LEARNING, TEACHING AND ASSESSMENT STRATEGY APRIL 2008

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1 LEARNING, TEACHING AND ASSESSMENT STRATEGY APRIL 2008 Summary The aim of our Learning, Teaching and Assessment Strategy is: To make effective provision for an educational experience of the highest quality for all our students, with a strong emphasis on both progressive independence and collaboration in learning. This aim reflects the institutional mission to be the UK s leading university for world class professionals and is driven by the ambition to achieve the highest standards in the sector in each of the following areas: Flexible approaches to programme delivery and student support Encouragement and support of a diverse and inclusive learning community The development of core and transferable skills to enhance employability at all levels A culture of reflection and innovation, founded in scholarly practice, in all aspects of learning, teaching and assessment The strategy will provide a clear framework for programme development, learning support and reliable assessment as well as contributing to the development of the University s other strategies, all of which impact on student learning. 17/07/2008 1

2 Overview Introduction Aim of the Strategy The aim of our Learning, Teaching and Assessment Strategy is: To make effective provision for an educational experience of the highest quality for all our students, with a strong emphasis on both progressive independence and collaboration in learning. Objectives of the Strategy Our strategy has the following explicit objectives: 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. 2. To provide a supportive and inclusive learning environment which will enable success for all learners. 3. To encourage the development of students intellectual and imaginative powers, creativity, independent judgement, critical self awareness, confidence, imagination and skills that will enhance global employment opportunities on graduation in all programmes. 4. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University's vision and strategic objectives. 5. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions. Scope of the Strategy The strategy covers learning, teaching and assessment on all registered awards as well as short course and collaborative provision. Principal Aspects of the Strategy The provision of a high quality learning environment and learning experiences in a range of learning situations is central to the University s mission and strategic planning (MMU 2007). The University will equip students with the skills to enable them to remain effective lifelong, independent learners and to make a significant contribution to a knowledge enriched national economic and social infrastructure in their subsequent employment and life experiences. These priorities articulate closely with those of the Higher Education Funding Council for England (HEFCE, 2007). 17/07/2008 2

3 Reaching our goals through five key objectives 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. The defining elements of the University vision for Learning, Teaching and Assessment are: the provision of flexible and appropriate learning opportunities established through a dynamic and responsive design process that takes full account of models of the student learner and of new understandings of student learning. the progressive development of mature, independent learners equipped for a life of learning, who are able, upon graduation, to play a full part in society and have the knowledge and skills to continue their development as world class professionals. Commitment to this vision requires a move beyond the traditional paradigm of University teaching and learning. The institution has a long history of innovative practice which will provide a foundation for new flexibilities and engagements with learners that will drive improved performance in diversity, inclusion and employability. This prioritisation will require a thorough review of curriculum arrangements over the coming period. Institutional Programme Approval and Review processes will be guided by these defining elements of the vision. Innovation in curriculum practices will be supported by a corresponding and enabling transformation of the institution s physical infrastructure and its usage. An Estates Strategy comprising several major capital projects will provide new learning centres and learning spaces for students as well as continuing the development of the institutional managed learning environment and allied technologies to support research and learning. The ongoing development of both physical and virtual learning environments will be guided by the strategic aims of flexible provision, independent learning and collaboration in learning. At the same time, a review and realignment of administration and service provision for students will lead to the establishment of student hubs that will deliver high quality, integrated, one stop services to students on our transformed campuses. This far reaching effort will be underpinned by a culture of innovation and quality enhancement across the whole institution that is focussed on learner success. Good practice and effective innovations will be evaluated, documented and disseminated so that subject groups and programme teams are able to develop curricula that are aligned with the institutional vision. This focus on the embedded development of the dependent, intra dependent and independent learner will be evident within all LTA approaches. 2. To provide a supportive and inclusive learning environment which will enable success for all learners. We will continue to develop our established profile as an institution that attracts students from a broad socio economic base, including students from less advantaged backgrounds and from non traditional routes into Higher Education. Through our outreach activities, we will continue to recruit students and staff locally, regionally, nationally and internationally. We will provide student centred learning activities which accommodate different learning styles and enable 17/07/2008 3

