Enhancing Learning and Teaching

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1 Enhancing Learning and Teaching Learning and teaching strategy STRATEGIES and PLANS

2 LEARNING AND TEACHING STRATEGY Contents 1. Educational mission and principles Developments underlying this plan The College s distinctiveness: Structure of the strategy The Themes... 5 Theme 1: How we will support and engage our students... 5 Theme 2: How we will improve assessment and feedback... 6 Theme 3: How we will use technology to enhance learning... 7 Theme 4: How we will develop our curriculum to enhance professional engagement and employability... 8 Theme 5: How we will embed scholarship and applied research in the curriculum... 9 Theme 6: How we will develop internationalism and diversity Theme 7: How we will support staff development in learning and teaching. 11 1

3 1. Educational mission and principles The Strategic Plan states that: The mission of Rose Bruford College of Theatre and Performance is to contribute to and shape the theatre and performance arts and industries through education, training, research and industry engagement. Placing students at the centre of our work, the College aims to provide the highest quality undergraduate and postgraduate degree-level and professional education and training in all aspects of theatre and performance. We equip graduates with the attitudes, skills and knowledge to become leaders in their field, shaping the future of the theatre, entertainment and allied arts and industries. This Learning and Teaching Strategy supplements the Strategic Plan and outlines the steps the College will make over the next three years to fulfil the College s educational mission underpinned by the following principles: i. a student-centred approach with students as collaborators in their learning (Strategic Plan 3.3); ii. support for students and staff in their ambitions and aspirations to be independent learners and professional teachers (Strategic Plan 1); iii. encouraging creative engagement in learning and teaching (Strategic Plan 2.1a, 2.1b); iv. creating a learning environment that fosters independence as well as collaboration and professionalism (Strategic Plan 1.3, 2.1b); v. developing programmes of study that balance academic rigour with vocational training, professionalism and employability (Strategic Plan 1.3); vi. encouraging critical independent thinking supported by effective feedback, guidance and advice (Strategic Plan 2.1c); vii. professional practice as research which feeds into teaching and curriculum development (Strategic Plan1.1b 4.1.c); viii. internationalism and diversity of community within and across all our programmes (Strategic Plan 2.2b); ix. inspiring life-long learning and development through and beyond the students programmes of study (Strategic Plan 2.1c ). 2. Developments underlying this plan The RBC Learning, and Teaching Strategy has been developed through a series of discussions with academic staff and with students. It has been reviewed by a working party drawn from the Learning Quality and Standards Committee (LQSC) and by a Learning and Teaching Enhancement Strategy Student Working Group before being submitted to the LQSC. It is closely aligned with the College Strategic Plan

4 Additionally, the strategy is informed by the policies, processes and initiatives developed as part of our engagement with the QAA, in particular The Quality Code and Subject Benchmark Statements, our partnership with the University of Manchester and our work with the Higher Education Academy. In creating this strategy and meeting the College s educational mission, the College has also been mindful of a number of other internal and external developments. These include, but are not limited to: i. actions arising from internal quality assurance processes, such as annual monitoring, including recommendations from external examiners; ii. results from the National Student Survey; iii. internal student surveys, including the College s First Impressions Survey, and module evaluation surveys; iv. recommendations from the 2013 periodic review of programmes; v. recommendations from the 2013 University of Manchester institutional review vi. industry-related and technological developments; vii. student engagement in learning, teaching and curriculum development; viii. internal and external developments relating to the enhancement of the student learning experience; ix. innovations and developments in pedagogy within the field. 3. The College s distinctiveness: Programmes of study at Rose Bruford College aim to: i. develop students as reflective practitioners, professionals with the practical skills and knowledge required to fulfil their role who understand, reflect on, interrogate and continually develop their own practice and the contexts in which they are operating; ii. prepare graduates for successful and satisfying careers as innovative and enterprising practitioners, who can challenge existing paradigms as well as replicate them (Strategic Plan 1.3); iii. centre on learning through enquiry; iv. focus on the practices of theatre and performance making; v. be founded on a conception of performance-making of all kinds as a collaborative, multidisciplinary activity (Strategic Plan 2.1); vi. build on a close engagement with, and involvement of, the industry (Strategic Plan 1.3); vii. proactively include an international perspective and context. (Strategic Plan 4.2a). 3

