Upload
jake-quinn
View
212
Download
0
Tags:
Embed Size (px)
Citation preview
College of Arts and Social
Sciences
Quality Enhancement: Themes and Strategies
2nd Teaching & Learning Staff ForumWednesday 24th November 2004
Part 1Enhancement Themes
College of Arts and Social Sciences
Professor Trevor Salmon
Director of Teaching & Learning
Dr Mary Pryor
Academic Learning & Study Unit
College of Arts and Social Sciences
Responding to Student Needs
• Quality Enhancement Theme for 2003/4
• Led by Professor John Harper (RGU)
• Project Report available January 2005
• Work to be disseminated through a web-based tool-kit
• http://www.enhancementthemes.ac.uk/
Responding to Student Needs
Context
Responding to Student Needs
Four Strands
Academic Learning Support, Assessment, Technology-Related, Course Content,Staff Professional Development
Increasing diversity, Holistic Approach: Academic, Administrative and Pastoral Approach, Key Issues
Models and Systems of Support, Use of Technology, Student Expectations
Student Transition, Staged Dissemination of Information
Developing the first year curriculum
Approaches to integrating student support
Personal tutor systems and their alternatives
Induction
• Make first year a priority– Foundation for retention and student development
• Deliver effective transition– Understand student expectations– Understand what happens in Schools– Meet diverse needs
Responding to Student Needs
What do we need to do?
• Communicate our expectations
• Appropriate curriculum– Best teachers– Common ‘intra-disciplinary’ expectations– Right tools at the right time– Early assessment
Responding to Student Needs
What do we need to do?
• Approachability - Smile for Students• Person and Professional Advisors - Accessible!• Compulsory year 1 learning course• Induction days/coffee/small teambuilding sessions• Practice exams with detailed feedback• Maximum numbers in tutorial groups, badges• Encouragement to join discipline societies• Easy access to information (Noticeboards/web)• Getting student feedback
Responding to Student Needs
CASS Activities: School Level
• Re-launch of SK1003– Theme - ‘Get yourself connected…’– Early computer registration– Students as demonstrators– Pilot scheme
• First MA Welcome
• First Year Experience Questionnaire
Responding to Student Needs
CASS Activities: College Level
• Academic Welcome (2 sessions)
• Thursday 23 September - Freshers’ Week (Advising)
• Inspirational and informative!
• 200+ students at each session
• Speakers:• Professor Trevor Salmon – CASS DoTL
• Mr Steve Duggan - Student Support Services
• Dr Mary Pryor – Academic Learning & Study Unit
• Dr Aenea Reid - DISS
Responding to Student Needs
MA Welcome
Rationale
• Identified by the Retention & Progression Strategy Team as
an important research area for the University
• Identified by CASS as a key priority
• CASS – SK1003 students - pilot for the Institution
Responding to Student Needs
1st Year Experience Questionnaire
Questionnaire
• Web-based questionnaire - 25% response rate (7% for
Napier)
• Prize draw (£20 book tokens) offered as an incentive
• Run during the 8th week of teaching
Responding to Student Needs
1st Year Experience Questionnaire
Student Profile• 69% < 18 yrs (9% 26+)• 71% from Scotland
(23% from Aberdeen)• 80% MA, 16% BEd/BMus• 99% Full-time
• 99% Entered into Year 1 0
40
80
120
160
200
Family
exp
ecta
tions
To stu
dy a
partic
ular c
ourse
It post
poned w
orkin
g full-
time
To impro
ve c
aree
r pro
spec
ts
Other
C
ou
nts
Reasons for going to University
1st Year Experience Questionnaire
Preliminary findings…MA Welcome
• 56% attended the MA welcome – 75% found it useful
• 81% non-MA students had an Induction – 91% found it useful
Information related to their Academic Studies
1st Year Experience Questionnaire
Timetabled academic study
Per
cen
t (%
)
Personal academic study
0
20
40
60
80
100
Per
cen
t (%
)
< 10 11 – 15 16 > < 10 11 – 15 16 >
0
20
40
60
80
100
Time (hours) Time (hours)
1st Year Experience Questionnaire
Submitted first assignment
0
20
40
60
80
100
For some courses
For all courses
For none
Per
cen
t (%
)
In employment
No job
Per
cen
t (%
)
< 10 11–15 16 >
0
20
40
60
80
100
Time (hours)
1st Year Experience Questionnaire
Overall 1st Year Experience
• 74% feel they belong to the University community
• 72% agreed that their experiences so far match their expectations
• 88% would recommend the University to their friends
• 20% have changed their courses
• 69% agreed that their courses are as good as they were expecting
1st Year Experience Questionnaire
Information related to their Academic Studies
• What can we do to make the transition to university more effective?
• What key areas should we focus on?
