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The ICZ Ready Curriculum Design Process
Introduction The development of Industry Collaboration Zones is our single strategic priority. ICZs will provide new ways for our students, colleagues and industry partners to co-create, experiment and learn together. As a University we are gearing ourselves towards ICZ readiness. This guide focuses on the work that will transform the curriculum at Salford to ensure that every programme is ICZ ready.
By September 2018, new students will be registering for study at Salford based on a prospectus that describes an ICZ ready curriculum. The ICZ principles outlined in this guide will frame and shape the curriculum and the wider student experience at Salford.
This guide provides colleagues with information about what an ICZ ready curriculum means. It sets out the steps in the design process and offers details on the ten ICZ curriculum design principles. There are also ideas and resources to support programme teams in developing ICZ ready practice.
ContentsIntroduction........................................................................................11. What does it mean to be ICZ ready?..................................................22. The ICZ ready process......................................................................3
Stage 1: benchmarking......................................................................................................................................4Stage 2: curriculum development......................................................................................................................4Stage 3: self-review...........................................................................................................................................5Stage 4: sign off.................................................................................................................................................5
3. ICZ ready rubric...............................................................................6Answering the self-review questions...............................................................................................................11
4. ICZ Curriculum Design Principles in Detail.......................................12Inclusivity..........................................................................................................................................................12Co-created Curricula and Delivery....................................................................................................................14Active and Collaborative Learning.....................................................................................................................16Real-world and Experiential Learning...............................................................................................................18Digital fluency...................................................................................................................................................20Learner Autonomy............................................................................................................................................22Authentic Assessment.......................................................................................................................................24Education for Ethical Behaviour........................................................................................................................27Research-informed curriculum.........................................................................................................................29Path to Professional..........................................................................................................................................31
5. SharePoint.....................................................................................336. QlikView........................................................................................357. Further University Support.............................................................36
19th January 2017
Quality & Enhancement Office
1. What does it mean to be ICZ ready?ICZ ready means that a programme can describe how it incorporates all of the ten ICZ ready principles below:
The programme is inclusive. The curriculum and delivery are co-created. Learning is active and collaborative. Learning is real-world and experiential. The programme is digitally fluent.
Learners are autonomous. Assessment is authentic. Education is for ethical behaviour. The curriculum is research-informed. There is a clear path to professional.
INCLUSIVITYCO-CREATED CURRICULA AND DELIVERY
ACTIVE AND COLLABORATIVE LEARNING
REAL-WORLD AND EXPERIENTIAL LEARNING
DIGITAL FLUENCY
Students engage in educational experiences which allow all to achieve to the best of their ability, regardless of their background or prior attainment. Giving students choices to personalise what they learn, how they learn and how they demonstrate their learning through assessment.
Programmes produced by academic experts, industry partners and students.Educational experiences and qualifications are contemporary, interdisciplinary, relevant to the world of work, and respected and valued by employers.
Providing students with experiences that are grounded in sound, applied pedagogic theory and practice, preparing them for the real world.Learning is authentic, involves taking risks and actively positions learning from both success and failure as developmentally positive.
Learners engage with their academic discipline through explicit links between learning and real-world scenarios. A systemic, scaffolded engagement with industry at all levels, through work placements, live briefs, practice-based projects, and extensive use of real-world and simulated environments.
Using innovative technologies which facilitate formal and informal learning. Equipping students with the resources necessary to enhance their own academic and professional practices, incorporating digital, networked identities as well as up-to-date tools to aid their personal and professional development.
LEARNER AUTONOMY
AUTHENTIC ASSESSMENT
EDUCATION FOR ETHICAL BEHAVIOUR
RESEARCH-INFORMED CURRICULUM
PATH TO PROFESSIONAL
Sound pedagogic practice moves learners from a novice to an expert in their chosen discipline. Going beyond the transfer of knowledge to enable students to become lifelong learners continually updating their skills and knowledge in industries and professions.
Using real-world problems that our students will face in their careers, incorporating simulated and live scenarios. Focusing on a range of graduate skills, and emphasising critical application over the ability to memorise information.
A commitment to producing ethically aware and socially responsible graduates with the skills and values necessary to solve the complex problems of our age. Integrating relevant ethical issues and a wider commitment to social justice.
Informed by cutting-edge research and actively involving students in the creation of knowledge through engagement with research and through research-like learning and teaching activities.
Explicitly embedding an increasingly sophisticated practice of employability, self-awareness, critical thinking, information literacy, and communication skillsDeveloping professional behaviours in students across each level.
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Quality & Enhancement Office
2. The ICZ ready processEvery programme team in the University will work through a process with Academic Developers from the Quality and Enhancement Office to bring the curriculum and the team to a point of ICZ readiness. At the heart of the process are curriculum workshops that are designed to support collaboration and the development of shared practice amongst programme teams, thus enhancing the student academic experience.
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Stage 4: sign off
Through PARP or by ADA
Workshop 4:Peer reflection
Workshop 3:Assessment
Workshop 2:Delivery
Workshop 1: Storyboarding
Full Review
Peer Review
Self-Review
Stage 1: benchmarkingStage 1: benchmarkingProgramme Leader and School Reviewercomplete the ICZ rubric in SharePoint.Programme is allocated Self / Full / Peer review pathway.
Stage 2: curriculum developmentWorkshops facilitated by QEO, attended by all members of programme team.Actions logged using the Programme Action Logs and completed between workshops.
Stage 3: self-reviewProgramme leader answers the self-review questions in SharePoint.
Quality & Enhancement Office
Stage 1: benchmarking
This first stage of the process is completed for each programme by a nominated reviewer from within the School with the Programme Leader. Together they will use the ICZ Readiness Rubric to establish how ICZ ready the programme is. The nominated reviewers receive training on their role and this will help ensure a consistent approach is adopted across the University.
Using the rubric, programmes are scored 1-3 against each ICZ principles. The reviewer will then consider whether the programme is mainly 1s, 2s or 3s and make a professional overall judgement about whether the programme requires only a light touch self-assessment, more support through the peer route, or whether there are major amendments to make and the programme needs the full support route.
Stage 2: curriculum development
All programmes complete a self-review question sheet to aid identification of and prioritise areas for development. Depending on the ICZ readiness of the programme, it will then follow one of three developmental routes:
Self-review route – storyboarding workshop; completion of self-review questions
Peer review route – storyboarding workshop; peer reflection workshop; completion of self-review questions
Full review route – storyboarding workshop; delivery workshop; assessment workshop; peer reflection workshop; completion of self-review questions
All workshops are facilitated by the QEO and involve full programme teams plus other stakeholders (e.g. industry representatives, students, other staff members) as appropriate.
a) Workshop 1: Storyboarding (all programmes)
All programmes will undertake a workshop which storyboards the programme based on the ICZ Principles and particular touch points within the student journey. By the end of the workshop, programme teams will:
Have identified key milestones in the student journey through their programme, with particular attention to level 4 (UG programmes).
