Prof Philippa Levy DCE Academic PracticeSHU Annual Teaching Conference 2013 19 June 2013

Inspiring learning through excellence in teaching and learning support: a view from the HEA

“To use our expertise and resources to support individual staff, disciplinary and interdisciplinary teams, and higher education communities and institutions in general to enhance the quality and impact of learning and teaching.”

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HEA mission

To inspire and support effective practice in learning and teaching

To recognise, reward and accredit excellent teaching

To influence policy, future thinking and institutional change

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Our priorities

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Excellence in teaching & learning support

engaged, transformative learning

institutions

students

practitioners

informed, committed actionthat inspires engaged, transformative student learning

academic learning + skills + ways of being

• “the time and effort students devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities” Kuh (2009)

• “improving the motivation of students to engage in learning and to learn independently; the participation of students in quality enhancement and quality assurance processes, resulting in the improvement of their educational experience” QAA Quality Code (2012)

• c60% of students say they want to be involved in the design of their education (NUS/QAA 2012)

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Engagement

high impact pedagogies + a sense of belonging

“To say after my first year I wanted to pack in Uni and not do it. It’s a massive turnaround to how I feel now. I never would have envisaged that I would love it so much and want to carry on. University has given me different things than what I hoped, like things I wouldn’t have expected. It has changed me. I didn’t think it would, but it has. Things like the interests I’ve got out of my course. It’s like a whole other world has opened up. It’s like a little gateway. There’s things out there that I didn’t know. That’s one of the best things. That’s what makes it so exciting. I think I can achieve so much more” (‘Sally’ cf. Levy & Petrulis 2012) 6

Transformation

challenge - co-creation - contact - belonging - feedback

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Teaching and learning excellence

engaged , transformative learning

institutions

students

practitionersrecognition

scholarship

innovationreward

cultural change

leadership

partnershipstrategic priorities

initial & continuing

development

professional standards (UKPSF) - evidence

pedagogies of engagement &transformation

Assessment and FeedbackEducation for Sustainable DevelopmentEmployabilityFlexible LearningInternationalisationRetention and SuccessReward and RecognitionStudents as PartnersOnline Learning

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Strategic Themes and Leadership 1

Recognition and Recording of Student Achievement (HEAR)Grade Point Average (GPA)Student Feedback for Enhancement – PTES redesign, NSSE pilot (review of NSS) Change ProgrammesLeading Transformation in Learning and Teaching LTLTL&T Deans’ Network

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Strategic Themes and Leadership 2

Increasing profile of NTFS incl. mapping to UKPSF

Supporting recognition incl. for technicians and other professional groups

Change programmes - RETE 2012-13 Recognising Teaching Excellence; 2014 Promotion

2013 UK/Australia academic promotion benchmarking project: Evidence Framework

2014 HEA projects on formal peer review for promotions

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Recognising and rewarding

Remaining in good standing: “Continuing to work in accordance with the standard indicated by the relevant Fellow Descriptor of the UKPSF and the associated statements of the Code of Conduct”New Code of Conduct for FellowsHEA CPD aligned to UKPSF and credit-bearing (points)

HEA approval of CPD provided by professional associations/learned societies

A collaborative approach to Fellowship – HEA and professional/learned societies

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Recognising & supporting development

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Partnership

students as

partners

in learning and

research

in learning and

teaching enhancem

ent

with the HEA

Arts & Humanities: internationalisation of curriculum; outward mobility; creativity, innovation, professional practice; entrepreneurship & employability

Health & Social Care: placement & workplace learning (second sector partnerships), simulation learning, innovative curriculum and learning design

STEM: Maths and statistical skills, tackling transition, laboratory learning incl. simulations & lab technicians who teach (technician of the year awards), students as researchers

Social Sciences: teaching research methods, active & experiential learning, employability & global citizenship; professional areas undergoing curriculum and course structure change

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Priority themes in disciplines

Towards an HEA position on PedR&SInclusive definition - context, scale, focus, methodologye.g. “Framing questions; gathering and exploring evidence; trying out and refining new insights in practice; going public with what is learned” (Carnegie)

Acknowledged in professional standards (UKPSF)Fundamental element of teacher practice, CPD and teaching excellence (individuals and communities)

Connecting with institutional research Working with students as partnersSupporting development and endorsing inclusion in REF

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Pedagogic research & scholarship

“SoTL involves reflection on and enquiry into teaching and its impacts on learning. Is informal reflection sufficient or does SoTL refer to a more formal process of research into practice? Is it necessary to undertake research into teaching or is it sufficient to be informed and use the outcomes of research? Are there developmental stages in becoming a scholar of teaching? Should SoTL focus on contexts beyond the classroom? Is it situated only within disciplines? (Vardi 2011)

Are SoTL expectations different for ‘teaching only’ and research/teaching roles? 15

Some questions for institutions

Supporting Student Learning and Teacher Development in Transnational Arrangements

Pedagogic Stratification and the Shifting Landscape of Higher Education

Student Engagement (NSSE questions)Exploring the impacts of policy changes on student approaches to learning in contemporary HE: implications for student engagement

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Commissioned research 2013-14

Strategic priorities: impact of HE reforms, and teaching excellence. Projects will include:

Opportunities and activities

Annual ConferenceDiscipline Cluster ConferencesSummits, Workshops, Seminars (more Online)New To Teaching Residentials, and ToolkitChange and Leadership Programmes (incl. with LFHE)Scholarly JournalsResources CentreGrants (TDGs, PhDs, InternationalScholarships)

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Events, Courses and Resources

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Dr Clare MadgeUniversity of Leicester

Prof Sue JacksonBirkbeck

University of London

Prof Jonathan ParkerBournemouth University

Prof Clare HoldsworthKeele University

Dr Paul AshwinLancaster University

Prof Wendy RobinsonUniversity of Exeter

Dr Judy HardyEdinburgh University

Dr Sally WigginsUniversity of Strathclyde

Dr Shaaron AinsworthNottingham University

Prof Rachel BrooksUniversity of Surrey

Dr Georgina Randsleyde Moura

University of Kent

Prof John GrattanAberystwyth University

Dr Nicola Callow, Dr Calum Arthur Dr James HardyBangor University

Prof David DonaldsonUniversity of Stirling

Prof Bernie CarterUniversity of Central

Lancashire

Supervisors of HEA Funded Students

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Prof Gina Wisker

Prof Karla Pollmann

Dr Chris Shei

Dr Catriona Bell

Prof Glenn Hardaker

Ms Harriet Harriss

Dr Sergio Altomonte

Dr Jennifer Loke

Prof Mary Luckhurst

Dr Jacqueline Akhurst

Dr Catherine Easton

Dr Simon Forrest

Dr Jonathan Parker

Dr Peter Willmot

Professor Sir Ron Cooke International Scholars 2012/13

We look forward to seeing you at our Annual Conference 3rd-4th July 2013, or book for live online streamed sessions

“Powerful Partnerships: Defining the Learning Experience”

We are launching 2 new awards:HEA student and staff partnership award: Local partnerships between staff and students that benefit the student experience

HEA and NUS joint Students’ Union and institution partnership award: strategic partnerships between students’ unions and institutions that benefit the student experience

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Thank You