5 Additionally Masters programmes aim to: viii. ix. develop research-led or research-informed practitioners (Strategic Plan 1.2b) with experiential practice-based or practice-focused learning founded on a conception of performance-making of all kinds as a collaborative, multidisciplinary activity (Strategic Plan 2.1); prepare students for further study at doctoral level. Individual programmes may have other distinctive features and qualities, but all taught programmes will demonstrate the above characteristics, as well as being in alignment with the Framework for Higher Education Qualifications in England, Wales and Northern Ireland and relevant chapters of the UK Quality Code for Higher Education and QAA subject benchmark statements. 4. Structure of the strategy This Learning and Teaching Strategy is not intended to be a stand-alone document, but should be read in the context of several other key College policies including: The College s Strategic Plan; Student Employability Strategy; Admissions Policy; Assessment Policy. It is designed to be an overarching strategy, serving to draw together relevant themes and key activities in order to support and enhance learning and teaching within the College. Throughout, the strategy seeks to support an increasingly diverse student body drawn from all backgrounds and equality groups on its educational and vocational journey, whether studying full-time on-campus or through part-time online study. The strategy establishes a set of seven Learning, Teaching and Enhancement themes and key objectives for deliberate action at an institutional level, which develop and improve the College s learning opportunities and culture. It is through the implementation of these themes that the College seeks to meet the underpinning principles of the College s educational mission set out in Section 1 Our themes: 1. How we will support and engage our students 2. How we will improve assessment and feedback 3. How we will use technology to enhance learning 4. How we will develop our curriculum to enhance professional engagement and employability 5. How we will embed scholarship and applied research in the curriculum 6. How we will develop internationalism 7. How we will support staff development in learning and teaching 4

6 5.0 The Themes Theme 1: How we will support and engage our students We aim to ensure that the programmes of study and the learning environment encompass and reflect the diversity of applicants, students, staff and society. enhance our student induction programmes that enable students to make the most of their academic life and learning opportunities; ensure that each student has ready access to academic and personal tutorial support and a range of appropriate study support; develop a range of study support resources that better meet the needs of our diverse student community; review and enhance our support for international students; reflect on and review learning and teaching policy and practice within the College in relation to supporting diversity, promoting inclusive learning and teaching, thereby contributing to improvements in levels of student retention and success; develop a student engagement framework with students as partners in learning, teaching and curriculum development, and their own learning. Milestones NSS satisfaction rating for academic support is at least 86%. Individual NSS score rating academic support questions up by 3% points on 2013 New academic induction programme introduced Review and enhancement of study support complete New study support resources available NSS satisfaction rating for academic support is at least 88%. Individual NSS score rating academic support questions up by 2% points on 2014 Academic induction programme reviewed and amended as necessary Study support resources developed NSS satisfaction rating for academic support is at least 89%. Individual NSS score rating academic support questions up by 1% point on 2015 Review of study support resources undertaken and completed 5

7 Report of Student Working Party Inauguration of Student Experience Committee Achieving a noncontinuation rate of fulltime first degree students of at least 2% points below the College s benchmark Introduce new student engagement framework Achieving a noncontinuation rate of fulltime first degree students of at least 3% points below the College s benchmark Review of student engagement framework undertaken and completed Achieving a noncontinuation rate of fulltime first degree students of at least 4% points below the College s benchmark Theme 2: How we will improve assessment and feedback We aim to ensure that assessment tasks are designed to allow students to demonstrate their achievements and are clearly linked to the programmes learning outcomes. Feedback to students will be timely and will inform and assist their future learning. review all assessment briefs to ensure alignment between assessment tasks and learning outcomes; standardise assessment briefs to ensure clarity for students; maximise VLE use where appropriate for online submission and return of work to speed up return of feedback; ensure turnaround of work and feedback within 20 working days; review use of numerical grading as an effective form of feedback; review and clarify grading descriptors; institute annual monitoring of assessment and feedback and review the Assessment Policy and Procedures; enhance assessment and student feedback practices by the interrogation of issues in the annual Assessment Parity event. Milestones NSS satisfaction rating for assessment and feedback of at least 70% Individual NSS score rating assessment and feedback questions up by 3% points on 2013 NSS satisfaction rating for assessment and feedback of at least 73% Individual NSS score rating assessment and feedback questions up by 3% points on 2014 NSS satisfaction rating for assessment and feedback of at least 76% Individual NSS score rating assessment and feedback questions up by 2% points on