Be able to articulate how the ten ICZ principles are embedded in the student journey through their programme.
Have identified any gaps in provision in relation to the principles. Have agreed initial actions to enhance the ICZ readiness of their programme.
For programmes on the self-review pathway this workshop will support the team in closing any gaps and prepare the programme for sign-off.
b) Workshops 2 & 3 Full review pathway
These two workshops are delivered to full programme teams providing the team with an opportunity to come together for development and consideration of the programme. Informed by the Storyboarding workshop, the team will consider the curriculum delivery and assessment from the programme with support available where programme amendments are required. After each workshop the team will complete any actions to get the programme and the team ICZ ready. The peer review workshop is then an opportunity to consolidate the changes to the programme.
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Quality & Enhancement Office
c) Workshop 4: Peer and Full review pathways
This workshop allows representatives from the programme teams to come together to share and reflect on practice. Programme teams take forward actions from this workshop and prepare for sign-off.
Stage 3: self-review
The answers to the self-review questions explain the strategy that the programme employs to in relation to each ICZ Principle. Programme Leaders should answer the self-review questions when their programme is ready for the Self-review against a Principle. The answers should give the programme perspective in a short paragraph or bulleted list.
Stage 4: sign off
Where programmes need to make major amendments to ensure ICZ readiness, this will be done via the existing Programme Approval and Review Panel (PARP) route. Where minor amendments are required to ensure a programme is ICZ ready, the Associate Dean Academic (ADA) will be able to sign off both the amendments and ICZ readiness. By September 2018 all programmes need to be signed off as ICZ Ready.
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3. ICZ ready rubric
Principle Full review pathway Peer review pathway Self-review pathway
Inclusivity
The programme has elements of inclusivity in its curricula but these are not clearly articulated and need further consideration and embedding across all areas of programme delivery.
There are some clearly articulated examples of inclusive practice. The pedagogic design of the programme incorporates some strategies for engaging learners to the best of their ability. There are inconsistencies of approach across the programme, and areas where further development of inclusive pedagogy would be beneficial.
The programme provides students and staff with educational experiences which allow all students to achieve to the best of their ability, regardless of their background or prior educational attainment. Students have choice in and can personalise what they learn, how they learn and how they demonstrate their learning through assessment.
Self-review questions
1. How does the programme offer choice to students in how they learn?2. How does the programme offer choice to students in how they are assessed?
Co-created curricula and delivery
The programme has been primarily developed by academic staff. There has been limited input from other stakeholders (e.g. students) but this needs updating. There are some inconsistencies with stakeholder input across the modules of the programme.
There is some evidence of current input (i.e. within the last two years) into the programme design from industry partners, academic staff, students, and users. The programme requires further articulation of how stakeholder input has been incorporated into curriculum design and how this is of pedagogic value.
The programme is co-produced by academic experts in the field, industry partners, and students, to ensure that the educational experiences and qualifications are contemporary, interdisciplinary, relevant to the world of work, and respected and valued by employers.
Self-review questions
3. How does the programme allow students to input into the curriculum?4. How does the programme allow other stakeholders including employers and alumni to input into the curriculum?
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Principle Full review pathway Peer review pathway Self-review pathway
Active and collaborative learning
The programme is primarily based around an information-transmission model of curriculum (e.g. primarily comprised of traditional lecture delivery) and allows few opportunities for students to learn in group activities. There is little flexibility or choice for students about how and when they approach their learning.
Some elements of the programme allow for active and collaborative learning amongst students (e.g. group-work opportunities or peer assessment). Some modules are delivered through problem-based learning or other pedagogic approaches that involve the students in actively constructing their own knowledge.
Learning on the programme is authentic, active and collaborative; that is, it involves taking risks and actively positioning learning from both success and failure as developmentally positive. Experiences for students are grounded in sound, applied pedagogic theory and practice preparing them for the real world.
Self-review questions
5. How does the programme apply sound pedagogic theory and practice to inform the curriculum?6. What opportunities exist for students to collaborate with others in their learning?
Real-world and experiential learning
The programme is primarily focussed on cognitive activity with little emphasis on application and skills development. There is no opportunity for students to apply their knowledge outside the classroom.
There is some level of experiential learning available to the students, but this is inconsistent across the programme. Students are not encouraged to seek opportunities for experiential learning outside of the classroom.
A key factor in enabling our learners to engage with their academic discipline is the explicit establishment of links and synergies between learning and real-world scenarios, including the world of work. At the core of curricula within UoS are work placements, live briefs, community and practice-based projects, and a systemic, scaffolded engagement with industry at all levels of study which incorporates extensive use of real world or simulated environments.
Self-review questions
7. What authentic, experiential and work-based learning does the programme provide?8. How does the programme ensure that students learn from their experiences?
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Principle Full review pathway Peer review pathway Self-review pathway
Digital Fluency
The programme makes minimal use of technology. The VLE is only used as a repository for files. Students are not encouraged to develop online networks or identities or engage more widely with online communities. The technology employed by the programme largely promotes an information-transfer model of pedagogy and does not allow the students to engage with each other and actively create content.
The programme has a considered approach to its use of technology that allows students to interact and create knowledge/content (e.g. through discussion boards or virtual classrooms) but this is inconsistent across modules. Students have the opportunity to extend their learning activities beyond the classroom via technology.
Delivery incorporates practical and innovative technology to facilitate formal and informal learning between our students, our staff and industry. Technology is employed to provide our students with the resources necessary to create and maintain their own digitally fluent and relevant practices, incorporating digital, networked identities to support their learning and engagement with industry, and tools to aid their personal and professional development.
Self-review questions
9. How does the team ensure that technologies are employed consistently across the programme?10. How does the programme prepare students to use the technologies relevant to the discipline/industry?
Learner Autonomy
Students have limited choice in what they learn on the programme. Opportunities to develop lifelong learning skills are not present or are minimal.
Some modules on the programme present opportunities for students to develop lifelong learning skills (e.g. by using research-like teaching activities and allowing students to assess themselves and their peers) but these opportunities may be lacking or not present in all modules.
The programme uses sound pedagogic practice to move our learners from a novice to an expert in their chosen discipline. The educational experience goes beyond the transfer of knowledge so as to enable our students to become lifelong learners, capable of continually updating their own skills and knowledge as industries and professions change and as circumstances demand.
Self-review questions
11. How are students supported in reviewing the progress of their own learning?12. How does the programme use feedback in a way that enhances student learning?
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Principle Full review pathway Peer review pathway Self-review pathway
Authentic Assessment
Assessments on the programme are not representative of real-world tasks that the students will have to undertake in their professional lives. Assessments reward the ability to recall information over understanding of the topic (e.g. closed-book, time limited exams).