4 students to build on their prior experiences. We will incorporate international perspectives into the curricula and encourage cross cultural awareness. We will provide appropriate learning support opportunities for all students, paying particular regard to inclusive practice for disabled students. We will provide staff development opportunities to enable staff to identify good practice from across the university and elsewhere and encourage debate and discussion about the best approaches to support and retain a diverse learning community. Our institutional policies relating to equality will inform our learning, teaching and assessment practice. We will provide learning environments, both physical and virtual, that are free from discrimination and focussed on success for all learners within our diverse community. We will offer equivalence of learning experience for all our learners, whoever they are and wherever they study. We will encourage participation by all members of the community in evaluation of learning, teaching and assessment provision. We will work with student representatives from across the university to review and to improve our arrangements for diversity and inclusion. We will seek to enhance our institutional data relating to diversity and inclusion. We will monitor progression rates and take all necessary action to build a learning community founded on principles of diversity and inclusion. 3. To enhance students' employability by encouraging the development of students intellectual powers, creativity, independent judgement, critical self awareness, confidence, imagination and skills that will enhance their lifelong employment opportunities. The Leitch Review of Skills (2006) placed skills development at the heart of national educational endeavour. The institutional vision of MMU as the university for world class professionals foregrounds skills development in our LTA practice. All of our programmes will emphasise the development of skills and personal attributes that will enhance employment opportunities on completion. This will be achieved by the appropriate embedding of employability within academic curricula; a focus on information and media literacy; an emphasis on personal development planning; extensive opportunities for work based learning and volunteering; opportunities for practical explanation and assessment of abstract and theoretical principles, and high quality careers education and guidance. Staff development provision for academic and related staff will support curricular practices with a strong emphasis on enterprise and employability. Core and transferable skills which the University expects all graduates to develop during their studies will be identified and documented for both undergraduate and postgraduate awards by an inclusive process of debate and agreement which will involve all stakeholders including staff, students, professional bodies, industry associations, sector skills councils and potential employers. Through the revised Annual Monitoring Exercise, programme teams will demonstrate how these skills are developed and assessed across the programme. The university s employability strategy, produced by the University for World Class Professionals: Embedding Employability project sets out the detail of the University s plans in this area and is integrated closely with this LTA strategy. 17/07/2008 4

5 4. To establish a culture of quality enhancement and progressive innovation in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University's vision and strategic objectives. Our existing robust quality assurance and support for learning and teaching functions will be developed in tandem with our flexible approaches to the curriculum to establish a culture of progressive innovation in learning, teaching and assessment that is anticipatory, enabling, rewarding, supportive and fully aligned with the institutional strategic direction. Our staff will be encouraged to be reflective and developmental at all stages in the cycle of a programme and will be supported by the University in their endeavours. Staff and students will also be encouraged and supported to develop their awareness and their experiences as part of local, national and international communities of learners. We will develop the existing ways in which we evaluate programme delivery and will introduce new ways of listening to the student voice and acting on the findings. Building cross institutional capability in curriculum innovation will be prioritised. We will continue and develop successful initiatives to achieve this, particularly: Faculty and institutional events and conferences relating to innovation in LTA. Dissemination of good practice through in house publications relating to LTA. Development of comprehensive Web resources to support innovation activity. Dedicated, accredited Continuing Professional Development opportunities with a strong emphasis on analysis, planning, implementation and evaluation of innovation. Enhanced institutional capability and support for innovation through seed funding, awards and support for external funding bids. Developing and supporting cross institutional communities focussed on innovation in LTA. Work with subject groups to encourage sharing of good LTA practice in a new organisational context Raising awareness amongst staff of the role of sectoral bodies working to secure high professional standards in LTA (The Higher Education Academy, Subject Centres), promoting individual membership where appropriate. The institution will seek to further its commitment to the reward and recognition of staff who are engaged in learning, teaching and development activity as a professional priority. Human Resource policies in this area will be continuously monitored and reviewed. The successful Senior Learning and Teaching Fellowship scheme has been revised and re launched to provide a robust route for career development for those who demonstrate particular expertise in leadership in learning, teaching and assessment. The coming period will see a further extension of this trend as arrangements for a Professorial scheme with explicit criteria relating to learning, teaching and assessment are considered. In order to ensure that new curricula are properly aligned with societal developments, mechanisms for encouraging and supporting extra institutional activity of staff will also be extended. 17/07/2008 5

