School Deputy/Assistant Deans with responsibility for learning and teaching• Dean of the Graduate Research School• Director, Academic Enterprise• Deputy Vice-Chancellor (Learning & Student Experience)• Deputy Vice-Chancellor (Research & Enterprise)

2009-12

• Successful resolution of workloading issues• Focus upon work-based learning and employability skills in programme approval & review

and annual monitoring processes• Appropriate support and guidance for employers, staff and students

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5. ImplementationThe strategy has a separate implementation plan which provides details of planned action and keyperformance indicators. The key implementation roles are:

5.1 University Learning and Teaching Committee

The University Learning and Teaching Committee chaired by the Deputy Vice-Chancellor (Learning &Student Experience) oversees the enhancement of the student learning experience and implementation,monitoring and development of this Strategy and its Implementation Plan.

5.2 Working Groups

Each priority area will have a working group with cross-University, student and partner collegerepresentation. However the duration, membership and operation of the groups will vary to best meetthe needs and outcomes of each priority. Use will be made of existing mechanisms and forums wherepossible and of short-term ‘task and finish’ groups where appropriate. The working groups may alsoprovide ‘strategy champions’ – these will be staff with recognised experience and expertise in specificaspects of learning and teaching, for example University Teaching Fellows. They will have a lead cross-University role in relation to specific priority areas.

5.3 Schools

School Learning and Teaching Committees develop and oversee the School LTAS Implementation Plansfor the University Strategy ensuring that they reflect School-specific contexts and needs. Each Schoolalso has an Assistant Dean (Learning & Teaching), a Learning and Teaching Co-ordinator and an E-Learning Co-ordinator to support the School LTAS Implementation Plan with co-ordination and supportprovided by the Centre for Learning and Quality Enhancement.

5.4 University Research Degrees Sub-Committee and the Dean of the Graduate Research School

The learning experiences of postgraduate research students will continue to be managed and overseenin accordance with the QAA Code of Practice by the University Research Degrees Sub-Committee(URDSC). URDSC reports to Academic Standards Committee and is represented on the ResearchInformed Teaching Working Group by the Dean of the Graduate Research School.

5.5 Student voice

Student representation on working groups will continue and be enhanced in some areas. School studentrepresentatives will be members of School Learning and Teaching Committees and will have theopportunity to meet on a termly basis with each working group to discuss progress and direction.Student focus groups will be used to obtain student views on key aspects of the learning experience andstudents will contribute to research projects into aspects of learning, teaching and assessment. Studentrepresentation on programme approval and review panels will be piloted.

5.6 Central support

All Central Support Units have a role to play in the successful implementation of the strategy. CentralUnits will be required to demonstrate how they propose to implement the areas of the strategy which arerelevant to them.


6. Monitoring and evaluationThe University Learning and Teaching Committee will continue to oversee the monitoring of the Strategy and thepriority working groups, undertake a formal annual review of the Strategy’s implementation and produce anannual action plan to inform future activities.

School Learning and Teaching Committees are closely involved in this monitoring process which contributes tothe continuing development of the University and School strategies.

LTAS 2009-12 Addition: Employability It is vital that the Teesside learning experience prepares students effectively for their future employment and that studying at Teesside enhances students’ opportunities to obtain graduate jobs, and to prepare for both lifelong and life-wide learning. Achievements to date

a. Threshold Quality Standards for Progress Files and Personal Development Planning and Rough Guide to Progress Files and PDP

b. Incorporation of PDP and employability skills in programme approval and review processes c. Embedded approach to study skills across the University d. Level descriptors for all levels which highlight ‘practical and professional skills’ and ‘key

transferable skills’ e. Increase in range and variety of applied and work-related programmes at Teesside f. A number of effective programme and School based relationships with relevant employers

Development areas

a. Increase employability of Teesside graduates b. Develop clear strategic statement on Teesside graduate attributes, including employability c. Develop a programme of staff development in relation to student employability and designing

employability into programmes d. Develop further guidance material for staff on employability (e.g. Rough Guide) e. Enhance opportunities for students to do work-related, and work-based, learning f. Develop a range of activities to embed and enhance students information literacy skills

(Library & Information Services working in partnership with Schools) g. Enhance role of Careers Service in relation to programme development and School based

activities h. Enhance mentoring and campus based work experience opportunities for students

Outcome Enhance staff and student awareness of employability skills and attributes, and increase the employability of Teesside graduates

Responsibility Student Employability and Skills Working Group Director of DfLD School Deputy/Assistant Deans (with responsibility for learning and teaching) Director of L&IS Director of Student Services Deputy Vice Chancellor (Learning and Student Experience)

Timescale 2010-2012 Dependencies Focus on employability skills in programme approval and review and annual

monitoring processes Appropriate staff development Involvement of Careers Service Liaison with relevant graduate employers A strategic approach to employability

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Teesside UniversityMiddlesbrough T: +44 (0) 1642 218121 Tees Valley F: +44 (0) 1642 342067TS1 3BA UK www.tees.ac.uk

This publication is available in alternative formats on request. Please contact Emma Bradburn on +44 (0) 1642 342426 or email [email protected].

6503 LTA Strategy 09-12:Layout 1 of... · b. Learning informed by discipline-based and pedagogic research. c. Learners develop effective research skills. d. Maximising learner participation

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