Some modules on the programme use authentic assessment (e.g. project-based, group assessment) but other modules still use more traditional assessment methods. The opportunity for students to assess themselves and others may be present to some degree but is not embedded consistently across the programme.
Assessment tasks are initially simulations of real-world problems that our students will face in their careers, moving over the course of the educational journey to increasingly “live” scenarios. Assessments focus on a range of graduate skills and emphasise understanding and critical application over the ability to memorise information.
Self-review questions 13. How does the assessment strategy relate to real world practices?
Education for Ethical Behaviour
There are limited places in the programme where students can engage with ethical and moral issues that are relevant to the discipline (e.g. research ethics or issues of sustainable development). The curriculum largely ignores professional ethics and affective development.
Some areas of the programme allow students to engage with ethical and moral issues that are relevant to the subject and to develop their professional practice in an ethical manner but these areas may need further development and/or to be embedded more consistently across the curriculum.
Our programmes are committed to producing ethically aware and socially responsible graduates who possess the relevant skills and values necessary to solve the complex problems of our age. Programmes integrate relevant ethical issues, issues of sustainable development, and a wider commitment to social justice.
Self-review questions
14. How does the programme embed considerations of relevant ethical issues within the discipline?15. Within the programme how do students develop and apply moral reasoning?
Research-informed curriculum
The programme includes limited opportunities for students to engage with research produced by the programme team or to engage with research-like learning activities (e.g. problem-based learning).
Opportunities for students to engage with, and produce, research are present in the programme. The curriculum uses research-like teaching activities (e.g. inquiry-based learning) but this may not be embedded in every module in the programme.
The programme is informed by cutting-edge research and actively involves students in the creation of knowledge through engagement with research and through research-like learning and teaching activities (e.g. problem-based and inquiry-based learning).
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Principle Full review pathway Peer review pathway Self-review pathway
Self-review questions
16. How does the programme incorporate cutting edge research into the curriculum?17. How do students to develop research skills on the programme?
Path to Professional
The programme is not clearly aligned to the University of Salford graduate attributes. The curriculum provides few opportunities for students to develop employability characteristics and makes little attempt to develop professional behaviours in students.
The programme makes some attempt to incorporate employability skills and characteristics in its curriculum. Teaching activities promote critical thinking, information literacy, communication skills, and professional behaviours but these activities may require further development and/or need to be made more explicit to students.
The programme explicitly embeds an increasingly sophisticated practice of employability, entrepreneurial/ intrapreneurship self-awareness, critical thinking, information literacy, and communication skills, and professional behaviours in students across each level of the curriculum.
Self-review questions
18. What strategy does the programme employ for developing the skills outlined?19. What is in place to ensure that the skills developed throughout the programme are up to date and relevant to employers?
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Answering the self-review questions
The self-review questions should only be answered to evidence how the programme meets the criteria of the Self-review pathway. Workshop 1: Storyboarding will help Programme Leaders to develop their evidence.
The questions on the rubric are looking for strategic consideration within the programme. In answering the questions, Programme Leaders should try to form a concise statement that conceptualises how the programme considers the principle.
Where possible, the Programme Leader can illustrate the strategy through a couple of specific ‘in practice’ examples, which can be shared across the institution.
For example
Q5: how does the programme apply sound pedagogic theory and practice to inform the curriculum?
Answer: the main technique employed by the programme is problem based learning (PBL). Students are introduced to PBL straight away at level 4 and problems are scaffolded appropriately through levels 5 and 6. PBL aligns to the discipline and many of the ICZ Principles, the problems mirror real world examples and in some cases are set by employers. The research skills students develop are refined as they move through and this culminates in a group project module at level 6.
In Practice
At Level 6, there is a project module, which is a live brief set by xxxx (company name) who come in to assess the final portfolios or presentations from the groups. The portfolio the students create is of a quality that they can take with them to interviews.
Q10: How does the programme prepare students to use the technologies relevant to the discipline/industry?
Answer: Digital Fluency is one of the Learning Outcomes for the programme. Our graduates must be confident users of online media and technologies and able to create and innovate in a quickly changing world. We introduce students to social media at Level 4 through professional modules and embed social media and technologies through modules through learning activities and communication both within and externally to the programme.
In Practice:
At Level 5 all students are guided through the setup of a professional LinkedIn account that they can continue to use after graduation. As part of this we bring in a photographer to give each student a professional profile picture.
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4. ICZ Curriculum Design Principles in Detail
Inclusivity
Principle
The programme provides students and staff with educational experiences which allow all students to achieve to the best of their ability, regardless of their background or prior educational attainment. Students have choice in, and can personalise what they learn, how they learn and how they demonstrate their learning through assessment.
Definition
An inclusive curriculum is a programme of study where the needs of all students, regardless of their background, are considered, and the learning experience is structured in a way that allows all students to achieve to the best of their ability. Inclusive curricula provide the structures needed to cater for an increasingly diverse student population by acknowledging the individual learning requirements that each student has. Inclusive curricula do not stereotype student groups by stipulating fixed personal attributes or approaches to learning. The most effective inclusive curricula draw upon the life experiences of all students in the programme of study and allow students to explore new and diverse approaches to the subject matter as well as new ways of learning and of being assessed.
Rationale
Inclusive curriculum design (and inclusive teaching) has improved enormously in recent years. However, there is a wealth of evidence that shows that groups that are under-represented in the university population still do not achieve to the best of their ability, have a less enjoyable student experience, are less likely to complete their studies, and are less likely to go on to postgraduate studies. Inclusive curricula reflect and cater for a diverse society and the learning needs of students from a wide range of backgrounds. This is particularly pertinent at the University of Salford, where our student body is diverse in comparison with other universities.
Students are increasingly aware of, and involved in, programme design and expect provision that facilitates learning for all students and does not favour (or discriminate against) any specific groups. Programmes of study that are designed around inclusive learning principles are likely to achieve better outcomes for all students on the programme than those that are structured along more traditional lines. This, in turn, leads to better retention and attainment. Inclusive curricula foster a culture of respect and understanding and help produce graduates that are socially and ethically aware, with a high degree of cultural competence.
In Practice
Get to know your student cohorts. Qlikview will provide breakdowns of recruitment and achievement by different protected characteristics.
Where possible, create curricula that include materials that are accessible, and familiar to all students and which do not stereotype or disadvantage particular groups.
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Where possible, include material and learning activities that promote respect for people regardless of differences in race, religion or belief, age, disability, sex, sexual orientation, gender reassignment, and marriage and civil partnership status.
Consider learning technology: can all students (including students with a disability) access learning materials and actively participate in the learning process?
Ensure that students are exposed to views and approaches to learning that differ from those that they are familiar with. This is important for developing global citizens.
Allow students to learn from, with and about each other, ideally by incorporating small collaborative learning group work into the curriculum design.