6 The required acceleration of development and innovation in learning, teaching and assessment strategies will be driven in part by further strengthening of institutional arrangements for CPD activity for all staff. The recent period has seen a commitment to an institutional CPD Framework. The Masters in Academic Practice and the nested Post Graduate Certificate in Academic Practice will continue to develop and to provide the principal organising point of staff development for academic and related staff. Continuing effort to extend and broaden the flexible pathway approach that lies at the heart of the CPD Framework will lay the foundations for many more staff from across the institution to pursue both formal accredited staff development activity and to engage in short course provision and stand alone workshops that support the institutional vision for development in learning, teaching and assessment. The institution will continue to work closely with The Higher Education Academy (HEA) in promoting professional standards relating to the sector. We will continue to promote the professional development and recognition of our staff through the HEA s arrangements for Professional Recognition. Our programmes and structural arrangements for CPD will continue to be accredited by the HEA, and we will seek effective dialogue with Subject Centres and Centres of Excellence in Teaching and Learning, where appropriate. Work already begun to promote this activity will be continued through the maintenance of representative networks to facilitate a productive engagement. 5. To provide a learning experience that is informed by research, scholarship and reflective practice. The University has identified the securing of stronger links between research and learning and teaching practices as a powerful driver of development towards this vision. Putting this strong connection at the heart of practice lays the foundations for life long learning, and ensures that our graduates have the flexibility, adaptability and knowledge skills that are required to function as world class professionals. Existing arrangements will be built upon to ensure that: learning and assessment are situated within a research focussed culture, engendered by inclusive communities of practice within the disciplines. student learning is designed around enquiry, problem solving and analysis of personal and professional practices in order to engender attitudes and skill sets consistent with autonomous and collaborative practices. research and scholarship relating to student learning, teaching and assessment are embedded at all levels of provision. Implementation and Support Responsibility The PVC for Learning and Teaching has overall responsibility for the implementation, evaluation and review of the LTA strategy. Faculties, Departments and Schools and Student & Academic Services will all have responsibilities for aspects of the strategy, working in partnership with the Centre for Learning and Teaching which will co ordinate the work. All central services will work in appropriate partnerships to support activity related to the LTA strategy. Individual services will develop Action Plans in support of institutional LTA objectives and commitments. 17/07/2008 6

7 Process The Strategy and its associated Action Plan has been discussed and will be further developed by key stakeholders from across the institution. A draft was presented to the Learning, Teaching and Assessment subcommittee of the Academic Development Committee in November Consultation with Faculties has taken place during the Autumn and Spring Terms and the strategy will be presented to Academic Development Committee and Academic Board in the Summer Term The strategy will be launched in September 2008 and Faculty Academic Development Committees will be requested to prepare their own complementary action plans to integrate with the institutional planning cycle. The Centre for Learning and Teaching will coordinate the work in the Action Plans and provide support to Faculties and to central divisions as appropriate. Support Given the prioritisation of curriculum review and innovation within the strategy, much of the required resource to secure the strategy is located within Faculties in Programme and Unit teams and with those responsible for approval and review as part of systems of quality assurance and enhancement. Support for this effort will come first from those identified within Faculties to exercise a leadership function in learning, teaching and assessment. Support for the Faculty commitment in this area comes from cross institutional services organised principally as Student & Academic Services and the Services Group. These two service providers, supported by Finance and Human Resource functions are custodians of institutional strategy and supporting initiatives. They collaborate within themselves, with one another and with the Faculties to secure institutional goals. The following table describes their organisational form and key responsibilities with regard to learning, teaching and assessment, as expressed in this strategy: 17/07/2008 7

8 Crossinstitutional service: Student & Academic Services Services Group Service element: Centre for Learning and Teaching Centre for Academic Standards and Quality Enhancement Student Services Research, Enterprise and Development Planning and Management Information Campus and Faculty S&AS Recruitment and Admissions Collaborative Partnerships International Office Employability Project Retention and Student Success Project Learning & Research Information Services: Information & Communications Technology Services Learning & Research Services Facilities: Campus & Residential Services Strategic partner in: Learning, Teaching and Assessment Strategy Continuing Professional Development Learning, Teaching and Assessment Strategy Employability Strategy Diversity and Inclusion Research Strategy Enterprise Strategy Regional Strategy Institutional Planning Cycle Diversity and Inclusion Student Experience Recruitment and Admissions Strategy Diversity and Inclusion WP Strategy International Strategy Regional Strategy Diversity and Inclusion International Strategy Diversity and Inclusion Employability Strategy Retention and Student Success Strategy Estates Strategy Retention and Student Success Strategy Learning, Teaching and Assessment Strategy Student Experience Information Systems Strategy Learning infrastructure (including Learning and Research Centres and Social Learning Spaces) Research Strategy Employability Strategy Diversity and Inclusion International Strategy 17/07/2008 8