8 80% of all appropriate submission and feedback via VLE 83% of all appropriate submission and feedback via VLE 85% of all appropriate submission and feedback via VLE Annual monitoring Annual monitoring Annual monitoring Review of assessment briefs complete New grading descriptors introduced for School of DMTA Introduce alternative assessment grading for School of DMTA Standardised assessment briefs introduced at School level New grading descriptors introduced for School of Performance Introduce alternative assessment grading for School of Performance Review of standardised assessment briefs introduced Review of new grading descriptors undertaken and completed Review of new alternative assessment grading undertaken and completed Theme 3: How we will use technology to enhance learning We aim to provide a high quality learning environment including the provision of, and support for, new technologies as both learning and professional development tools. embed core digital literacy in all programmes using and critically evaluating digital resources as part of research, and presenting material in digital forms; maximise use of the Virtual Learning Environment where appropriate, and provide students with learning resources (in a variety of formats) which are effective and engaging and which encourage the pursuit of independent learning; implement an appropriate plagiarism detection platform available to staff and students; establish an appropriate digital platform and workflow for productions (from design > budgeting > build > rehearsal > performance > post-production) based on a review of professional practices, and how we expect them to develop in the future; keep up with professional practices involving new technologies; encourage innovation in learning and teaching methodologies of our online programmes and develop and enhance the online and blended learning provision for all degree programmes. 7

9 Milestones Review of VLE use by School of Performance undertaken and completed All undergraduate and postgraduate modules have a VLE presence satisfying the minimum requirements 50% of students are using our VLE on a regular basis. TURNITIN implemented as plagiarism platform DMTA review of Digital resources and platforms report completed with proposed costings Enhanced VLE resources introduced for all programmes as necessary All undergraduate and postgraduate courses have a VLE presence that embeds other functionalities. 75% of students are using our VLE on a regular basis. Implementation Stage 1 complete Maintain and review VLE use across the College All courses and modules moving toward an embedded blended learning environment. 90% of students are using our VLE on a regular basis. Implementation Stage 2 complete Theme 4: How we will develop our curriculum to enhance professional engagement and employability We aim to continually develop and lead our sector through education and training that is industry focused, offering our graduates the best possible preparation for successful and satisfying careers as innovative and enterprising practitioners. ensure that effective systems and resources are in place to support workplace learning in its diverse forms and contexts; ensure there are mechanisms for staff to engage with the industry so as to ensure the currency and relevance of the curriculum; develop a better alignment between production and project work within the curriculum and employment opportunities for graduates (e.g. developing more non-theatre projects such as music concerts, events, lens-based media); review and implement enhanced personal and career development planning; improve student employability through enhanced career guidance and by showcasing their work to industry professionals; strengthen our bonds to specific theatres, TV and radio stations, theatre companies, agencies and directors both nationally and internationally; enhance the College s Key Practitioner Scheme. 8

10 Milestones Review work-based learning policy and documentation Establish Research and Industry Liaison Officer post Implement student employability strategy Develop alternative mechanisms for capturing student employment destinations PDP re-embedded in programmes at Level 4 Industry review forum established (possibly during Symposium) Implement changes to work-based learning policy and documentation Embed register of placement partners Implement mechanisms for capturing student employment destinations Level 5 PDP review established Embed changes to workbased learning policy and documentation Evaluate employability data capture Level 6 PDP review and Career Planning established Theme 5: How we will embed scholarship and applied research in the curriculum We aim to develop students as enquiring practitioners and to provide academic staff with the resources to continually develop a close understanding of current scholarship and professional practice in their subjects develop further a research orientation in the curriculum a spirit of enquiry - and further develop the practice-based option for the Level 6 independent research project; further develop and enhance research skills at Levels 4 and 5; embed staff research into learning and teaching on all programmes to ensure recruitment and retention of high quality staff and students; identify research potential and interest through staff personal development reviews; encourage and support staff to sustain and frame their practice and to begin to write about their work; support staff in subject research that underpins the curriculum; 9