Arrange for groups or teams to be formed from students from diverse backgrounds.
Incorporate formative assessment into programmes of study, allowing students to practice modes of assessment that they may be unfamiliar with. This can be particularly beneficial for international students.
Offer a choice of assessment methods to allow students to display their skills and knowledge in a way that suits them.
Design curricula that allow students to review and/or assess each other’s work.
Consider major religious festivals when developing curricula to ensure that exams, assessment deadlines, and other key dates do not fall on dates that will be problematic for some students.
Case Studies & Resources
The Inclusive Student Experience Blackboard site explains the University’s requirements for accessible teaching.
The Higher Education Academy: Embedding equality and diversity in the curriculumhttp://bit.ly/15jXHyY
The Equality Challenge Unit:http://www.ecu.ac.uk
Learning to Teach Inclusively (University of Wolverhampton)https://www.wlv.ac.uk/default.aspx?page=24685
The Equality Act 2010http://www.legislation.gov.uk/ukpga/2010/15/contents
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Co-created Curricula and Delivery
Principle
The programme is co-produced by academic experts in the field, industry partners, and students, to ensure that the educational experiences and qualifications are contemporary, interdisciplinary, relevant to the world of work, and respected and valued by employers.
Definition
Co-created curricula are informed by real-world practitioners, academic experts, and students themselves in such a way as to provide up-to-date, flexible, and relevant learning experiences. Co-created curricula draw on student input to ensure interesting and engaging programme design and to align student expectations with academic delivery. Industry and, where appropriate, user input means that programmes of study maintain currency with employers and the wider community.
Rationale
Co-creation is a strategy that brings different parties together (for instance, a company, University staff and students), in order to jointly produce a mutually valued outcome. For the student, the value of co-creation is that they are provided with an educational experience that is underpinned by real-world practice, one that they are engaged and invested in. The student also gains the advantage of being more prepared as they move beyond university and into the world of work.
Industries benefit from having input into academic programmes that produce graduates that are prepared for professional life and that have a range of relevant skills and attributes that make them valuable employees. Companies involved in the co-creation of curricula also experience first-hand the educational experiences that students are exposed to and can shape and appreciate these experiences.
Service users are given an insight into, and can shape, the educational experiences of students in a way that they can see are appropriate and beneficial. This may also help to break down the “ivory tower” reputation of some academic institutions and provide a clear connection with the University and the community to build public trust and understanding between academic communities and the general public.
In Practice
Co-creation leads to a more authentic curriculum and assessment. Examples include changes to authentic assessment where a live or simulated brief is set by a company and the work generated becomes the submission.
When designing programmes, consider how you will incorporate four key areas at all levels and transitions of the student lifecycle and journey, from pre-arrival, through early transition and induction into university, to progressions and transitions between levels and beyond study:
o The academic experience.
o The social experience.
o The co and extra-curricular experience.
o Welfare and support matters.
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Consider how the programme team will nurture a sense of belonging and feeling of academic community with the students.
Consider how you will design your curricula to enthuse, motivate and engage students in their learning e.g. through an active, student-centred learning and teaching strategy, through the use of electives and optionality to enhance learner interest and motivation, through the use of contextual and real-world examples so that students understand the importance and relevance of their learning.
Incorporate the principles of the student charter into the programme.
Engagement with Salford Student Survey and National Student Survey.
Encouraging students to be programme reps and work with them across the duration of the programme.
Consider inviting external speakers from industry to input into programme approval and review and to contribute as guest lecturers.
Resources
Co-creation at Bournemouth University:
https://www1.bournemouth.ac.uk/about/centre-excellence-learning/tel-toolkit/pedagogical-approaches-tel/collaboration-co-creation
Students and staff co-creating curricula:
https://www.researchgate.net/publication/279448385_Students_and_staff_co-creating_curricula_a_new_trend_or_an_old_idea_we_never_got_around_to_implementing
The potential challenges of co-creating curricula:
http://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1033&context=edu_pubs
Co-creation, teaching excellence and university leadership:
https://www.lfhe.ac.uk/en/research-resources/research-hub/2016-research/making-the-road-while-walking-cocreation-teaching-excellence-and-university-leadership.cfm
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Active and Collaborative Learning
Principle
Learning on the programme is authentic, active and collaborative; that is, it involves taking risks and actively positioning learning from both success and failure as developmentally positive. Experiences for students are grounded in sound, applied pedagogic theory and practice preparing them for the real world.
Definition
Active learning engages students in the learning process through meaningful activities which require them to apply knowledge, skills and values to learn through doing.
“Collaborative learning (CL) is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.” (Global Development Research Centre)
Active and collaborative learning is often contrasted with more traditional, didactic and passive forms of pedagogy (e.g. a traditional 50-minute lecture where the student is required to do little more than listen to the lecturer). An active and collaborative approach involves drawing on a wide range of sound pedagogic theories and practices to provide educational experiences that engage the student as co-producers of knowledge rather than as submissive consumers of information.
Rationale
Active and collaborative learning engages students in the learning process by giving them more responsibility over how and what they learn. Encouraging peer-to-peer learning leads to a feeling of social identity and belonging and involved students in the social construction of knowledge. By promoting critical discussion and dialogue between learners, and between learners and tutors, students develop problem-solving and team-working skills, and communication and effective listening skills. Employing student centred, active approaches to teaching such as through enquiring-based, problem based, project-based, and team-based learning promotes critical thinking and increases the level of engagement by giving learners more responsibility. In this way, deep learning is encouraged and attainment is improved.
In Practice
Design authentic collaborative tasks that actively engage students in a range of challenging activities that enables them to construct new knowledge and develop new skills.
Design collaborative tasks that engage students in enquiry, problem-solving, discussion and/or decision-making.
Adopt a programme-wide approach to the design of collaborative tasks.
Align collaborative learning tasks with clearly-defined programme Learning Outcomes.
Encourage learner participation in the design of collaborative tasks to demonstrate their understanding of specified learning outcomes.
The tutor’s role becomes one of a designer and a facilitator of learning.
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Consider using a variety of collaborative tasks ranging from short, in-class activities, to longer more involved semester-long activities.
Include collaborative tasks within a varied and flexible formative and summative assessment portfolio.
Use a range of communication and social media technologies to design and support collaborative learning.
Active and collaborative learning is about using the time you have with students differently. It does not necessarily involve spending more or less time with students than previously and colleagues should be aware of the requirement for students with Tier 4 visas to spend at least 8 hours per week physically in class spread over a minimum of 3 days.
