QAA Good Practice Knowledgebase case study. The University of Sheffield: Student engagement in enhancement
|
|
- Elfreda Kimberly Ramsey
- 6 years ago
- Views:
Transcription
1 QAA Good Practice Knowledgebase case study The University of Sheffield: Student engagement in enhancement Theme Student engagement Sub-themes Learning and teaching Feature of good practice as identified by Institutional Review December 2012 (quoted directly from the review report) The involvement of Student Ambassadors for Learning and Teaching in the processes for enhancing the quality of the student experience. Context In 2006, the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) launched a Student Ambassador Network. Students worked individually and in small groups preparing and running workshops, producing materials and films, and feeding into departmental learning and teaching. In 2010 CILASS ended, leaving a legacy of successful case studies demonstrating the importance of staff-student partnerships in learning and teaching development. Learning and Teaching Services (LeTS) (link opens in new window), a centrally-based professional service, continued the good work of CILASS, understanding that actively involving students in learning and teaching enhancement was a crucial element in achieving a high quality academic experience. One faculty recruited a set of student ambassadors to work on learning and teaching projects, and other faculties intended to follow suit. In order to bring all of this experience, planning and good practice together, a Student Ambassador Coordinator (now Student Engagement Adviser) was recruited in 2011, tasked with creating an institutional network of student ambassadors to work on learning and teaching enhancement activities. After consultation with staff and students across the University, the Student Ambassadors for Learning and Teaching (SALT) scheme was launched. The first cohort of students was appointed in May 2011, formally beginning their role in September 2011.
2 Description of good practice Management and Structure The SALT scheme is managed by the Student Engagement Adviser in LeTS, but it is a truly collaborative venture in the sense that it requires staff support from various parts of the University. The scheme arose from consultations with staff members from across the University. Faculty Directors of Learning and Teaching, Students' Union Officers, staff members from the Careers Service, Learning and Teaching Services, and Outreach were given the opportunity to share their experiences and thoughts on staff-student partnerships and how they might work in their particular area. Students who were participating in existing schemes were also consulted, particularly those who were already undertaking ambassadorial roles in a learning and teaching context. It was immediately evident that due to the different priorities, structures, and timetables of the five faculties that a 'one rule fits all' approach would not work. Instead, a network model was adopted which allowed for a level of consistency in terms of group formation, roles and responsibilities, but also provided flexibility in terms of project themes, practicalities (for example meeting times) and communication. The network model allows dedicated, specific, relevant and high priority work to be carried out with the mechanisms in place to share good practice where necessary. In practice this has meant the appointment, on an annual basis, of a faculty team of SALTs for each of the five faculties, plus an institutional team who work on a cross-cutting theme (for example student integration). The institutional team acts as a progression route for SALTs continuing after a year, and also allows for university-wide student engagement on a particular topic. Please see Fig. 1 for a diagram of the structure. Aims The ultimate and overarching aim of the SALT scheme is to engage and work in partnership with students in the development of the processes, structures, strategies and activities which underpin learning and teaching enhancement at the University of Sheffield. From the very beginning of the scheme, the themes of the SALT projects have been closely linked to priorities in the institutional Learning and Teaching Strategy (LTS) (see Fig.1). As faculties adopt the strategy, staff members have been able to work with SALTs on particular topics which are most pertinent to their faculty at that time, ensuring SALTs are always deployed on high priority tasks which will have the biggest impact and be of the most benefit to their students. This has led to SALT, and student engagement in learning and teaching more broadly, being a key facilitator for achieving the LTS aims. It is also in keeping with the legacy of the CILASS project which demonstrated the effectiveness of working in partnership with students on learning and teaching development.