In Future…..
Responding to Student Needs
Dr Graeme Roberts
Vice Principal Teaching & Learning
College of Arts and Social Sciences
Employability
Because:• Many students believe increases chances of well-
paid and meaningful employment• One of SHEFC’s hallmarks of a high quality HE
sector is “where learning and teaching promotes the employability of students”
• ELIR includes consideration of the HEI’s approach to the employability of its students
• SFC publication Learning to Work report as framework for consultation and policy development
Employability
QE Theme: Important and Timely
Because:• ESECT (Enhancing Student Employability Co-
ordination Team) briefings and practical toolkits• LTSN Generic Centre guidance on enhancing student
employability• Support for employability theme in 2004 by HEA
subject centres
Employability
QE Theme: Important and Timely
Great Opportunity for Scottish Universities to build on and exploit this material
Employability
What is Employability?
“A set of achievements - skills, understandings and personal attributes
- that make graduates more likely to gain employment and be successful in
their chosen occupations.”
To help Scottish sector engage effectively by:
• Creating a clearer understanding of what it means• Raising its profile and its benefits across the sector• Encouraging and assisting the development of
institutional strategies that embed employability in the entire student experience
• Working with the Scottish Group developing material to support introduction of Personal Development Planning in 2006
Employability
Aims of Steering Committee
To ensure that programme of work is informedand shaped by sector’s needs and priorities,ICs have provided detailed information about:
• How each university plans to engage with theme
• What it hopes the outcomes of that engagement will be
• What assistance it needs
• Any proposals it may have for a local employability event
Employability
Network of Institutional Contacts
Considering:
• Mapping current level of employability activity in each School
• Identifying good practice for sharing with the rest of University and sector
• Assisting Schools to embed employability in curriculum
• Working with Students’ Association to promote employability through extra-curricular activities
• Addressing implications of Learning to Work report
Employability
Employability Strategy Working Group
Has agreed to develop an institutional strategy that:
• Builds on current policy on provision of career education, information and guidance (February 2002)
• Incorporates provision for PDP
• Takes account of Learning to Work report
• Provides overarching framework and guidance for development and delivery of College and School action plans and development partnership between Students’ Association and Careers Service
Employability
Employability Strategy Working Group
Seeking advice and comment on how to:
• Develop and implement an effective employability strategy in a research-led university
• How to make the best use of briefing materials and toolkits developed by ESECT
• How to take account of the needs of local and national employers
• How to monitor and assess effectiveness of our strategy
Employability
Employability Strategy Working Group
Part 2Quality Enhancement
College of Arts and Social Sciences
Dr Nick Spedding
Administrative Officer, Registry
College of Arts and Social Sciences
Overview of
QE Framework & QE Strategy
Quality Assurance - ensures things are OK
– Focuses on what is taught at what level– Retrospective– Bureaucratic, confrontational– Box-ticking, form-filling, hoop-jumping extravaganza
QE Framework & Strategy
Quality Enhancement is not…..
As it turns out, we are very good at this!
Quality Enhancement - always making things better
– Focuses on students and the wider learning experience– Forward thinking: future actions, strategic planning– Partnership, constructive dialogue– To produce genuine change
QE Framework & Strategy
Beyond Quality Assurance
This is work in progress, guided by SHEFC’s Quality Enhancement Framework
Five Core Aspects:
– New standards of public information– Working more closely with students– No more QAA subject inspections; Internal Teaching Review
(ITR) only– Key themes to guide Scotland-wide QE activities– Enhancement-Led Institutional Review (ELIR)
QE Framework & Strategy
Quality Enhancement Framework
QAA definition of QE:“ Taking deliberate steps
to bring about
continual improvement
in the effectiveness
of the learning experience
of students”
HE Academy definition of QE:http://www.heacademy.ac.uk/896.htm
“An inclusive concept and a collective enterprise (that) includes
significant strategic initiatives and
the many small things that people
do to try and make things better”
QE Framework & Strategy
This is the gap our QE strategy should help us bridge!
– Explicit statement of intent– Draws together key principles of QE and identifies key
agents– Includes action points for the central administration– Toolkit to guide thought and action at all levels
QE Framework & Strategy
UofA’s Quality Enhancement Strategyhttp://www.abdn.ac.uk/qe/strategy.shtml
QE Framework & Strategy
UofA’s Quality Enhancement Strategyhttp://www.abdn.ac.uk/qe/strategy.shtml
“The QES provides a central framework to encourage and support the pursuit of better practice
in teaching and learning, but the responsibility to undertake enhancement activities rests primarily
with individuals and groups in the University’s Schools and other academic units”
Dr Graeme Roberts
Vice Principal Teaching & Learning
College of Arts and Social Sciences
Institutional Priorities: Preparing for ELIR
• Audit of management of quality and standards through institutional review
• Also looks at our management of QE• Outcome of a public document - judgement and
commentary• Opportunity for a serious critical reflection on
our strengths and weaknesses• Comments on draft by end of term
Preparing for ELIR
ELIR
• QE strategy and action plan• New teaching and learning infrastructure• Robustness of revised ITR system• Revision of class representative system*• Promotion of e-learning*• Investment in teaching infrastructure*
(*case studies)
Preparing for ELIR
Strengths?