Resources
Global Development Research Centre: Collaborative learninghttp://www.gdrc.org/kmgmt/c-learn/index.html
Edutopia: The power of collaborative learninghttp://www.edutopia.org/stw-collaborative-learning
Team-Based Learning Collaborativewww.teambasedlearning.org
Brindley, J., Blaschke, L. M., & Walti, C. (2009) Creating Effective Collaborative Learning Groups in an Online Environment. The International Review of Research in Open and Distance Learning, 10(3) http://bit.ly/1yzePul
Slavich, G.M. & Zimbardo, P.G. (2012). Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods. Educ Psychol Rev, 24, 569-608
Andrews J, Clark R, Thomas L (2012) Compendium of effective practice in higher education retention and success, Higher Education Academy, available from http://bit.ly/1xKYu1V
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Real-world and Experiential Learning
Principle
A key factor in enabling our learners to engage with their academic discipline is the explicit establishment of links and synergies between learning and real-world scenarios, including the world of work. At the core of curricula at the University of Salford are work placements, live briefs, community and practice-based projects, and a systemic, scaffolded engagement with industry at all levels of study which incorporates extensive use of real world or simulated environments.
Definition
“Experiential learning is a sense making process involving significant experiences that, to varying degrees, act as the source of learning. These experiences actively immerse and reflectively engage the inner world of the learner, as a whole person (including physical-bodily, intellectually, emotionally and spiritually) with their intricate ‘outer world’ of the learning environment (including belonging and doing – in places, spaces, within social, cultural, political context etc.) to create memorable, rich and effective experiences for and of learning”. (Beard, 2010: 17)
Rationale
Making direction connections between curricula and its importance to the real world helps to motivate and engage students and place their learning in context. Participating in programmes of study that include an emphasis on application, experiential learning and real world engagement will make a major contribution to students developing skills and attributes for employability. This motivates students to engage in active learning through the desire to find solutions to questions, scenarios and problems.
Experiential learning develops autonomous learners by promoting the knowledge-development, leadership skills and transferable skills alongside subject and disciplinary knowledge required for tackling complex problems that occur in the real world. Facilitating collaborative learning and authentic learning supports the self-management of learning as it is perceived as being more relevant to their needs and gives the learner the responsibility and a degree of freedom.
In Practice
Design the curriculum around participatory and experiential learning activities using questions or problems, small-scale investigations, projects and research.
Consider the design of the learning environment to encourage real-world experience, e.g. simulation suites.
Adopt a student-centred teaching approach that incorporates learning activities to provide students with an experience in which learning takes place and challenges students to not only develop knowledge but to apply that knowledge in a range of contexts.
Focus the tutor role on scaffolding, asking open-ended questions to provoke further thinking.
Seek out opportunities for employer engagement in the design and delivery of your curriculum.
Consider inter-disciplinary teaching and learning to ensure students experience ideas and views from a range of disciplines, cultures, places and generations.
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Over the period of a programme provide all undergraduate students with the opportunity to experience the workplace on at least one occasion through participation in:
o a work placement (flexible modes such as four to twelve weeks, six month, twelve month),
o internship,
o Work-based learning project and/or ‘live brief’ ‘project.
Use methods such as problem-based learning, group work, field trips, and workshops.
Encourage and create opportunities for student reflection.
Resources
Guide to Curriculum Design, Enquiry-Based Learning, Peter Khan and Karen O’Rourke, Centre for Enquiry-Based Learning, University of Manchester.http://bit.ly/1sUSiJ5
Beard, C & Wilson, J (2013) Experiential Learning: A Best Practice Handbook for Trainers and Educators, London, Kogan Page.
Beard, C (2010) The experiential learning toolkit: blending practice with concepts, London, Kogan Page. ISBN 978-0-7494-50786. 274 pages.
Enquiry-based learning: A resource for Higher Education
http://bit.ly/1uj5d8N
Employability resources from the HE Academyhttp://bit.ly/1DTxy8v
What is Enquiry-Based Learning (EBL)?http://www.ceebl.manchester.ac.uk/ebl/
Pedagogy for employabilityhttp://bit.ly/1uhLhNJ
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Digital fluency
Principle
Delivery incorporates practical and innovative technology to facilitate formal and informal learning between our students, our staff and industry. Technology is employed to provide our students with the resources necessary to create and maintain their own digitally fluent and relevant practices, incorporating digital, networked identities to support their learning and engagement with industry, and tools to aid their personal and professional development.
Definition
Digital Fluency is a fluid term, which covers a range of evolving competencies. A basic definition would be to choose and employ the most appropriate technologies to enable or support an activity. Technologies change quickly and the most important aspect of digital fluency is confidence and an ability to adapt and maintain current knowledge. For example, wearable technologies and the internet of things are areas that are becoming a new norm for the digitally fluent. In education digital fluency means choosing and employing the best technologies to support your teaching, student learning and the transition students make as they graduate into industry.
Association of Learning Technologists: “Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment.” https://www.alt.ac.uk (accessed 19 January 2015 ). “Using technology to enhance teaching and learning, rather than simply adding technology to prepared lectures.” Rogers (ed), Patricia L. "Preface". Designing Instruction for Technology-Enhanced Learning. IGI Global. © 2002. Books24x7. http://common.books24x7.com/toc.aspx?bookid=4077 (accessed 03 December 2013). “‘Technology- enhanced learning’ stresses that the technology is employed in service of the learning, and that it is not just adopted, but is expected to deliver improvements”. Beyond Prototypes: Enabling innovation in technology-enhanced learning p.12 TEL Technology Enhanced Learning Research Programme http://beyondprototypes.com/ accessed 06 May 2023
Rationale
Technology plays an increasing role in student learning, in the classroom experience, through engagement with learning resources and online social networks
Recognition of where technology can enhance learning and teaching
Utilisation of a range of resources through which to enhance student learning
Widening access and student participation
Increasing student retention
Development of the student as a lifelong, autonomous learner
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In Practice
Support greater learner engagement through “flipped” and blended approaches that might combine face-to-face teaching with TEL approaches.
Classroom sessions, including lectures, can be customised to meet the needs of learners and to encourage greater learner engagement e.g. through the in-class polling using of student response devices, smartphones or other electronic devices.
Lectures may be recorded and the recordings made available to learners (online and for download) to allow leaners to study at a time and place to suit their needs and other commitments promoting inclusive learning.
Staff and students may be able to choose from a range of e-learning multimedia materials that feature attributes such as interactivity, usability and accessibility.
Environments where learners can submit assignments and receive fast feedback and assessment results in an electronic format.
Support lectures with multimedia content, e.g. handouts, reading lists, diagrams and illustrations, videos, links to databases, websites or research papers.
Foster collaborative learning through on-line group work and student interaction via on-line communication.
Support enquiry based learning and the development of personal research skills through the use of online research tasks and the use of online databases and libraries
Support assessment for learning by providing a range of forms and modes of assessment (e.g. exams, coursework, presentations, tests)
Resources
Use of Electronic Voting Systems (EVS) in lectures at the University of Glasgow. http://bit.ly/1wlAT7z
Bradton – virtual community with health and social care-related case studies and videos based on real-life examples. http://bit.ly/1uiYqMk
Learnhigher network of teaching and learning resources for UK higher education, e.g. Group work http://bit.ly/1sUS4Sd
Proceedings ascilite Sydney 2010: Concise: Price & Kirkwood, 772
Technology enhanced learning – where’s the evidence? Linda Price & Adrian Kirkwood, The Institute of Educational Technology, The Open University, UK http://bit.ly/1xonfSC (accessed 19 January 2015).