3 Fig. 1: diagram of the SALT model. Operation Students are appointed to the role each May, trained in June and formally start their role as a SALT the following September. The recruitment process involves an application form and a group interview before one student from every academic department is appointed. Project briefs are developed by the faculty towards the end of each academic year, so that the SALTs are aware of their project theme at the time of training. The themes of the projects are pre-set to ensure that the students are working on high priority and relevant tasks; the SALTs are free to design their own projects within this. They are supported by staff to come up with a project plan and encouraged to choose their own outputs and plan their own time. This ensures the scheme remains student led and that the students have ownership over their project, yet it still retains the focus and thematic investigation that the faculty is interested in. As previously mentioned, SALT represents true collaboration not only between staff and students, but also between different staff members. SALTs are supported and trained in their role by the Student Engagement Adviser, yet dedicated project-focused support comes from both faculty support staff in Learning and Teaching Services (LeTS) and academic staff within departments. This 'triad' of support ensures that SALTs have access to staff with expertise in many different areas: helping them with personal development; inducting them
4 into the faculty; clarification of learning and teaching issues and; understanding the academic processes and systems that underpin learning and teaching. SALTs are paid an hourly rate and work between three and five hours a week. Each team has a Lead SALT who chairs the team meetings, ensures staff members are kept up to date with progress, and sits on the Faculty Learning and Teaching Committee (or the relevant institutional working committee). Usually the teams meet once a week and then carry out tasks individually or in smaller sub-teams. The role is flexible to allow for differences in timetables and workload, and the students are only expected to work during term-time. Students and staff remain in contact throughout their project: faculty staff members meet regularly with their respective teams; the Student Engagement Adviser meets individually with the Lead SALTs and also holds meetings twice a semester with all of the Lead SALTs. This arrangement has a number of benefits: all students have regular contact with at least one member of staff; Lead SALTs are given the appropriate support to be able to manage the extra responsibility they have and; communication between the different teams is facilitated through the group Leads meetings. Through SALT, students are able to develop new and existing skills, work in inter-disciplinary teams with students they might not otherwise have met, increase their knowledge of the institution outside of their discipline and see through a whole project from idea to implementation. Clear progression routes exist so that students can stay on as SALTs after a year and continue to develop - they can move into the institutional team or take on a Lead position. At the end of the year, SALTs are invited to disseminate their year's work to staff and students at a special showcase event, and each team writes a project report which is shared with the faculty and beyond. Past Projects Examples of past projects include: 1. an academic peer mentoring scheme for dual honours students in Arts and Humanities 2. an inter-professional learning event for students in the Faculty of Medicine, Dentistry and Health to promote multi-disciplinary working
5 3. an academic transitions website for Engineering students with hints, tips and guides for before they come to University, while they're studying and preparing for after 4. a Staff-Student Symposium for Social Sciences, where students and staff came together to debate issues such as employability and share learning and teaching good practice 5. peer-to-peer advice sessions for Science students, giving information on module choice, research placements and postgraduate study 6. designing and implementing a new pan-faculty interdisciplinary research module in Arts and Humanities 7. research into student integration between home and international students including running focus groups, conducting interviews, delivering a Higher Education Academy seminar and conference session 8. creating a languages booklet with key phrases for use in medical and healthcare clinics 9. creating a video about 'what I wish I'd known' before starting University to help incoming Science students 10. developing a skill-set of Social Sciences students to aid articulation of skills and improve the cohesion of the faculty. The internationalisation project (project number 7) recently won a 2013 Student Employee of the Year On Campus award, and the Arts and Humanities interdisciplinary module (project number 6) has been given the 2013 Higher Education Academy Student and Staff Partnership Award. The projects have covered strategic themes such as communities of learning, employability, internationalisation, research opportunities, personal and academic support and learning outside the curriculum. Key features ensuring success As previously mentioned the 'triad' of staff support is essential in ensuring the SALT role remains an example of effective and authentic student engagement. The most successful projects have involved true partnership in the approach from students and staff - all using their particular expertise, knowledge and passion to drive forward the different aspects of the project. The support, willingness and enthusiasm of staff members involved in the development of SALT have played a pivotal part in turning the scheme into a workable and influential platform for students to make a real difference. Support from student engagement staff members (in this case the Student Engagement Adviser) is also crucial to ensure the students are appropriately trained and understand their role, the broader learning and teaching context and that they are deployed appropriately within the faculties or institutional themes. Faculty staff members play a vital role in inducting their teams into the faculty, so that students understand the culture of the environment in which they will be working. For students to be confident, empowered and effective in their role they must understand the culture, context and scope of their role. A delicate balance of student ownership and staff guidance has been one of the more challenging yet significant success factors. Projects need to both be interesting and owned by the students, but their outputs must be useful to the faculty/institution for staff to fully support and engage with their work. By giving students too much choice in terms of project theme it can overwhelm them and actually restrict their activity. However by being too prescriptive, the students may feel powerless and the partnership dynamic is lost. By having the project theme prescribed but allowing students the freedom to explore the topic and be creative within that topic, all parties are gaining a valuable and worthwhile experience.