• Student feedback system• Lack of co-ordination of learning support services• Arrangements for sharing of best practice• Professional development of staff for their role in
teaching and learning• Recognition and reward of teaching excellence• Management of implementation of QE strategy
Preparing for ELIR
Weaknesses?
• Effective approach to QA - moving emphasis to QE• Regularly reviews key elements of QA strategy• Staff conscientious about teaching but perceive
advancement depends on research• Effective ad hoc innovation at subject level - now
seeking to manage process more effectively
Preparing for ELIR
Overall Picture?
• Low participation in educational staff development and engagement with HEA subject
• Strong and effective partnership with students• Committed to excellence in teaching and
research
Preparing for ELIR
Overall Picture?
Ms Cathy Macaslan
Head of School - School of Education
College of Arts and Social Sciences
Institutional Priorities: Review of Teaching & Learning Strategy
• Critical reflection
• How effective are we? In which ways are we effective?
• Strengths
• What are our target areas for development?
• What should inform such choices?
Review of Teaching & Learning Strategy
• Teaching and learning in a research-led institution
• Outcomes measured against benchmarks
• Information to inform development plan
• Dovetailing enhancement theme
Review of Teaching & Learning Strategy
Strategic Review
C. Macaslan, Head of School of Education (Convener)
• Bill Long, Director of Undergraduate Programmes (Science)
• Gillian Mackintosh, Registry
• Julie McAndrews, Centre for Lifelong Learning
• Darren Comber, Educational Staff Development Unit
• Aenea Reid, DISS
• Clerk, TBC
• Mary Cotter, DTL, College of Life Sciences and Medicine
• Trevor Salmon, DTL, College of Physical Sciences
• Gordon Walkden, DTL, College of Physical Sciences
• Calum Mair, Vice-President (Education), Students’ Association
• Doug Marr, School of Education, Court nominee on UCTL
Review of Teaching & Learning Strategy
Review Group
• Research-led University ranked in the UK top 20
• Distinctiveness of the student learning experience
• Students making us their first choice university
• Fees-only students• Students from low participation groups• Students successfully transferring from
FE
• Part-time and mature students• Our student body• Student retention and progression rates,
especially in year 1• Employability of our graduates• Develop and deliver within the University a
new evidence-based model for the Scottish teacher in the 21st century (the Hunter Project)
Review of Teaching & Learning Strategy
RemitTo conduct a thorough review and holistic revision of the
University’s approach to undergraduate teaching, learning and assessment, in the light of our aims:
Mr Calum Mair
Vice Principal Education,
Students Association
College of Arts and Social Sciences
A Students’ Perspective: What does QE Mean?
“good degree”
“high essay marks”
“cheap booze”
“free gym pass”
“four years that I enjoy”
A Students’ Perspective
A Students’ Perspective
Student A
Student B
0
10
20
30
40
50
60
70
80
90
T & L Sport Social Job
Student C
13,500 students would give a different answer
120 different Nationalities would give a different answer
A Students’ Perspective
• School Perspective – “No idea”
• Undergraduate Perspective – “No idea”
• Post-Graduate Perspective – “A Review of quality and standards”
• Graduate Perspective – “Increasing the standard of educational attainment”
A Students’ Perspective
QAA Perspective
“QE is a term that describes the continuous improvement of both quality and standards in higher education, and students have a very important role to play in this
process.”
A Students’ Perspective
- Encapsulate all!
- Diverse
- Interchangeable
- Open to interpretation
A Students’ Perspective
‘Quality Enhancement is about the learning opportunities available to a student, via
teaching, support, facilities and services.’
A Students’ Perspective
Therefore QE differs for every student perspective;
It differs for the Student Sabbatical
It differs for the Active Student Rep
It differs for the In-Active Student
It differs for the Future Student…..
A Students’ Perspective
QE means everything to some and nothing to others!
A Students’ Perspective
To enhance the Student Experience you need to enhance all aspects of the system, all aspects that touch on student life 24 hours a day 7 days a week, 365 days a year.
From applying to UCAS to beyond Alumni Relations.
A Students’ Perspective
College of Arts and Social Sciences
Open Forum
Questions and Answers
We will be asking you for your feedback!
College of Arts and Social Sciences
Thank You for Your Participation