Learning, Teaching and Assessment Strategy (LTAS) Action Plan for

Transcription

1 Learning, Teaching and Assessment Strategy (LTAS) Action Plan for Summary A detailed action plan is set out on the following pages. However, as the introduction to the strategy indicates, the focus is one of consolidation and extending and enhancing existing activities. The action plan sets out the key objectives for the next two years; these will be reviewed and revised as necessary in July They can be summaried as a small number of key activities: With effect from to be completed by July 2007 i. Development/refinement of University and Departmental policies, strategies and implementation plans (Plagiarism, PDP, Personal Tutor, Set UP for Life, curriculum, LTA, student support and retention strategies) ii. Review of existing curricula over a two year period with respect to: accessibility, progression opportunities, equal opportunities delivery of the first year inclusion of a range of blended learning methodologies embedding of PDP & providing opportunities to develop employability skills promoting learning communities level by level assessment strategy opportunities for self and peer assessment quality of printed and electronic media iii. Review of unit descriptions with respect to LTA strategies iv. Development of a CPD framework for staff involved in supporting student learning v. Implementation of the outcomes of the IT and elearning reviews vi. Review of Estates and IT strategy vii. Implementation of Frewen extension plans viii. Further development of the Student Records System ix. Review of the outcomes of the timetabling review report With effect from then ongoing x. Revised guidelines for course approval and review committees to focus of key aspects of LTAS xi. Refocused course approval and review committee considerations xii. Annual review of Faculty course portfolios xiii. Annual systematic evaluation of retention, progression, achievement and employment data xiv. University awards and project funding to be aligned with the LTAS xv. Annual central staff development programme to focus on key aspects of LTAS With effect from xvi. Introduction of early formative feedback for all level 1, semester 1 units and for direct entry students xvii. Development of a strategy for the dissemination and adoption of enhancement activities xviii. Development of a strategy to evaluate the impact of the LTAS Page 1 of 10

2 Learning, Teaching and Assessment Strategy - Action Plan for The following action plan applies to all students who are registered with the University of Portsmouth. Each action should be viewed in the context of the range of students studying through the University eg International, part-time, research and taught, distance learning (paper & electronic), non-campus based, those with special needs and those on franchised and collaborative programmes. Departments and Faculties in developing their own strategies and action plans should consider their plans in the context of their current and intended student body. Collaborative Programme approval and review committees should consider the applicability of the Learning, Teaching and Assessment Strategy to the provision in question. The initial and ongoing actions, development and evaluation of the plan will be informed by the University s two Centres of Excellence in Teaching and Learning Objective Actions Required Lead responsibility 1 DELIVERY OF A FLEXIBLE, ACCESSIBLE, ENGAGING, RESPONSIVE, AND RELEVANT CURRICULUM Output target Target date for completion/ review 1. Development of University and Faculty/Departmental Curriculum strategies 2. Revision/ development of Departmental LTA strategies 3. Course approval & review committees to consider curricula with respect to new LTA strategy 4. Guidelines for course approval & review committees to be reviewed HCED 1, APG, HoDs 2, ADCs HoDs UCAC, FCAC, PDSQRC Strategies & implementation plans in place Strategies & implementation plans in place Inclusion of topic in staff development sessions Evidence of discussions focussing on LTA issues University Jan 2006 Faculty/ Departmental July 2006 July 2006 Effective for QAG Guidelines in place 1 APG: Academic Policy Group; HoDs: : Director of Curriculum & Quality Enhancement; DISO: Director of ISO; F/UCAC: Faculty/University Curriculum Approval Committees; Heads of Department; HCED: Head Curriculum & Educational Development; PDSQRC: Periodic Standards & Quality Review Committees; PVC(A): Pro Vice- Chancellor Academic; QAG: Quality Assurance Group; ULTC: University Learning & Teaching Committee 2 Note although HoDs are, in many instances, given as having the lead responsibility, they will carry this out in association with many colleagues, notably course teams, ADCs & the Department for Curriculum & Quality Enhancement Page 2 of 10