9 Human Resources Property Management Performance Team Development and Training Human Resource Strategy Equal Opportunities Policy Continuing Professional Development Evaluation and Review An annual review of progress on the Action plans will be conducted as part of the Annual Monitoring Exercise and the overarching institutional planning cycle. Outcomes of this evaluation and review, including revised plans for action, will be reported to appropriate committees at all levels. References HEFCE (2007) 2007/09: HEFCE Strategic Plan Leitch (2006) Prosperity for all in the global economy world class skills 12%20LeitchReview1.pdf MMU (2007) 2020 Vision: Institutional Strategic Plan /07/2008 9

10 Appendix One: Commitments related to each objective 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. We will: 1.1. Identify student needs in relation to flexibility and incorporate this information in curriculum planning Include the development of independent autonomous learners and collaboration in learning as key aims of all university programmes Prioritise flexibility of provision in evaluation of the student experience and ensure that programme development and review are informed by the findings Extend the combined honours framework across the university, as appropriate Continue to develop institutional information and communication technology (ICT) systems to provide a robust platform for the systematic use of learning technologies as part of an appropriately blended, flexible learning experience Maximise the opportunities offered by the capital programme to provide learning, teaching and assessment experiences which reflect the needs and expectations of students Offer equivalence of experience for all students irrespective of learner profile, mode of study or location. 2. To provide a supportive and inclusive learning environment which will enable success for all learners. We will: 2.1. Continue to recruit students from a broad socio economic background including students from less advantaged backgrounds and from non traditional routes into Higher Education Evaluate student needs in relation to their previous qualifications and experience and use this information effectively in learning design Ensure that, in line with our International Strategy, our curricula are effective across a wide range of cultural settings Design and provide pre entry support systems to smooth the transition to University from school, college or elsewhere Collaborate with local, regional and international FE and HE providers to extend opportunity through the further development of progression opportunities Improve the use of statistical information to monitor progression rates in relation to diversity and act, where necessary, to remove barriers to progression, whilst maintaining standards In line with the University's Equal Opportunities Policy and Action Plan, evaluate student experience in relation to discrimination and take action where necessary. This will be in partnership with student representatives from across the university and will 17/07/

11 take into account gender, class, socio economic background, race, faith, disability, sexual orientation and age Offer equivalence of experience for all students irrespective of learner profile, mode of study or location Provide robust monitoring systems to quickly identify those students at risk of noncompletion Continue to develop and initiate research informed practices to support groups of students identified as being at risk of non completion. 3. To enhance students' employability by encouraging the development of students intellectual powers, creativity, independent judgement, critical self awareness, confidence, imagination and skills that will enhance their lifelong employment opportunities. We will: 3.1. Ensure that all programmes provide for the development of core and transferable skills commensurate with the creation of world class professionals Develop student awareness of their employability and support them through workbased learning, placements, volunteering and enterprise opportunities Foster, develop, monitor and review Personal Development Planning opportunities for all students within programmes of study so that it is relevant, coherent and linked to the student s academic programme Implement a kite marking scheme, as part of institutional Quality Enhancement processes, which promotes the inclusion of relevant key employability skills for all programmes and units Address employability themes explicitly in each curriculum area Adopt a value added approach to LTA which enables the incorporation of voluntary work, study trips, language learning, cultural activities, external part time work and reflection as determined by the programme team Develop more flexible ways of accrediting employment skills derived from experience (through formal university credits and value added approaches) Engage with employers, professional bodies, industry associations, sector skills councils and alumni to create more flexible learning and assessment opportunities and ensure that units and programmes contain externally accredited components where appropriate Provide staff development opportunities for academic and related staff to support curricular practice with a strong emphasis on enterprise and employability. 17/07/