6 Linking its projects directly to the Learning and Teaching Strategy priorities ensures the SALT scheme is firmly rooted in the progression of learning and teaching activity within the institution. It gives a clear remit and purpose to the network and, as long as project outputs are embedded and shared, it can continue to provide rich and varied contributions to thematic development and enhancement. Finally, the students themselves are of course the most essential element of all. Without genuine student interest in learning and teaching development, and authentic engagement with these topics, the SALT scheme would be redundant. Evaluation SALTs are sent an annual evaluation questionnaire to give their thoughts on the scheme. They are asked about their personal experience including achievements, challenges and skills development. They are also given the opportunity to suggest improvements, communicate their satisfaction with staff support, and detail where and how they feel they have made an impact on or a difference to learning and teaching at the University. An annual review takes place with key staff members who have been involved in the project, namely the Faculty Director of Learning and Teaching, faculty support staff and the Student Engagement Adviser. Through these discussions, staff members are able to reflect on the outcomes of the SALT project, identify areas requiring improvement in terms of staff support and student training/induction, and consider potential project themes for the next cohort. SALT teams are each asked to write up their project as a formal report. These reports are presented to the Faculty Learning and Teaching Committee by the SALTs; a discussion takes place around the achievements, challenges and overall experience. The students are able to outline recommendations for further action which have arisen from their projects, which they feel the faculty should take forward or consider. All of these discussions, reports and evaluations are collated to form an annual review of the scheme which is presented at the Enhancement and Strategy Sub-Committee (a subcommittee of the institutional Learning and Teaching Committee) for comment. From September 2013 a steering group, bringing together colleagues and students from across the institution, will be set up to guide the development of existing student engagement opportunities, including SALT. This will provide a greater steer for the scheme in terms of its future impact and focus. As the scheme continues, there are three key areas which require development: communication; embedding and engaging diverse groups. Having established good communication within the teams, it is now important to establish clearer and more robust mechanisms through which good practice can be shared from one team to another and throughout the institution. With over ten different projects having already been completed, another consideration is embedding project outputs and outcomes, ensuring the legacy of these projects remains. Where resources such as websites, videos and handbooks have been created it is vital to ensure that these are publicised and made widely available. Where research into a particular area has taken place, the results and recommendations need to be considered in any further work undertaken. Finally, although SALT is naturally diverse in terms of its student members, there is work to be done in ensuring barriers to participation are addressed. One potential avenue for
7 development is investigating flexible opportunities to engage, so that students who have pressured time commitments (for example student parents) are able to contribute to projects on a more informal level. This will form part of a larger institutional body of work considering how the University can engage diverse groups in all learning and teaching opportunities. Further information Amy Jeffries Student Engagement Adviser a.e.jeffries@sheffield.ac.uk The Quality Assurance Agency for Higher Education 2013 Registered charity numbers and SC037786
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction
More informationStudent Experience Strategy
2020 1 Contents Student Experience Strategy Introduction 3 Approach 5 Section 1: Valuing Our Students - our ambitions 6 Section 2: Opportunities - the catalyst for transformational change 9 Section 3:
More informationInterim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015
Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary
More informationIntroduction 3. Outcomes of the Institutional audit 3. Institutional approach to quality enhancement 3
De Montfort University March 2009 Annex to the report Contents Introduction 3 Outcomes of the Institutional audit 3 Institutional approach to quality enhancement 3 Institutional arrangements for postgraduate
More informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More informationInitial teacher training in vocational subjects
Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More informationUNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum
UNIVERSITY OF DERBY JOB DESCRIPTION JOB TITLE DEPARTMENT / COLLEGE LOCATION Associate Professor: Learning and Teaching Centre for Excellence in Learning and Teaching Kedleston Road JOB NUMBER 0749-17 SALARY
More informationInstitutional review. University of Wales, Newport. November 2010
Institutional review University of Wales, Newport November 2010 The Quality Assurance Agency for Higher Education 2011 ISBN 978 1 84979 260 8 All QAA's publications are available on our website www.qaa.ac.uk
More informationHenley Business School at Univ of Reading
MSc in Corporate Real Estate For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme
More informationThis Access Agreement is for only, to align with the WPSA and in light of the Browne Review.