3 1.1 Flexible, accessible and engaging and responsive to student needs Curriculum design and delivery that maximises opportunities to participation, acknowledges the diverse needs of students and provides a range of progression opportunities from access through to doctoral level. 5. Review existing curricula with respect to: articulation with FE & HE admission routes applicability of entry level curriculum to typical student profile identified progression opportunities from FE to doctoral level compliance with race equality and equal opportunities policies content & modes of delivery to maximise participation 6. Review existing curricula content & delivery with respect to good pedagogic practice. Particular attention to be paid to the first year/ first semester of courses HoDs, ADCs Revised curricula in place Promotional material & programme specifications to highlight entry & progression opportunities Areas without clear progression routes to consider market demand & appropriateness of developing them Evidence of consideration of desirability developing courses/ modes to widen participation Areas identified that will benefit from revised content/ delivery June Further developing approaches that promote engagement and interaction, and develop independent and reflective learning, critical thinking and problem solving skills. HoDs June Providing increased opportunities for students to experience pedagogically informed approaches to blended learning, including elearning, through the use of a variety of modes, media and formats. 7. Review of the University s strategy for the support of elearning 8. Review existing curricula with respect to balance of approaches employed with the aim of providing students with the opportunity to experience a range of learning methodologies. PVC(A) Strategy and structures in place January 2006 HoDs Areas identified that will benefit from revised content/ delivery Start Page 3 of 10

4 1.2 Relevant to learners and their future aspirations, employers, professional and regulatory bodies and the research community Ensuring a varied curriculum through which learners develop, and reflect on, skills and attributes to support their further employment and personal and professional development. This will include the further development of opportunities for learners to engage in, and gain credit from, work based/related, enterprise, community and volunteering activities Regular and systematic review of the portfolio of courses to ensure they continue to meet the needs and expectations of students and the regional, national and international community Improved articulation of programme learning outcomes with subject benchmark statements and knowledge transfer and research activities of staff Gathering, evaluating and responding to the views of students, employers, alumni, professional bodies and other stakeholders 9. Review of existing curricula (against Set UP for Life proposals) to maximise opportunities to develop employability skills 10. Approval & implementation of PDP & Personal Tutor frameworks 11. Development & implementation of Set Up for Life Programme with refocusing of electives 12. Deans to meet with Directorate, Marketing &, annually/ biannually to (i) review portfolio against student numbers, retention & achievement data & (ii) review curriculum to enable further development and innovation 13. As curricula are approved & reviewed, programme learning outcomes will also be reviewed to ensure they articulate with SBS & KT/ research activities of staff. 14. Departments to consider how best to gather and respond to the views of various stakeholders. Approaches identified to be included in Departmental curriculum strategies HoDs Curricula opportunities identified June 2006 HCED Set UP for Life Programme Leader Deans, ADCs ADC, ADQ HODs Policy approved & frameworks adopted. Subsequent audit demonstrates effectiveness Framework & implementation strategy developed & approved. Electives refocused Increased number of students select electives Curricula continually refreshed, rationale for any courses with low student numbers clear. Good recruitment statistics Programmes, as set out in Programme Specifications, clearly identify the articulation Departmental action plans set out approaches adopted October 2007 Annually First review by June 2006 then ongoing June 2006 Page 4 of 10

5 2. ENHANCEMENT OF STRUCTURES AND A CULTURE THAT SUPPORT LEARNERS AND PROMOTE STUDENT SUCCESS 15. Development of University/ Department Student Support and Retention Strategies 16. Consultation and further development of university targets for retention, progression and achievement 17. Curriculum approval & review panels to consider support structures 2.1 Providing learner support aligned to the student lifecycle Ensuring that students are fully informed of the expectations of their programme of study throughout the student lifecycle Ensuring that students, particularly those with non-standard qualifications or entering part way through a programme are fully prepared for, and supported in, their studies 18. Review information provided for students, including PGR, at whichever point they enter their courses 19. Students to reflect on course requirements and action plan through their PDPs 20. Departments to explicitly consider support offered to all students according to their needs and set out in the departmental Learning, Teaching & Assessment Strategy & communicated to students via the Student Handbooks Strategy and implementation plan approved. Subsequent audit demonstrates effectiveness July 2006, HoDs New targets in place July 2006 UCAC, FCAC, PDSQRC HoDs, HoDs Explicit documented consideration of support structures Rationalisation of information provided to students, students clear regarding the expectations of their courses before they embark on it Students explicitly consider the expectations of their courses through PDP onwards HoDs Positive feedback from students July 2006 In place for October Development of a learner-focused environment that seeks to develop students as independent learners and enables them to achieve their individual goals A commitment for all students to have regular, scheduled contact with a named Personal Tutor (or equivalent) and the integration of Personal Development Planning at all levels within the curriculum. 21. PDP and Personal Tutor Frameworks to be developed, approved and implemented HCED Frameworks in place. Subsequent audit demonstrates effectiveness Page 5 of 10