12 4. To establish a culture of quality enhancement and progressive innovation in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University s vision and strategic objectives. We will: 4.1. Commit to a comprehensive programme of review and renewal of the curriculum to ensure that institutional objectives as expressed in the LTA Strategy are met Seek opportunities to develop new provision for learners in line with institutional priorities, focussing particularly on new initiatives for post graduate, part time, international and distance learners Review the programme approval process to enable a reflective, developmental approach throughout the lifecycle of a programme Review the methods used to evaluate programme delivery and student satisfaction Establish new approaches to student polling to provide an enhanced evidence base upon which informed decisions relating to provision and services can be made Reward and recognise staff who make an outstanding contribution to teaching Continue to strengthen PDR processes for academic staff, to ensure that learning, teaching and assessment issues form a central element of the process of agreeing a developmental agenda Provide incentives for innovation in Learning, Teaching and Assessment Build cross institutional capability in curriculum innovation through support for subject groups, cross institutional networks, workshops and events Build up the institutional profile of staff and student participation in international exchanges and community work linked to learning and teaching Drive the development of a quality enhancement culture through the further development of a framework for Continuing Professional Development for all our staff. 5. To provide a learning experience that is informed by research, scholarship and reflective practice. We will: 5.1. As part of programme review and validation, prioritise curriculum development that: forges strong connections between research activity and learning and teaching at all levels enables, through day to day activity, participation in a community informed by research values active, collaborative, enquiring models of learning using a research model to encourage the development of mature, independent learners with highly advanced knowledge skills establishes more opportunities and capability for research informed reflection and decision making relating to learning and teaching practices Extend and deepen current provision of research methods, techniques and skills within programmes in embedded and relevant ways. 17/07/

13 5.3. Make proper connections in learning and teaching at all levels between the historical context, current issues and the contemporary research agenda Provide systematic opportunities for reflection on learning and teaching practice through the Quality Enhancement process and CPD provision. 17/07/

14 Appendix 2: Centre for Learning and Teaching support for LTA commitments LTA objectives and commitments Related CeLT activity 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students We will 1.1. Identify student needs in relation to flexibility and incorporate this information in curriculum planning Include the development of independent autonomous learners and collaboration in learning as key aims of all university programmes Prioritise flexibility of provision in evaluation of the student experience and ensure that programme development and review are informed by the findings. Support and further develop the Definition of the Student Learner initiative that now forms part of the annual institutional planning cycle. Support Fellowship in Academic Practice (FAP) activity in this area. Disseminate good practice and encourage consistency of approach in Faculties. Articulate outcomes of activity relating to models of the student learner, linking with other activities focussed on the student voice. Provide specific CPD activity which supports this commitment. Develop web based resources to support work in this area. Provide examples of student centred learning. Develop and disseminate guidance relating to appropriate curriculum design and allied assessment practices. Improve involvement with Faculties and Programme teams via PARM and AME procedures. Provide specific CPD activity which supports this commitment. Contribute to ongoing development of student voice initiative. Contribute to the ongoing development of programme and unit evaluation systems. Contribute to the planning of flexible learning spaces and provide examples showing how their use can be integrated into curriculum planning. 17/07/

15 LTA objectives and commitments 1.4. Extend the combined honours framework across the university, as appropriate Continue to develop institutional information and communication technology (ICT) systems to provide a robust platform for the systematic use of learning technologies as part of an appropriately blended, flexible learning experience Maximise the opportunities offered by the capital programme to provide learning, teaching and assessment experiences which reflect the needs and expectations of students Offer equivalence of experience for all students irrespective of learner profile, mode of study or location. Related CeLT activity Support for combined honours programme team to provide CPD and guidance to subject teams in new areas. Play a key role in institutional VLE project (Web CT Vista), providing project leadership, pedagogical consultancy, staff development and support for user community. Support Faculty e learning groups and associated action plans. Support FAP activity in this area. Support Senior Learning and Teaching Fellow (SLTF) activity in this area. Continue to build Web based resources to support learning technology initiatives. Provide specific CPD activity which supports this commitment. Play a key role in the development of teaching, learning and assessment spaces in the institution s capital programme. Provide specific resources and CPD activity which supports this commitment. Work with programme and subject teams to identify differences and to develop teaching and assessment strategies which enable all students to achieve intended learning outcomes. 17/07/