University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationFACULTY OF PSYCHOLOGY
FACULTY OF PSYCHOLOGY STRATEGY 2016 2022 // UNIVERSITY OF BERGEN STRATEGY 2016 2022 FACULTY OF PSYCHOLOGY 3 STRATEGY 2016 2022 (Adopted by the Faculty Board on 15 June 2016) The Faculty of Psychology has
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme
More informationHigher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd
Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd June 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about Kaplan International Colleges UK Ltd...
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title Digital Architecture 5 UCAS/Programme Code 5112 6 Programme
More informationUniversity of Essex Access Agreement
University of Essex Access Agreement Updated in August 2009 to include new tuition fee and bursary provision for 2010 entry 1. Context The University of Essex is academically a strong institution, with
More informationCore Strategy #1: Prepare professionals for a technology-based, multicultural, complex world
Wright State University College of Education and Human Services Strategic Plan, 2008-2013 The College of Education and Human Services (CEHS) worked with a 25-member cross representative committee of faculty
More informationStudies Arts, Humanities and Social Science Faculty
BA English Literature and Film For students entering Part 1 in 2014/5 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationHigher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationProgramme Specification 1
Programme Specification 1 1. Programmes: Programme Title UCAS GU Code Code MA Film & Television Studies P390 P390-2000 2. Attendance Type: Full Time 2.1 SCQF Level: 10 2.2 Credits: 480 3. Awarding Institution:
More informationThis Access Agreement is for only, to align with the WPSA and in light of the Browne Review.
University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the
More informationBold resourcefulness: redefining employability and entrepreneurial learning
Title Type URL Bold resourcefulness: redefining employability and entrepreneurial learning Report Date 2008 Citation Creators http://ualresearchonline.arts.ac.uk/671/ Ball, Linda (2008) Bold resourcefulness:
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationEmbedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Bellerbys Educational Services Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education May 2012 Annex 2: University of Huddersfield International Study
More informationResearcher Development Assessment A: Knowledge and intellectual abilities
Researcher Development Assessment A: Knowledge and intellectual abilities Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able
More informationAssociate Professor of Electrical Power Systems Engineering (CAE17/06RA) School of Creative Arts and Engineering / Engineering
Job Description General Details Job title: School/Department Normal Workbase: Tenure: Hours/FT: Grade/Salary: Associate Professor of lectrical Power Systems ngineering (CA17/06RA) School of Creative Arts
More informationUniversity of the Arts London (UAL) Diploma in Professional Studies Art and Design Date of production/revision May 2015
Programme Specification Every taught course of study leading to a UAL award is required to have a Programme Specification. This summarises the course aims, learning outcomes, teaching, learning and assessment
More informationHigher Education Review of University of Hertfordshire
Higher Education Review of University of Hertfordshire December 2015 Contents About this review... 1 Key findings... 2 QAA's judgements about the University of Hertfordshire... 2 Good practice... 2 Affirmation
More informationYouth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ. Office of the Deputy Director General
Youth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ Office of the Deputy Director General Produced by the Pedagogical Management Team Joe MacNeil, Ida Gilpin, Kim Quinn with the assisstance of John Weideman and
More informationPersonal Tutoring at Staffordshire University
Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4
More informationChapter 2. University Committee Structure
Chapter 2 University Structure 2. UNIVERSITY COMMITTEE STRUCTURE This chapter provides details of the membership and terms of reference of Senate, the University s senior academic committee, and its Standing
More informationDrs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context
Learning and Teaching Investment Fund final report Building Capacity Through Partnerships: Embedding Aboriginal and Torres Strait Islander cultures, histories and perspectives at the School, College and
More informationUniversity of Plymouth. Community Engagement Strategy
University of Plymouth Community Engagement Strategy 2009 2012 The University is at the top spot in the national People and Planet green university league table. The Active in Communities project has run
More informationINSPIRE A NEW GENERATION OF LIFELONG LEARNERS
INSPIRE A NEW GENERATION OF LIFELONG LEARNERS CONTENTS 2 S VISION, MISSION AND CORE VALUES 3 4 S JOURNEY TO DATE WHAT 16 CONTACT DETAILS S VISION, MISSION AND CORE VALUES VISION A leader in innovative
More informationPROGRAMME SPECIFICATION: MSc International Management (12 month)