6 2.2.2 The further development and enhancement of real and virtual learning communities. 22. Departments to review curricula and noncurricula opportunities for the development of learning communities HoDs Increased opportunities offered for academic and social engagement 2.3 Institutional research into the causes and implications of learner needs and their success (retention, progression, achievement, employment) 23. Explicit consideration, and where appropriate, further investigation of retention, progression, achievement and employment data at course and departmental level to be included within annual review cycle. HoDs, ADQs, ADCs, Improved understanding of the causes of poor retention, progression, achievement and employment rates. Improved rates The systematic annual and periodic review of data relating to student retention, progression, achievement and employment and the adoption of an evidence based approach to identifying factors contributing to student retention and success. 24. Appoint Educational Developer with responsibility to develop and support pedagogic research Appointment made, strategy & infrastructure developed Effective for Research to understand better the needs of the University s diverse group of students. 25. Support for institutional research to include international students, FE students and students from nontraditional backgrounds Better understanding of the learning needs of our students onwards 3. FURTHER DEVELOPMENT OF ASSESSMENT THAT IS ENGAGING, PROMOTES LEARNING AND ENABLES CONTINUOUS DEVELOPMENT 26. Review University Code of Practice for the Assessment of Students / Academic Registrar Revised Code 3.1 The constructive alignment of assessment strategies, learning outcomes, learning and teaching by: The further development of assessment aligned to unit and programme intended learning outcomes and the level of study. 27. Review of all unit descriptions when they are transferred to new Student Records System to ensure they are explicit with regard to LTA strategies supporting the achievement of learning outcomes Academic Registrar, ADQs 28. Justification of level by level assessment strategy to be included as part of annual review and endorsement of Programme Specifications HCED, HoDs Clear unit descriptions understood by staff & students Clearer understanding by staff & students as to how level by level assessment contributes to the achievement of programme unit outcomes January 2007 Page 6 of 10

7 3.1.2 The further development of transparent assessment processes and marking criteria. 29. Staff development, including through the PGCert LTHE to include explicit consideration of the development of marking criteria Improved use of marking criteria for different assessments at all levels Focus for The further development of procedures for the regular scrutiny and review of course/ subject area assessment strategies. 30. Recommendations of Plagiarism Working Group to be considered, policy developed & implemented 31. Justification of level by level assessment strategy to be included as part of annual review and endorsement of Programme Specifications 3.2 The explicit use of assessment and feedback to promote learning Providing assessments that are meaningful to students and encourage motivation, engagement and learning. 32. Staff development, including through the PGCert LTHE to include explicit consideration assessment to encourage motivation, engagement and learning. HCED HCED, HoDs, ADCs Improved understanding amongst staff & students regarding plagiarism (definition, detection, dealing with & deterring) Clearer understanding by staff & students as to how level by level assessment contributes to the achievement of programme unit outcomes Improved use of assessment to engage students Focus for Course approval & review committees to consider the appropriateness of the assessment tasks in promoting learning UCAC, FCAC, PDSQRC Evidence of discussions focussing on LTA issues & improved assessments Effective for Providing useful, timely and relevant feedback. including a commitment to provide early formative feedback for all units during the first semester of study 34. Staff development, to include on providing mechanisms to provide formative feedback 35. Early formative feedback to be provided for all level 1, semester units & all direct entry students - linked to a review of the first year PVC(A), HoDs Improved use of formative assessment & feedback Formative feedback provided, improved student performance Focus for Effective for Providing opportunities for self and peer assessment. 36. Review existing curricula with the aim of providing students with opportunities to engage in self and peer assessment HoDs Curricula revised as necessary Review by June 2006, changes effective from Page 7 of 10