16 LTA objectives and commitments Related CeLT activity 2. To provide a supportive and inclusive learning environment which will enable success for all learners. We will 2.1. Continue to recruit students from a broad socioeconomic background, including students from less advantaged backgrounds and from nontraditional routes into Higher Education Evaluate student needs in relation to their previous qualifications and experience and use this information effectively in learning design Ensure that, in line with our International Strategy, our curricula are effective across a wide range of cultural settings Design and provide pre entry support systems to smooth the transition to University from school, college or elsewhere Collaborate with local, regional and international FE and HE providers to extend opportunity through the further development of progression opportunities. Raise awareness relating to the diversity agenda through: o Engagement with programme and unit teams through support for curriculum development. o Participation in PARM processes. o Engagement with Communities of Practice initiative. o Provide specific staff development activity which supports this commitment, including involvement with the Diversity and Inclusion pathway within the CPD Framework. Work with other central services and with faculty teams to develop further diagnostic systems to inform curriculum planning and practices. Provide guidance on the incorporation of international elements into programmes. Develop criteria to monitor such elements. Work within institutional planning cycle, PARM and AME to conduct an annual audit of progress. Identify good practice in pre entry provision both within and external to MMU. Provide guidance on good practice in pre entry provision. Provide support to programme teams developing or reviewing collaborative programmes, such as Diplomas and Foundation Degrees. 17/07/

17 LTA objectives and commitments 2.6. Improve the use of statistical information to monitor progression rates in relation to diversity and act, where necessary, to remove barriers to progression, whilst maintaining standards In line with the University's Equal Opportunities Policy and Action Plan, evaluate student experience in relation to discrimination and take action where necessary. This will be in partnership with student representatives from across the university and will take into account gender, class, socio economic background, race, faith, disability, sexual orientation and age Offer equivalence of experience for all students irrespective of learner profile, mode of study or location. Related CeLT activity Support action research through Fellowship schemes. Disseminate research through Fellowship seminar series, L&T in Action and Faculty LTA events. Emphasise this objective in all curriculum development engagements, particularly approval and review. Contribution to central initiatives (eg core skills development) that provide equivalence and consistency of experience. Provide consultancy on application of flexible learning technology to deliver benefits in terms of equality. Support FAP activity in this area. Provide specific CPD activity which supports this commitment. Use of learning technologies to support flexible provision will be guided by universal design principles in line with best sectoral practice. Staff development, offered to academic, technical and other support staff through the CPD Framework will support the use of learning technologies. 17/07/

18 LTA objectives and commitments 2.9. Provide robust monitoring systems to quickly identify those students at risk of non completion Continue to develop and initiate researchinformed practices to support groups of students identified as being at risk of non completion. Related CeLT activity Work with partners, centrally and in faculties to support the implementation of monitoring systems. Support and guide staff in use of Managed Learning Environment as part of monitoring regime. Participate in cross institutional action research to promote success and progression of at risk students Initiate targeted events to raise awareness of best practice in supporting at risk students Provide guidance on good practice in supporting at risk students in the classroom. 3. To enhance students' employability by encouraging the development of students intellectual powers, creativity, independent judgement, critical self awareness, confidence, imagination and skills that will enhance their lifelong employment opportunities. We will 17/07/

19 LTA objectives and commitments 3.1. Ensure that all programmes provide for the development of core and transferable skills commensurate with the creation of world class professionals Develop student awareness of their employability and support them through work based learning, placements, volunteering and enterprise opportunities Foster, develop, monitor and review Personal Development Planning opportunities for all students within programmes of study so that it is relevant, coherent and linked to the student s academic programme Implement a kite marking scheme, as part of institutional Quality Enhancement processes, which promotes the inclusion of relevant key employability skills for all programmes/units Address employability themes explicitly in each curriculum area. Related CeLT activity Work closely with employability champions across the university to provide guidance to programme and unit teams to support the integration of core skills development across all programmes. CPD provision aligned with this commitment. Development of cross institutional resources, typically located within the institutional e learning environment to support skills development. Support FAP activity in this area. Engage with faculties, programme and unit teams through PARM, AME and institutional planning cycle to ensure effective embedding of skills provision. Engage with Careers Service, Communi, Students Union and external agencies (eg GMSA) as well as programme teams, to continue to develop provision of employability related elements within curricula. Work with the CoP for PDP to produce guidelines for good practice in PDP. Work with the e portfolio group to assess and promote their use within PDP. Support action research on best practice through the Fellowship schemes. Support the Employability project manager in the production and implementation of the scheme. Provide guidance on embedding and assessing appropriate skills across the range of curriculum areas, including examples of good practice from across the University and the wider sector. 17/07/