Rogers (ed), Patricia L. Designing Instruction for Technology-Enhanced Learning. IGI Global. © 2002. Books24x7. <http://common.books24x7.com/toc.aspx?bookid=4077> (accessed 03 December 2013)
Beyond Prototypes: Enabling innovation in technology-enhanced learning TEL Technology Enhanced Learning Research Programme http://beyondprototypes.com/ accessed 06 May 2023
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Transforming higher education through technology-enhanced learning. Mayes, J. Terry, Higher Education Academy 2009. http://bit.ly/1KVlR35 accessed 06 May 2023
Learner Autonomy
Principle
The programme uses sound pedagogic practice to move our learners from a novice to an expert in their chosen discipline. The educational experience goes beyond the transfer of knowledge to enable our students to become lifelong learners, capable of continually updating their own skills and knowledge as industries and professions change and as circumstances demand.
Definition
Transition to learner autonomy is an educational process whereby a student is encouraged to take responsibility for his or her own learning. Successfully encouraging learner autonomy involves a shift from a teacher-centred approach to education (where the lecturer decides what is learned and how it is learned) to a student-centred approach (where the learner is encouraged to take control of their own learning and the lecturer acts as facilitator for this learning). To become autonomous learners, students should be encouraged to identify: their own learning goals (i.e. what they need to learn to be successful at university, in their careers, and in their lives more generally); their learning processes (i.e. how they will learn what they need and which methods are most effective for their personal style of learning); and how they will evaluate their own methods of learning with a view to become more efficient and effective learners.
Rationale
There are sound educational (and other) reasons for encouraging a transition to learner autonomy. Autonomous learners are intrinsically motivated in their subject area and take responsibility for the outcomes of their learning activities. They tend to be more decisive about how they will approach learning activities, are more confident when they engage in a learning activity, and tend to take a research-led approach to learning.
They are more likely to be aware of alternative forms of knowledge and ways of knowing (e.g. from outside their own educational experience or culture) and tend to adopt deep learning approaches and be higher achievers. They are more likely to complete their degree and to go on to postgraduate study and are better prepared for the world of work, where the ability to acquire new knowledge and skills is important for continued success.
In Practice
Where possible, students should be encouraged to reflect on their learning in a structured manner e.g. via the use of an e-portfolio or learning log.
Students should be engaged in the design of programmes of learning to encourage them to develop their own learning goals and to understand how their programme of study will allow them to achieve their goals.
Programmes of study should adopt approaches to teaching that allow students to construct their own body of knowledge (e.g. through research-based teaching that encourages students to find answers for themselves, rather than being “spoon fed” knowledge by the lecturer).
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Students should be exposed to a range of teaching styles and methods and encouraged to reflect about which modes of learning are effective for them.
Engaging in, and reflecting on, collaborative learning activities tends to develop learner autonomy.
Resources
Tutors provide formative feedback to the student across the duration of the programme (multiple disciplines/programmes).
The Centre for Promoting Learner Autonomyhttp://extra.shu.ac.uk/cetl/cpla/cplahome.html
Oxford Brookes Universityhttp://bit.ly/1EajHuG
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Authentic Assessment
Principle
Assessment tasks are initially simulations of real-world problems that our students will face in their careers, moving over the course of the educational journey to increasingly “live” scenarios. Assessments focus on understanding, application, and intellectual mastery of the discipline rather than the ability to simply memorise information.
Definition
Assessment is a central feature of teaching and the curriculum: it provides a frame for how students learn and what students achieve, and curriculum design must therefore include an explicit focus on assessment (Boud and Associates, 2010). Assessment is designed to engage students in productive learning, to capture student time and attention and focus students on appropriate tasks (Gibbs and Simpson, 2004)
The Quality Assurance Agency defines assessment as “any processes that appraise an individual’s knowledge, understanding, abilities or skills”. Assessment for Learning (also called formative assessment) refers to the process of identifying and interpreting evidence for use by learners and their instructors, to decide what point the learners have reached in their learning, where they need to go next, and also how best to get there (Assessment Reform Group, 2002).
Authentic assessment takes these assessment practices one stage further by making them meaningful and applicable outside of abstracted, purely academic environments. Authentic assessment seeks to situate the acquisition of higher-order thinking processes and competencies in real world contexts where the student is required to demonstrate relevant knowledge, skills, and professional attitudes.
Rationale
Using authentic assessment practices improves student learning in several ways that more traditional assessment methods do not. Some of the particular features and benefits of using authentic assessments include:
Requires students to be effective performers with acquired knowledge.
Presents the student with the full array of tasks that mirror the priorities and challenges found in the best learning activities.
Attends to whether the student can craft polished, thorough and justifiable answers, performances or products.
Achieves validity and reliability by emphasizing and standardizing the appropriate criteria for scoring such “products” (rather than one right answer).
Authentic tasks involve "ill-structured" challenges and roles that help students rehearse for the complex ambiguities of the "game" of adult and professional life (Wiggins, 1990).
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In Practice
The assessment schedule of a programme, module or session must consider the dual needs of assessment for learning and assessment of learning, as outlined above. Programme-based assessment strategies should employ a range of methods that aim explicitly to develop the learning of our students.
Opportunities for feedback that promotes learning are explicitly to be built into the design and delivery of learning and teaching activities. Assessment (for learning) should be placed at the centre of subject and program design, recognised as an integral part of curriculum planning from the earliest levels, and organised holistically across programmes.
Every student should have regular opportunities to reflect on feedback and engage in dialogue with staff.
Students and their teachers should be partners in learning and assessment: students take responsibility for assessment and the feedback process, students should develop the ability to judge their own work and others against agreed standards through the use of self and peer assessment, and there should be dialogue and interaction between staff and students. Students should have the opportunity to devise and apply assessment criteria for formative assessment.
Students must be involved in assessment practices and cultures: assessment practices must be carefully structured to enable students to make the transition to university study, and assessment practices should respond to diverse student experiences and expectations.
Students should develop skills in assessment literacy.
Assessment provides inclusive and trustworthy representation of student achievement: interim results should be used for learning not for summative assessment, achievement should be based on integrated assessments and certification should report student accomplishments and abilities in terms of specific and meaningful outcomes
Resources
Case studies for technology enhanced assessment from JISC
o Effective Practice with e-Assessment - http://bit.ly/1igM2SK
o Effective Assessment in a Digital Age - http://bit.ly/1hJwt7V
Higher Education Academy Assessment and Feedback Websitehttp://bit.ly/1CcSYew
A Marked Improvement, Higher Education Academy project into transforming assessment in higher education. Includes Assessment Review Tool.http://bit.ly/1zrkw0f
Black, P. and Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability, 21(1), 5-31.