8 4. THE SUPPORT, DEVELOPMENT & REWARD OF STAFF IN AN ENVIRONMENT THAT PROMOTES INNOVATION, CONTINUOUS ENHANCEMENT, SCHOLARSHIP AND PEDAGOGIC RESEARCH January Staff development activities to focus on the priority areas of the LTA strategy 4.1 An inclusive institutional framework to develop all staff who support student learning The development of a Continuing Professional Development framework that identifies and meets the needs of the University and its staff Further development of staff development and support for elearning and other flexible and innovative learning methodologies within university frameworks The promotion and evaluation of peer and self review and opportunities to engage in action learning groups. 38. CDP framework (including PGCert LTHE) and accompanying strategy to be developed, taking account of national developments regarding Supporting Professional Standards & addressing the needs of all staff regarding learning, teaching, assessment and student support 39. To take account of elearning review & accommodate as appropriate within CPD Framework 40. To be accommodated within CPD Framework and to include a review of academic mentoring 41. Development of action learning groups 4.2 The recognition, reward and dissemination of good practice Closer alignment of the University Learning, Teaching and Assessment Awards and funded projects to the priorities identified in the Learning Teaching and Assessment Strategy. 42. Modified procedures to be piloted and reviewed Providing a range of opportunities to disseminate good practice and influence others both within and 43. Current formal and informal structures (including annual & periodic review) to be reviewed and their effectiveness evaluated, recommendations re further enhancement to be made PVC(A),, ULTC QAG, APG Strategy in place for prioritised central, faculty & departmental staff development activities Framework, strategy & implementation plan developed Staff Development aligned to the framework & strategic objectives Modified procedures in place for 2005, reviewed and modified if necessary thereafter Project outcomes contribute to LTAS Development of a strategy for the dissemination and adoption of enhancement activities July 2005 Start Page 8 of 10

9 beyond the University further enhancement to be made Review current career pathways with regard to the promotion and reward of excellence in Learning and Teaching 44. Existing reward systems and career pathway structures and opportunities to be reviewed. PVC(A) Structures in place to promote and recognise career pathways in Learning and Teaching By October THE DEVELOPMENT AND MAINTENANCE OF INFRASTRUCTURE AND SUPPORT SYSTEMS TO FACILITATE AND EFFECTIVE LEARNING ENVIRONMENT 5.1 The further development of the University s infrastructure by: The provision of a robust IT infrastructure that supports increased accessibility 45. Review IT infrastructure and develop strategy for improvement Increasing availability of real and virtual flexible learning spaces and increasing the accessibility of pooled and specialist IT resource areas The further development of the Frewen Library and its development as a central learning resource centre 46. Estates and IT strategy to be reviewed taking account of this new LTA Strategy 47. Implementation of plans for extension to the Frewen Library 5.2 The further development of systems and resources by The adoption of accessible systems for teachers to track students regardless of their mode of study and facilitate the production of informative and user friendly data sets for evaluation of student success. 48. Further development of the Student Records System to support the systematic evaluation of student performance DISO Improved service January 2007 PVC Resources Librarian Academic Registrar Provision of flexible, fit for purpose, spaces Enhanced library and general space Timely, user friendly consistent data production January 2007 July 2006 Page 9 of 10

10 5.2.2 The increased use of high quality learning media The further development of an effective, centralised timetabling system that maximises the use of resources and supports learning. 49. Departments to review the quality of their of electronic and paper based resources, including unit resource material 50. Marketing and to advise and produce guidance templates 51. Review and implementation of the outcomes of the timetabling review report Learning, Teaching and Assessment Strategy evaluation HODs High quality learning media Start Marketing, PVC(A) Guidance notes and templates Start July 2005 Production of learner focussed timetables The evaluation of progress and achievement against the LTAS actions will be facilitated through the development of an evaluation strategy. 52. Develop a robust LTAS evaluation strategy Strategy in place and informing future activity Page 10 of 10