PROGRAMME SPECIFICATION: MSc International Management (12 month) 1 Awarding Institution: University of Exeter 2 School(s)/Teaching Institution: Business School 3 Programme accredited/validated by: 4 Final
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationPROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing
PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus
More informationFirst Line Manager Development. Facilitated Blended Accredited
First Line Manager Development Facilitated Blended Accredited Why is First Line Manager development so critical? We combine The Oxford Group s expertise in leadership & management development and experienced
More informationPAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist
PAPILLON HOUSE SCHOOL Making a difference for children with autism Job Description Post Title: Speech and Language Therapist Band / Grade: Band 6 equivalent Hours: Full time / Part time Location: Papillon
More informationPERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60
2016 Suite Cambridge TECHNICALS LEVEL 3 PERFORMING ARTS Unit 2 Proposal for a commissioning brief L/507/6467 Guided learning hours: 60 Version 1 September 2015 ocr.org.uk/performingarts LEVEL 3 UNIT 2:
More informationMASTER S COURSES FASHION START-UP
MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving
More informationFulltime MSc Real Estate and MSc Real Estate Finance Programmes: An Introduction
Real Estate & Planning Fulltime MSc Real Estate and MSc Real Estate Finance Programmes: An Introduction 04 February 2013 Henley Business School 2008 www.henley.reading.ac.uk Why Study Real Estate at Reading?
More informationTRANSNATIONAL TEACHING TEAMS INDUCTION PROGRAM OUTLINE FOR COURSE / UNIT COORDINATORS
TRANSNATIONAL TEACHING TEAMS INDUCTION PROGRAM OUTLINE FOR COURSE / UNIT COORDINATORS The complex layers of institutional and crosscampus accountability in transnational education have a direct impact
More informationASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY
ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle
More informationJob Description: PYP Co-ordinator
Job Description: PYP Co-ordinator Nexus International School, Singapore Purchased by Taylor s Education Group in July 2011, NISS currently meets the educational needs of almost 600 students from approximately
More informationUniversity of Delaware Library STRATEGIC PLAN
University of Delaware Library STRATEGIC PLAN OVERVIEW The Library, Museums, and Press (hereafter referred to as the Library) are fundamental to ensuring the realization of the University of Delaware s
More informationProgramme Specification
Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification
More informationI set out below my response to the Report s individual recommendations.
Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set
More informationIntroduction. Background. Social Work in Europe. Volume 5 Number 3
12 The Development of the MACESS Post-graduate Programme for the Social Professions in Europe: The Hogeschool Maastricht/ University of North London Experience Sue Lawrence and Nol Reverda The authors
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
More informationAurora College Annual Report
Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.
More informationTABLE OF CONTENTS. By-Law 1: The Faculty Council...3
FACULTY OF SOCIAL SCIENCES, University of Ottawa Faculty By-Laws (November 21, 2017) TABLE OF CONTENTS By-Law 1: The Faculty Council....3 1.1 Mandate... 3 1.2 Members... 3 1.3 Procedures for electing Faculty
More informationUniversity of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationTeaching Excellence Framework
Teaching Excellence Framework Role specification: Subject Pilot and Year Three Panel members and assessors 13 September 2017 Contents Background... 2 Introduction... 2 Application process... 3 Subject
More informationCurriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.
Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,
More informationScoring Guide for Candidates For retake candidates who began the Certification process in and earlier.
Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your
More informationPharmaceutical Medicine
Specialty specific guidance on documents to be supplied in evidence for an application for entry onto the Specialist Register with a Certificate of Eligibility for Specialist Registration (CESR) Pharmaceutical
More informationProgramme Specification
Programme Specification Awarding Body/Institution Teaching Institution Queen Mary, University of London Queen Mary, University of London Name of Final Award and Programme Title MSc Accounting and Finance
More informationUsing research in your school and your teaching Research-engaged professional practice TPLF06
Using research in your school and your teaching Research-engaged professional practice TPLF06 What is research-engaged professional practice? The great educationalist Lawrence Stenhouse defined research
More informationRCPCH MMC Cohort Study (Part 4) March 2016
RCPCH MMC Cohort Study (Part 4) March 2016 Acknowledgements Dr Simon Clark, Officer for Workforce Planning, RCPCH Dr Carol Ewing, Vice President Health Services, RCPCH Dr Daniel Lumsden, Former Chair,
More informationEngagement of Teaching Intensive Faculty. What does Engagement mean?