Boud, D. (2000) Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
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Gibbs, G. and Simpson, C. (2004) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1, 3-31.
Nicol, D. and Macfarlane-Dick, D. (2006) Formative assessment and self regulated learning: a model and ‐seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218
Quality Assurance Agency (QAA) 2013. UK Quality Code for Higher Education: Part B Assuring and Enhancing Academic Quality. Available online from: http://bit.ly/1wlv0qO
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Education for Ethical Behaviour
Principle
Our programmes are committed to producing ethically aware and socially responsible graduates who possess the relevant skills and values necessary to solve the complex problems of our age. Programmes integrate relevant ethical issues, issues of sustainable development, and a wider commitment to social justice.
Definition
Education for ethical behaviour presents an approach to student education that seeks to balance human and economic well-being, knowledge, and competencies with cultural traditions, respect for other people, and for the earth and its natural resources. Education for ethical behaviour uses transdisciplinary educational methods and approaches to develop ethical thinking that is rooted in lifelong learning, respect for the natural resources of the planet; and a cosmopolitan outlook that incorporates cross-cultural competence and respect, and prepares students to be global citizens.
Rationale
Equipping our students to reason ethically creates graduates that are more capable of coping with the super-complexity of the globalized world. Incorporating an ethical element into our education produces socially responsible citizens that can make more than an economic contribution to society and who have the skills to function as fully developed human beings. Education that has an ethical element produces graduates that contribute to a healthy, sustainable society, and who are capable of operating in inter-cultural, global contexts.
In Practice
Design the curriculum around futures and systems thinking, participatory and experiential learning, partnership working and values reflection.
Incorporate learning activities and a dialogic approach to learning that challenges students to question their own lifestyles and the systems and structures that promote them.
Include research-based assignments which include opportunities for integrative thinking and practices around the sustainability agenda, and for the exploration of alternative futures.
Use pedagogies that enable a critical learning discourse about sustainability thinking and action.
Encourage student co-creation in programme design, including assessment.
Consider inter-disciplinary teaching and learning to ensure students experience ideas and views from a range of disciplines, cultures, places and generations.
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Resources
The Interdisciplinary Applied Ethics Centre:
https://www.leeds.ac.uk/arts/info/125160/inter-disciplinary_ethics_applied_centre
Higher Education Academy: Education for sustainable development and holistic curriculum change – A review and guidehttp://bit.ly/1IYaDsy
Plymouth University/HEA: The Future Fit Framework: An introductory guide to teaching & learning for sustainability in HEICZ Readiness - Curriculum Design Principles and Programme AttributesFINAL.docx http://bit.ly/1J1zwlw
Higher Education Academy: Sustainability publicationshttp://bit.ly/15qubqZ
Kerry Shephard, (2008) "Higher education for sustainability: seeking affective learning outcomes", International Journal of Sustainability in Higher Education, Vol. 9 Iss: 1, pp.87 – 98. http://bit.ly/1J1ASfP
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Research-informed curriculum
Principle
Our programmes are informed by cutting-edge research and actively involve our students in the creation of knowledge through engagement with research and through research-like learning and teaching activities (e.g. problem-based and inquiry-based learning).
Definition
A research-informed curriculum is one which engages learners with current research relevant to their subject, discipline or profession; including where possible the opportunity to interact and engage with researchers. It involves students learning through research and enquiry and is informed by evidence drawn from educational research.
Rationale
There has been significant recent research activity investigating the connections between research and teaching – often referred to as research-teaching linkages. This work investigates the ways in which the full range of a subject area’s research activity informs both learning within the discipline and the broader student experience of studying. The fostering of “research-mindedness” from the formative years of university studies can serve to empower and engage the student whilst personalising their experience and promoting research skills which will be useful for future professional roles (Land & Gordon, 2008).
Further to this, Area of Activity A5 of the UKPSF1 requires staff to incorporate research and scholarship in their professional practices.
In Practice
When designing and reviewing programmes it is important to consider how you will integrate opportunities for students to be exposed to and involved in the latest research.
In order to create effective links between research and teaching, staff need to develop creative ways of authentically aligning research priorities with the needs of student learning.
It is likely that in the first instance the immediate link between research and teaching will be programme content. However, you may also want to consider whether the programme could contain elements that stimulate students to adopt disciplinary research approaches or to undertake research activities?
Resources
Developing undergraduate research and inquiry – Mick Healey and Alan Jenkins http://bit.ly/1AASAT4
Scholarship of Teaching: a model http://bit.ly/1KV2yqx
The Science Education Initiative provides a potential model for bringing these elements together? See http://bit.ly/1DTMfsb
1 UK Professional Standards Framework (UKPSF) http://bit.ly/1CGhwuM
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Research-Teaching Linkages: enhancing graduate attributes – Enhancement Themes Scotland http://bit.ly/1uhSRIh
Healey M (2005) Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning, in Barnett R (ed) (2005) Reshaping the University: New Relationships between Research, Scholarship and Teaching, McGraw Hill / Open University Press, pp.67-78 available from http://bit.ly/1xKREJQ
Trowler P, Wareham T (2008) Tribes, territories, research and teaching: Enhancing the teaching-research nexus, The Higher Education Academy available online http://bit.ly/1KV3j2W
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Path to Professional
Principle
The programme explicitly embeds an increasingly sophisticated practice of employability, entrepreneurial/ intrapreneurship self-awareness, critical thinking, information literacy, and communication skills, and professional behaviours in students across each level of the curriculum.
Definition
Path to Professional is a broad phrase that covers a range of educational approaches that allow the student to develop knowledge, skills, experiences, behaviours, attributes, and attitudes that will allow them to be successful in the increasing competitive graduate careers market and to recognise that their development has equipped them for many potential careers, both within and outside of, the professions traditionally associated with their chosen academic discipline. “Path to Professional” is relevant to all students, at every level of the curriculum, and programmes that embed this ICZ principle can produce graduates with an awareness of the range and breadth of their own employment potential and who are also assets to potential employers and the wider community.
Rationale
Embedding the “path to professional” principle within an academic programme of study has several benefits and contributes to meeting the demands of a number of stakeholders in higher education:
Students are investing in their careers to a greater extent than ever before and are increasingly interested in how the University can support them in achieving their career aspirations and/or opening their eyes to new employment opportunities that they had not previously considered.
Employers, the families of students, industry, and local communities have a vested interest in the employability and professional adaptability of graduates.
Employers have specific needs regarding the skills, knowledge, attributes, and attitudes of potential employees. They are keen to see this reflected in our curricula.
