University of Suffolk Strategy for Learning, Teaching and Assessment 2021-2023

TRANSFORMING LIVES: UNIVERSITY OF SUFFOLK STRATEGY FOR LEARNING, TEACHING AND ASSESSMENT 2021–2023

Transforming lives through education, research, knowledge exchange, innovation and entrepreneurship

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CONTENTS Table of Contents 1

Contents

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Introduction

2

Priority Objectives

3

Actions

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1

3

Block and Blend

5

Active and independent learning

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Inclusive learning

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Employability, Enterprise and Entrepreneurship focused

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Research informed

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Key Performance Indicators

Useful resources

INTRODUCTION The Learning, Teaching and Assessment Strategy draws together key sector-wide and institutional priorities to support the provision of an excellent quality academic experience that inspires and challenges students to take a lead role in their learning. Our students will work independently and in partnership with peers, staff and external stakeholders to enable them to achieve their full potential as highly employable and enquiring professionals, creatives and entrepreneurs.

PRIORITY OBJECTIVES 1.

Contribute to improved National Student Survey and future Teaching Excellence and Student Outcomes Framework

2. Enhance ‘learning gain’ – continuation, success and progression 3. Contribute to future Research Excellence Framework submissions by building on existing expertise in pedagogic research

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ACTIONS

Students will experience learning, teaching and assessment that is active, independent and inclusive, focused on employability, enterprise and entrepreneurship, and research informed.

Block and Blend The University has piloted and continues to evaluate a block and blend pedagogy designed to support students through focused learning, usually on one module at a time, enabling a deeper level of learning to be achieved. Learning is intentionally designed as blended, with our online learning environment, Brightspace at the heart of the learning experience. Students will learn on campus, in specialist facilities and through Brightspace; where learning environments and activities come together to provide students with a range of media-rich resources to consolidate and further their learning. In block learning, assessment takes place through and/or at the end of individual modules. This spaces assessment throughout the year and relieves the pressure of multiple assessment load.

Each year we will evaluate data in relation to student outcomes and experience ensuring our approach is evolved and enhanced to meet the needs of all within our community, particularly those who wish to study part-time, or have disabilities and/or learning differences.

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FOCUSED STUDY

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Active and independent learning All students are encouraged to be active in their learning, participating in, reflecting on, and guided to further enhance their understanding beyond the classroom. Students will experience a diverse range of independent and group‑based tutor‑structured learning activities providing opportunities to construct their own knowledge, understanding, skills and behaviours, facilitated by our staff.

A progressive model of learning, teaching and assessment will support students to develop autonomy at each level, so that by the end of their studies, students are adept, independent learners with the capacity to think critically, to adapt to new situations and work effectively both alone and in teams.

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Three distinct phases are identified to support the transition towards autonomous learning, with the level of guidance and tutor-structured learning gradually tapering as students’ progress through their studies.

Students will be introduced to active and collaborative learning at level four. Recognising a greater need for direction and support in this ‘guided’ phase, the amount of tutor-structured learning will be greater than in subsequent levels. Detailed guidance is provided for independent study and smaller, frequent assessments are used through blocks to ensure early feedback and the development of self‑confidence as a learner.

During the ‘negotiated’ phase at level five, students draw on experiences from the guided phase and, with a reduced level of guidance, use a blend of suggested and self-determined materials and activities to take a greater level of responsibility for their learning.

During level six, students progress to the ‘independent’ phase, with a greater level of expectation that they will take a lead in their own learning, sourcing and critically evaluating appropriate materials and methods, to independently determine and address their learning and development needs.

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Three-phase approach to be clearly defined and articulated to students at each phase of learning, e.g: Guided (Level Four): Students will receive detailed guidance on how to prepare for learning sessions and the guided, follow up reading and/or activities to be completed. They will receive advance notice on the nature of the major activities planned for each learning session. There will be detailed guidance on how best to reflect on learning and assessment feedback.

Negotiated (Level Five): Students will draw on level four experience to prepare for learning sessions, using a blend of suggested methods and materials and those they source and begin to evaluate for themselves.

Students will be supported to identify and negotiate access to appropriate learning activities to meet their needs.

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Independent (Level Six): Students will draw on level four and five experiences to use the module learning outcomes to shape their learning and preparation for learning sessions, working collaboratively and independently with minimal structure and direction and an expectation of growing autonomy.

Prepare

Engage

Reflect

To support students to take an active role in their learning, there is an emphasis on developing academic skills appropriate to their field of study.

This may take place through a discrete ‘study skills’ module or through an embedded approach to academic skills, aligned to curriculum content and assessment strategy.

The Personal Academic Coach Students will work with an allocated Personal Academic Coach throughout their study with us. Personal Academic Coaching has a key and proactive role to play in the transition to university life, supporting students through various stages of their journey and helping them to achieve their goals. It is a part of the University’s commitment to an empowering academic experience and, in line with our Learning, Teaching and Assessment Strategy, supports their progression as independent learners and successful individuals.

In the first term, the work of the Personal Academic Coach includes helping our students to settle into study and become established as part of their course and university community. Later on, the work involves raising their engagement with wider opportunities available at the University including employability, and co-curricular and volunteering opportunities.