1 Engagement of Teaching Intensive Faculty What does Engagement mean? Teaching-intensive faculty members, both full-time and part-time, bring expertise, perspective and talent to the departmental enterprise.
More informationIMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL?
IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL? EVALUATION OF THE IMPROVING QUALITY TOGETHER (IQT) NATIONAL LEARNING PROGRAMME Report for 1000 Lives Improvement Service, Public Health Wales Mark Llewellyn,
More informationExaminations Officer Part-Time Term-Time 27.5 hours per week
SULLIVAN UPPER SCHOOL, HOLYWOOD Examinations Officer Part-Time Term-Time 27.5 hours per week 1. INTRODUCTION AND TITLE OF THE POST Sullivan Upper School wishes to recruit an enthusiastic individual who
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationSTUDENT EXPERIENCE a focus group guide
STUDENT EXPERIENCE a focus group guide September 16, 2016 Overview Participation Thank you for agreeing to participate in an Energizing Eyes High focus group session. We have received research ethics approval
More informationUniversity of Toronto
University of Toronto OFFICE OF THE VICE PRESIDENT AND PROVOST Governance and Administration of Extra-Departmental Units Interdisciplinarity Committee Working Group Report Following approval by Governing
More informationDIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS
DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS St. Boniface Catholic College Boniface Lane Plymouth Devon PL5 3AG URN 113558 Head Teacher: Mr Frank Ashcroft Chair of Governors:
More informationProgramme Specification (Postgraduate) Date amended: 25 Feb 2016
Programme Specification (Postgraduate) Date amended: Feb 06. Programme Title(s): Sc and Postgraduate Diploma in Software Engineering for Financial Services, Sc Software Engineering for Financial Services
More informationThe Keele University Skills Portfolio Personal Tutor Guide
The Keele University Skills Portfolio Personal Tutor Guide Accredited by the Institute of Leadership and Management Updated for the 2016-2017 Academic Year Contents Introduction 2 1. The purpose of this
More informationProgramme Specification
Programme Specification Title: Journalism (War and International Human Rights) Final Award: Master of Arts (MA) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master
More informationPATTERNS OF ADMINISTRATION DEPARTMENT OF BIOMEDICAL EDUCATION & ANATOMY THE OHIO STATE UNIVERSITY
PATTERNS OF ADMINISTRATION DEPARTMENT OF BIOMEDICAL EDUCATION & ANATOMY THE OHIO STATE UNIVERSITY OAA Approved 8/25/2016 PATTERNS OF ADMINISTRAION Department of Biomedical Education & Anatomy INTRODUCTION
More informationInterview on Quality Education
Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens
More informationREGULATIONS FOR POSTGRADUATE RESEARCH STUDY. September i -
REGULATIONS FOR POSTGRADUATE RESEARCH STUDY September 2013 - i - REGULATIONS FOR POSTGRADUATE RESEARCH STUDY Approved by CIT Academic Council, April 2013 - ii - TABLE OF CONTENTS 1. INTRODUCTION: THE RESEARCH
More informationSEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.
SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow
More informationHead of Music Job Description. TLR 2c
Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained
More informationTHREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02
THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationInstitutional fee plan 2015/16. (Please copy all correspondence to
Institutional fee plan 2015/16 Institution: Lead Contact for fee plan: Post Held: Huw Williams Deputy Vice Chancellor Telephone: 01443 483647 Email: Huw.Williams@southwales.ac.uk (Please copy all correspondence
More informationLIVERPOOL JOHN MOORES UNIVERSITY Department of Electrical Engineering Job Description
LIVERPOOL JOHN MOORES UNIVERSITY Department of Electrical Engineering Job Description Vacancy ref: 2121 Title: Lecturer or Senior Lecturer (Sensor Technologies) (Appointment to Senior Lecturer will be
More informationResponse to the Review of Modernising Medical Careers
Response to the Review of Modernising Medical Careers July 2007 The Academy of Medical Sciences The Academy of Medical Sciences promotes advances in medical science and campaigns to ensure these are converted
More informationProgramme Specification
Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)
More informationKeeping our Academics on the Cutting Edge: The Academic Outreach Program at the University of Wollongong Library
University of Wollongong Research Online Deputy Vice-Chancellor (Academic) - Papers Deputy Vice-Chancellor (Academic) 2001 Keeping our Academics on the Cutting Edge: The Academic Outreach Program at the
More informationIMPERIAL COLLEGE LONDON ACCESS AGREEMENT
IMPERIAL COLLEGE LONDON ACCESS AGREEMENT BACKGROUND 1. This Access Agreement for Imperial College London is framed by the College s mission, our admissions requirements and our commitment to widening participation.