20 LTA objectives and commitments 3.6. Adopt a value added approach to LTA which enables the incorporation of voluntary work, study trips, language learning, cultural activities, external part time work and reflection as determined by the programme team Develop more flexible ways of accrediting employment skills derived from experience (through formal university credits and value added approaches) Engage with employers and alumni to create more flexible learning and assessment opportunities Provide staff development opportunities for academic and related staff to support curricular practice with a strong emphasis on enterprise and employability. 4. To establish a culture of quality enhancement and progressive innovation in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University's vision and strategic objectives Commit to a comprehensive programme of review and renewal of the curriculum to ensure that institutional objectives as expressed in the LTA Strategy are met Seek opportunities to develop new provision for learners in line with institutional priorities, focussing particularly on new initiatives for postgraduate, part time, international and distance Related CeLT activity Initiate discussion about how these activities can be incorporated into the curriculum and assessed, and provide information about how this is done in other institutions. Work with CASQE and ADC to provide guidance on the implementation of assessment and credit for learning achieved outside the traditional university context. Work with Faculties, and other institutional partners to develop closer links and employer involvement in skills development and assessment. Develop resources and CPD provision aligned with this commitment. Support programme of review and renewal of the curriculum by direct engagement with faculty LTA leaders, programme and unit teams and with the PARM and AME processes. Provide specific CPD activity which supports this commitment. Support Faculty Senior Management Teams in determining feasibility and resource issues for new provision. Disseminate good practice in learning, teaching and assessment across the university. 17/07/

21 LTA objectives and commitments learners Review the programme approval, review and moderation process to enable a reflective, developmental approach throughout the lifecycle of a programme Review the methods used to evaluate programme delivery and student satisfaction Establish new approaches to student polling to provide an enhanced evidence base upon which informed decisions relating to provision and services can be made Reward and recognise staff who make an outstanding contribution to teaching Continue to strengthen PDR processes for academic staff, to ensure that learning, teaching and assessment issues form a central element of the process of agreeing a developmental agenda. Related CeLT activity Contribute to the Academic Regulations and Procedures Handbook and to the review of PARM procedures. Provide guidance on interpreting University Quality Enhancement procedures, with examples of good practice from across the HE sector. Continue work in progress to develop institution wide system of unit level evaluation. Work with others to continue development and implementation of new initiatives to gauge student voice. Implement revised Senior Learning and Teaching Fellowship scheme to create a permanent resource in all faculties explicitly committed to provision of leadership in learning, teaching and assessment. Promote development and recognition through advocacy of the The Higher Education Academy s Professional Recognition scheme for academic and related staff. Provide advice for senior staff on ways to support and develop learning, teaching and assessment through the PDR system. 17/07/

22 LTA objectives and commitments 4.8. Provide incentives for innovation in Learning, Teaching and Assessment Build cross institutional capability in curriculum innovation through support for subject groups, cross institutional networks, workshops and events Build up the institutional profile of staff and student participation in international exchanges and community work linked to learning and teaching Related CeLT activity Provide examples of innovation and use best practice in CPD activities. Participate in the introduction of a new academic workload model that properly allows for and rewards innovation in LTA. Review institutional arrangements pertaining to Intellectual Property Rights (IPR) with a view to securing benefits in terms of incentive. Extend current provision of Awards relating to LTA across all faculties and across the institution. Continue to publish a termly journal, Learning and Teaching in Action, which encourages dissemination of innovative practice. Provide support to staff wishing to publish or present research on Learning, Teaching and Assessment in HE. Establish cross institutional leadership capability by working with SLTFs and others in Communities of Practice deriving from LTA priorities. Provision of accredited CPD programmes in Academic Development. Continue to develop support for National Teaching Fellowship Scheme and associated projects with a view to improving the institution s success rate. Disseminate good practice in learning, teaching and assessment across the university and in the wider HE community via o Publication o web resources o events. Support Communities of Practice as they build capability. Support subject groups as they are identified. 17/07/

23 LTA objectives and commitments Drive the development of a quality enhancement culture through the further development of a framework for Continuing Professional Development for all our staff Related CeLT activity Make significant contributions to the operation of arrangements for CPD institutionally. Make significant contribution to programme leadership, development, delivery and evaluation. 5. To provide a learning experience that is informed by research, scholarship and reflective practice. We will 17/07/