Producing graduates that are highly employable, and know that they are highly employable, across a range of industries greatly enhances the University’s reputation and global standing. Embedding the “path to professional” principle in programmes of study can contribute to student recruitment, retention, and engagement.
The employability of graduates is a key government priority and is seen as being crucial for economic growth. It also supports cultural and social development.
In Practice
Embed the development of skills, attributes, knowledge, and attitudes in the curriculum: developing employability skills is not necessarily about having “bolt-on” employability modules, nor is it only the concern of the University’s careers service.
As well as developing discipline specific skills and knowledge, make sure that students are aware of the transferable skills and knowledge that they are acquiring on the programme, and what professional pathways these might open up.
Embed ways of developing self, social, and cultural awareness in the programme.
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Promote reflective practice as a lifelong learning skill and encourage students to articulate the skills and knowledge that they have acquired.
Encourage students to consider a range of pathways to professional. It is good for students to have a career goal in mind when they enter study in higher education. It is also prudent for students “not to put all of their eggs in one basket”.
Promote confidence, resilience, and adaptability on the programme.
Tap into existing professional networks and links with employers to highlight existing paths into the professions.
Encourage students to engage in a range of activities (including extra-curricular activities) that develop their professional attributes and capabilities.
Resources
University of Salford Careers Service
http://www.careers.salford.ac.uk/
The Higher Education Academy Employability Framework
https://www.heacademy.ac.uk/enhancement/frameworks/framework-embedding-employability-higher-education
The Higher Education Academy: Defining and Developing your Approach to Employability:
https://www.heacademy.ac.uk/system/files/resources/employability_framework.pdf
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5. SharePoint The process is being administered in SharePoint using similar processes to those for PMEP and Programme Action Logs. Below is some guidance information about how to view and enter information into the SharePoint System, which will be used for recording and reporting purposes.
To enter a programme into the ICZ Ready SharePoint system:
tinyurl.com/uos-icz (if prompted, log in with your network username and password)
(Full URL https://teamsite.salford.ac.uk/sites/sc02/TS007/ICZ-Ready/SitePages/Home.aspx )
There is a section for the Reviews and a section where you can ask and discuss questions.
Click on Review
By default you will see programmes that you created. Use the links at the top to change the programmes you see.
Under new item or edit this list select Programme Team View to show programmes you are attached to.
To add a programme
1. Click on + New Item at the top of the screen.
2. Click on the grey bar that says Programme Details.
3. Populate the following fields:- Programme Title.- Choose the School where the programme sits from the list.- Programme Variants (e.g. With foundation year).- Programme Leader.- Programme Reviewer.- Programme team (all staff with a teaching role on the programme, separate names with a
comma).- Type in the approximate number of students on the programme in 15/16.
Other fields will be completed by the QEO
4. Click on Submit and Begin Self Assessment.
5. Each of the ten ICZ Principles will display, one at a time.In discussion with the Programme Leader, the reviewer should choose a rating for each Principle.
The questions that provide the evidence are displayed to help focus the discussion.
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The Programme Leader should respond to the questions only when the programme is assessed as 3 for that Principle. Only a short paragraph or bulleted list is required for each question.
There is a space for comments/notes for each criteria if you would like to keep a record of the discussion.
6. Once you have filled in the rubric, a colour coded summary will display to help the reviewer and the Programme Leader come to a professional decision on the overall readiness for the programme.
7. At the bottom of the screen, choose an overall readiness assessment for the programme.
8. Click on Submit and Close.
To edit / add to a programme entry
1. Click on the three dots beside the Programme name and choose Edit Item.
2. Click on the grey bar for the heading that you would like to edit.
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6. QlikViewICZ readiness is about practice and consistency at programme level. QlikView provides information a huge range of information that teams should use to inform programme action planning. We ask programme leaders to have a look at their programme data from an inclusivity perspective. Salford trends show attainment for BME and students from low socio-economic backgrounds is about 20% lower than other groups. What trends does your programme show? This process is an opportunity to acknowledge and consider how inclusive your programme is.
Programme Leaders should have access to QlikView. If you need access or further information please see the website: http://sa.salford.ac.uk/page/qlikview
To view data by protected characteristics and achievement:
1. Use the Programme View in ClikView.2. Find the programme you want to view.
Drag over to select multiple programmes or hold down Control while you click.
3. Lock the report to that programme/programme group.4. Click on the Progression and Awards tab.5. Click on the Average Grade by Academic Year tab.6. Click on the Advanced button and select a filter.
You can use the filters on the left to view the average grade for different groups of students. Make sure you deselect a filter before you filter by a different category by clicking on it again. Otherwise filters are cumulative.You may find that your data is skewed if for example you only have small numbers of students, but this is a useful exercise for acknowledging any trends. Are students achieving better on one programme variation than another? How does attainment differ for BME/non-BME? For Socio-economic Summary—Not low SEC/low SEC?
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7. Further University SupportThe University Services below are ready to help programme teams develop or realise actions towards programme ICZ Readiness.
Apprenticeships Contact: [email protected]
The Government’s target of delivering 3 million apprentices by 2020, includes the introduction of degree level (both UG & PG) apprenticeships and a change in the funding of apprenticeships, moving the cost away from government to large employers through an apprenticeship levy. ICZ ready programmes share many characteristics of degree apprenticeships and is proving to be a good way of engaging with industry. Please contact us to discuss the opportunity of offering your ICZ ready programmes as apprenticeships.
The Library
The library provides a range of services for the whole University Community, including a vast collection of books journals and databases, PC suites and study areas, laptops available for loan and print, copy and scanning services. Clifford Whitworth, our principal library, is open 24 hours a day, seven days a week.
All Schools have a designated Academic Support Librarian http://blogs.salford.ac.uk/digital-literacy-skills/subject-support/ who is responsible for liaising with you regarding your library-related issues such as purchasing suitable materials for your programmes and modules, use of reading lists and obtaining digitised material. We also work with you to establish your co-curricular student support needs in Study Skills, Information literacy and Digital Skills. Our Skills for Learning website provides a variety of online materials to support student independent study. Many colleagues use our materials in their own learning and teaching delivery. Academic Support Librarians also provide help with research including advice on Open Access, Institutional Repository and Research Data Management.
Careers and Enterprise
Our staff run various career development sessions for your students in areas including job seeking, employability, enterprise and volunteering, which can also be integrated into the curriculum/timetable. Students can book one-to-one appointments to review their CV or LinkedIn profile, and get advice on careers/enterprise and their work based and placement learning activity. Students can search job vacancies online, including part-time jobs, placements and graduate jobs. On the careers website staff will find a range of tools and templates to assist staff in meeting QAA guidelines for work based learning and information from DLHE about what students do after graduation. We also work with schools to organise annual recruitment fairs and employability days.Website: www.askus.salford.ac.uk Tel: 0161 295 0023 Email: [email protected]
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