Peer mentorship Peer mentorship is widely recognised as having reciprocal benefits for both mentor and mentee.

A comprehensive framework of peer mentorship will be developed to extend the reach of peer mentorship throughout the student journey from pre-entry to completion, engaging more students as mentors and involving alumni in the support of final year students.

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Inclusive learning Inclusive design Inclusive practice in learning, teaching and assessment recognises and values the diversity of students and appreciates that learning experiences are enriched by varied perspectives.

Our learning, teaching and assessment is inclusive by design, aiming to support achievement and address sector-wide challenges in differential outcomes for students from groups traditionally underrepresented in Higher Education. Our curriculum design draws on a range of approaches designed to remove or mitigate barriers to active engagement and provide diverse opportunities for students to demonstrate their knowledge and strengths at assessment.

The following principles underpin inclusive practice: Learning is enriched by the varied experience of students Accessible learning is relevant and approachable by all students The curriculum and means of delivery are central to accessibility Students with full access to learning and teaching are more likely to engage with learning

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Simple measures include: ensuring that all teaching materials and activities are accessible and made available on Brightspace in advance of learning sessions, providing a diverse range of learning opportunities and assessment methods and reviewing reading lists and course materials to ensure diversity and to eliminate cultural bias.

Student engagement through inclusive partnership In our work to enhance our inclusive practice we will adopt an approach to student engagement which goes beyond listening or consultation. We are committed to developing open, constructive and continuous communication with our students and Students’ Union elected officers. We believe this will help us to ensure our work to enhance learning, teaching and assessment benefits all through reciprocal learning, authentic engagement and by challenging implicit assumptions.

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Employability, Enterprise and Entrepreneurship focused Approaches designed to enable our students to develop diverse and employervalued skills will be embedded into curricula. This will be facilitated in part by a collaborative approach to curriculum development that engages students, alumni, employers and practitioners, to ensure that both the curriculum content and the assessment methods, are well-aligned with the needs of employers and our graduates are independent, flexible and equipped to identify opportunities.

We work with our industry partners to define a set of Graduate Attributes, these include: Self-awareness and management Communication skills (both verbal and written) Global citizenship Entrepreneurship The Careers, Employability and Enterprise team provide an excellent level of support to students with 1:1 drop-in sessions and whole cohort timetabled contact sessions tailored to each course. In addition to courses subject to professional, statutory and regulatory body requirements, all course teams will be encouraged

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to embrace options for adopting industry standards or accreditation where they exist. Should these opportunities lie beyond the scope of an undergraduate programme they could be offered as an optional certificate.

All students will have opportunities to engage with employers, practitioners, community groups or charitable organisations. For some courses, practice placements are integral to learning and form a significant part of the programme. In subject areas where meaningful placement opportunities are difficult to secure, engagement might take other forms e.g. commissions, live briefs, consultancy, small scale research projects or audits of practice. Such projects would provide students with experience of working collaboratively and inter-professionally to deliver a project of real value to an employer, and the potential to enhance highly skilled employability.

All students will engage with enterprise and entrepreneurship, aligned with their subject area and embedded into curricula. Such approaches are demonstrated to be inclusive, enhance creativity and innovation, enhance learning attainment and grades, improve highly skilled employment and increase graduate start-ups 1.

1 Quality Assurance Agency (2018) Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers

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Research informed Working in collaboration with the Pro Vice Chancellor for Research and aligned with the Strategy for Research and Scholarly Activity, the Centre for Excellence in Learning and Teaching (CELT) will provide staff development activities, to support enhancement in skills for conducting subject, interdisciplinary and pedagogic research.

Course teams will be supported to develop increased opportunities for students to engage with peers, staff and employers, practitioners, community groups and charitable organisations to conduct small scale, collaborative ‘real world’ research, further enhancing graduate employability and community impact.

The work of the University in relation to Access and Participation will lead to greater insight into the impact of our learning, teaching and assessment on student outcomes. The findings from our research will be used to inform our practice, creating an iterative cycle of evidence-based enhancement.

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Key Performance Indicators It is an important aspect of our Learning Teaching and Assessment Strategy to collate and evaluate data in a number of different arenas to effectively monitor success indicators. KPIs are challenging and relate to student satisfaction and experience, teaching excellence and quality of provision, staff engagement and our access and participation agenda.

KPI

Success Indicator

2017/18 2022/23

NSS

Satisfaction with teaching on my course

80

90

Satisfaction with assessment and feedback

73

82

Satisfaction with academic support

76

87

Non continuation rates: low participation neighbourhoods

6.4

1.5

Non continuation rates: disability

8.5

6.5

Awarding gap: white and BAME

16

12

Awarding gap: known disability

4

2

Awarding gap: low participation neighbourhoods

15

12

Awarding gap: socio-economic

10

8.5

Achievement of HEA Fellowship

46

75

Student Success (Access and Participation)

Staff Engagement

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USEFUL RESOURCES Office for Students: Learning gain web page Universities UK Equality, Diversity and Inclusion web page QAA Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers PDF Advance HE Student Acadmic Experience Survey 2018 web page

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