More informationCourse Specification Executive MBA via e-learning (MBUSP)
LEEDS BECKETT UNIVERSITY Course Specification Executive MBA via e-learning 2017-18 (MBUSP) www.leedsbeckett.ac.uk Course Specification Executive MBA via e-learning Faculty: School: Faculty of Business
More informationGuidance on the University Health and Safety Management System
Newcastle University Safety Office 1 Kensington Terrace Newcastle upon Tyne NE1 7RU Tel 0191 222 6274 University Safety Policy Guidance Guidance on the University Health and Safety Management System Document
More informationPROGRAMME SPECIFICATION KEY FACTS
PROGRAMME SPECIFICATION KEY FACTS Programme name Foundation Degree in Ophthalmic Dispensing Award Foundation Degree School School of Health Sciences Department or equivalent Division of Optometry and Visual
More informationChart 5: Overview of standard C
Chart 5: Overview of standard C Overview of levels of achievement of the standards in section C Indicate with X the levels of achievement for the standards as identified by each subject group in the table
More informatione-portfolios in Australian education and training 2008 National Symposium Report
e-portfolios in Australian education and training 2008 National Symposium Report Contents Understanding e-portfolios: Education.au National Symposium 2 Summary of key issues 2 e-portfolios 2 e-portfolio
More informationBILD Physical Intervention Training Accreditation Scheme
BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing
More informationDoctorate in Clinical Psychology
Salomons Centre for Applied Psychology 3 YEARS FULL-TIME SEPTEMBER 2018 ENTRY Doctorate in Clinical Psychology British Psychological Society (BPS) and Health and Care Professions Council (HCPC) accredited
More informationUpward Bound Program
SACS Preparation Division of Student Affairs Upward Bound Program REQUIREMENTS: The institution provides student support programs, services, and activities consistent with its mission that promote student
More informationDEGREE OF MASTER OF SCIENCE (HUMAN FACTORS ENGINEERING)
STATUTE ENG31 DEGREE OF MASTER OF SCIENCE (HUMAN FACTORS ENGINEERING) 1. For admission as a candidate for the degree of Master of Science (Human Factors Engineering), a person must: be a graduate of this
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationQuality Assurance of Teaching, Learning and Assessment
CHAPTER 6 Quality Assurance of Teaching, Learning and Assessment Updated October 2015 Table of Contents Section Page INTRODUCTION 3 1 QUALITY ASSURANCE OF TEACHING STAFF 4 Responsibilities 4 Staff qualifications
More informationUNIVERSITY OF DAR-ES-SALAAM OFFICE OF VICE CHANCELLOR-ACADEMIC DIRECTORATE OF POSTGRADUATE STUDIUES
UNIVERSITY OF DAR-ES-SALAAM OFFICE OF VICE CHANCELLOR-ACADEMIC DIRECTORATE OF POSTGRADUATE STUDIUES GUIDELINES AND REGULATIONS FOR PLAGIARISM AND DEPLOYMENT OF POSTGRADUATE STUDENTS FOR TEACHING OR TECHNICAL
More informationIndicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.
Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across
More informationSchool Leadership Rubrics
School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric
More informationYour Guide to. Whole-School REFORM PIVOT PLAN. Strengthening Schools, Families & Communities
Your Guide to Whole-School REFORM PIVOT PLAN Strengthening Schools, Families & Communities Why a Pivot Plan? In order to tailor our model of Whole-School Reform to recent changes seen at the federal level
More information