24 LTA objectives and commitments 5.1. As part of programme review and validation, prioritise curriculum development that: forges strong connections between research activity and learning and teaching at all levels enables, through day to day activity, participation in a community informed by research values active, collaborative, enquiring models of learning using a research model to encourage the development of mature, independent learners with highly advanced knowledge skills establishes more opportunities and capability for research informed reflection and decision making relating to learning and teaching practices Extend and deepen current provision of research methods, techniques and skills within programmes in embedded and wholly relevant ways Make proper connections in learning and teaching at all levels between the historical context, current issues and the contemporary research agenda Provide systematic opportunities for reflection on learning and teaching practice through the Quality Enhancement process and CPD provision. Related CeLT activity Support programme of review and renewal of the curriculum by direct engagement with faculty LTA leaders and programme and unit teams Disseminate good practice in learning, teaching and assessment across the university and in the wider HE community via o Publication o web resources o events. Continue to build FAP initiative in this area, linking to CoPs. Support Communities of Practice as capability and interest rise in this area. Establish new links and working arrangements with the research community (eg RED, Research Institutes) to advance agenda in this area. Produce and promote a clear assessment framework to provide a basis for assessment design. Through the Challenging Assessment initiative, enhance implementation of current best practice in assessment. CPD provision aligned with this commitment. Work with other central services and existing practitioners to advance practice base in this area, with particular emphasis on cross institutional resources located in the institutional e learning environment. Provide regularly reviewed guidance on the design and evaluation of learning, teaching and assessment activities. Co ordinate, review and evaluate the institutional commitment to CPD to support Learning, Teaching and Assessment 17/07/

25 Appendix 3: Learning and Research Services support for LTA commitments LTA strategy objectives and commitments Related current LRS activity Future LRS activity Partners 1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students We currently Liaise with academic staff to define student needs and appropriately reflect these in LRS resources and services Convene the Student Union/Service Forum Evaluate all InfoSkills and other teaching sessions in order to continually inform and improve flexibility of provision Contribute to and support as appropriate Faculty Learning and Teaching plans in this area. For example, LRS have helped the Science & Engineering Faculty meet some of their e learning objectives by delivering Infoskills to level one students via WebCT Vista We will Contribute to the Definition of the Student Learner through the Learning and Teaching Student Hubs Sub Group and ensure LRS future resources and services are responsive to this definition Use the process of applying for Charter Mark status to further improve and extend the way students needs are evaluated in this area Share good practice in this area with others throughout the University as appropriate 1.1. Identify student needs in relation to flexibility and incorporate this information in curriculum planning Academic staff at all faculties Student Union/Service Forum MMU Hubs Learning and Teaching Students Sub Group MMU Hubs SAS and Services Sub Group 17/07/

26 LTA strategy objectives and commitments 1.2. Include the development of independent autonomous learners and collaboration in learning as key aims of all university programmes 1.3. Prioritise flexibility of provision in evaluation of the student experience and ensure that programme development and review are informed by the findings Related current LRS activity Contribute to University Programme Approval, Review and Modification (PARM) events to include LRS activities and intrinsically aid the development of autonomous learners, e.g. embedding of assessed InfoSkills activities in YR1 undergraduate programme at MMUBS, Law School, Physiotherapy Gather student feedback from a variety of sources including regular large scale student surveys, mini surveys, comments cards, evaluation forms at teaching sessions, e mail enquiry desks, library website, library catalogue. Information gathered is analysed and used to inform and improve LRS services and resources as appropriate Offer varying and flexible types of learning space including group study, silent study and relaxed seating areas to cater to a variety of learning styles and needs Provide wireless network access via student laptops. At Aytoun, students can utilise ICTS Media Services laptop loan facility within the Library Future LRS activity Pursue the further embedding of InfoSkills (and other relevant LRS services and resources that contribute to the development of independent, self sufficient learners) in courses University wide from Foundation to postgraduate level Investigate the potential of awarding certificates for InfoSkills completion to encourage independent autonomous learners Use the process of applying for Charter Mark status to further improve and extend the way students needs are evaluated in this area Explore alternative methods of engaging students in order to gather feedback, e.g. social networking sites and the establishment of a MMU LRS Facebook Page Continue to develop and enhance those spaces already established with a focus on flexibility and the work to establish the new student hubs Ensure that Faculties are aware and are able to contribute to future development of these spaces to ensure maximum use and appropriateness of provision Share good practice in this area with others throughout the University as appropriate Partners Academic staff at all faculties CeLT ICTS Campus Information and Learning Environment Services (ILES) MMU Hubs Learning and Teaching Students Sub Group MMU Hubs SAS and Services Sub Group Academic staff at all faculties 17/07/

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