11 encourage and support staff in attaining higher degrees and doctoral qualifications. Milestones Implement recommendations of School of DMTA shared modules regarding research and scholarship Review operation of DMTA shared modules Implement series of Study Support workshops focussing on research for Level 6 students Two new areas of staff research feeding into curriculum Explore possibility of developing an annual research fellowship One additional staff member enrolling on to a PhD. Two new areas of staff research feeding into curriculum One additional staff member enrolling on to a PhD Two new areas of staff research feeding into curriculum One additional staff member enrolling on to a PhD Theme 6: How we will develop internationalism and diversity We aim to collaborate with external partners nationally and internationally to create opportunities for students to learn in diverse professional and educational environments. ensure students opportunities to study abroad are maximised on programmes, and students have clear information and guidance; promote the opportunity for international students (including from the EU) to study on all programmes (Erasmus, US exchange, etc.), within the College s capacity to take additional numbers; ensure industry study elements of programmes (e.g. in shared modules) include an international perspective, so students understand the international context of the industry, and have some awareness of how international practices differ; 10

12 develop existing professional input with leading practitioners from Europe, Asia and USA; attract international partners and students in order to ensure the quality of the provision, the resources and staff are of the highest level. Milestones Curriculum review of study/placement abroad opportunities undertaken and completed and development of enhanced procedures Review of Erasmus procedures undertaken and completed and development of enhanced procedures Curriculum review of international perspectives in delivery Implement procedures for study/placement abroad Implement enhanced Erasmus procedures Review of enhanced study/placement abroad procedures undertaken and completed Review of enhanced Erasmus procedures undertaken and completed Theme 7: How we will support staff development in learning and teaching We aim to provide academic staff with the stimulation, support, mentoring and resources to continually develop as teachers, ensuring that staff maintain a close understanding of emerging pedagogic developments. develop and share good practice across the College by a series of relevant learning and teaching enhancement seminars at annual staff development events; develop and share good practice across the College by further development of the Peer Observation of Teaching Scheme, focusing upon pertinent teaching enhancement themes; encourage all academic staff to develop their professional expertise by taking the College s Postgraduate Certificate In Learning And Teaching In Higher Education: Theatre And Performing Arts and/or by being recognised by the Higher Education Academy via the College s Professional Recognition Scheme 11

13 for the Performing Arts (PReSPA) or through the HEA s direct application route to fellowships; continue to develop appropriate e-resources such as the Learning and Teaching Online Research website for the dissemination of relevant staff research; review and implement new procedures for the appointment, induction and mentoring of new academic staff and those taking on new responsibilities; support visiting tutors and professionals through an identified institutional coordinator, the visiting tutor e-handbook and developing new sections of the handbook in response to feedback. Milestones 70% of contracted teaching staff have HE Academy membership We have at least 3 Principal and 3 Senior Fellows of the HEA Review and develop revised Peer Observation of Teaching scheme New arrangements for induction and mentoring of new academic staff and those taking on new responsibilities Implementation of the new e-handbook for visiting tutors and professionals AEM takes on responsibility for co-ordination of visiting tutors and professionals 80% of contracted teaching staff have HE Academy membership We have at least 4 Principal and 5 Senior Fellows of the HEA Implement Peer Observation of Teaching scheme (75% take-up) Review new arrangements for induction and mentoring of new academic staff and those taking on new responsibilities Review and amendment of e-handbook for visiting tutors and professionals VT and part-time staff development event implemented 90% of contracted teaching staff have HE Academy membership We have at least 5 Principal and 8 Senior Fellows of the HEA Review Peer Observation of Teaching scheme (90% take-up) Full implementation of arrangements for induction and mentoring of new academic staff and those taking on new responsibilities Review of visiting and professional staff arrangements 12

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