Learning, Teaching and Assessment Strategy (LTAS) 2005-2010 - Action Plan for 2005-2007
Summary
A detailed action plan is set out on the following pages. However, as the introduction to the strategy indicates, the focus is one of consolidation and extending and
enhancing existing activities. The action plan sets out the key objectives for the next two years; these will be reviewed and revised as necessary in July 2007. They can be
summaried as a small number of key activities:
With effect from 2005-2006 - to be completed by July 2007
i.
Development/refinement of University and Departmental policies, strategies and implementation plans (Plagiarism, PDP, Personal Tutor, Set UP for Life,
curriculum, LTA, student support and retention strategies)
ii.
Review of existing curricula over a two year period with respect to:
accessibility, progression opportunities, equal opportunities
delivery of the first year
inclusion of a range of blended learning methodologies
embedding of PDP & providing opportunities to develop employability skills
promoting learning communities
level by level assessment strategy
opportunities for self and peer assessment
quality of printed and electronic media
iii.
Review of unit descriptions with respect to LTA strategies
iv.
Development of a CPD framework for staff involved in supporting student learning
v.
Implementation of the outcomes of the IT and elearning reviews
vi.
Review of Estates and IT strategy
vii.
Implementation of Frewen extension plans
viii.
Further development of the Student Records System
ix.
Review of the outcomes of the timetabling review report
With effect from 2005-2006 - then ongoing
x.
Revised guidelines for course approval and review committees to focus of key aspects of LTAS
xi.
Refocused course approval and review committee considerations
xii.
Annual review of Faculty course portfolios
xiii.
Annual systematic evaluation of retention, progression, achievement and employment data
xiv.
University awards and project funding to be aligned with the LTAS
xv.
Annual central staff development programme to focus on key aspects of LTAS
With effect from 2006-07
xvi.
Introduction of early formative feedback for all level 1, semester 1 units and for direct entry students
xvii.
Development of a strategy for the dissemination and adoption of enhancement activities
xviii.
Development of a strategy to evaluate the impact of the LTAS
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Learning, Teaching and Assessment Strategy - Action Plan for 2005-2007
The following action plan applies to all students who are registered with the University of Portsmouth. Each action should be viewed in the context of the range of
students studying through the University eg International, part-time, research and taught, distance learning (paper & electronic), non-campus based, those with
special needs and those on franchised and collaborative programmes. Departments and Faculties in developing their own strategies and action plans should
consider their plans in the context of their current and intended student body.
Collaborative Programme approval and review committees should consider the applicability of the Learning, Teaching and Assessment Strategy to the provision in
question.
The initial and ongoing actions, development and evaluation of the plan will be informed by the University’s two Centres of Excellence in Teaching and Learning
Objective
1
Actions Required
Lead
responsibility
Output target
Target date for
completion/
review
University Jan 2006
Faculty/
Departmental July
2006
July 2006
DELIVERY OF A FLEXIBLE, ACCESSIBLE, ENGAGING, RESPONSIVE, AND RELEVANT CURRICULUM
1.
Development of University and
Faculty/Departmental Curriculum
strategies
HCED1, APG,
HoDs2, ADCs
Strategies & implementation
plans in place
2.
Revision/ development of
Departmental LTA strategies
HoDs
Strategies & implementation
plans in place
3.
Course approval & review
committees to consider curricula
with respect to new LTA strategy
UCAC, FCAC,
PDSQRC
4.
Guidelines for course approval &
review committees to be reviewed
QAG
Inclusion of topic in staff
development sessions
Evidence of discussions
focussing on LTA issues
Guidelines in place
Effective for 200506
October 2005
1
APG: Academic Policy Group; HoDs: DoCQE: Director of Curriculum & Quality Enhancement; DISO: Director of ISO; F/UCAC: Faculty/University Curriculum Approval
Committees; Heads of Department; HCED: Head Curriculum & Educational Development; PDSQRC: Periodic Standards & Quality Review Committees; PVC(A): Pro ViceChancellor Academic; QAG: Quality Assurance Group; ULTC: University Learning & Teaching Committee
2
Note although HoDs are, in many instances, given as having the lead responsibility, they will carry this out in association with many colleagues, notably course teams, ADCs & the
Department for Curriculum & Quality Enhancement
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1.1
Flexible, accessible and engaging and responsive to student needs
1.1.1
Curriculum design and
delivery that maximises
opportunities to
participation,
acknowledges the
diverse needs of
students and provides a
range of progression
opportunities from
access through to
doctoral level.
5.
1.1.2
Further developing
approaches that promote
engagement and
interaction, and develop
independent and
reflective learning,
critical thinking and
problem solving skills.
6.
1.1.3
Providing increased
opportunities for
students to experience
pedagogically informed
approaches to blended
learning, including
elearning, through the
use of a variety of
modes, media and
formats.
7. Review of the University’s strategy for
the support of elearning
8. Review existing curricula with respect
to balance of approaches employed
with the aim of providing students
with the opportunity to experience a
range of learning methodologies.
Review existing curricula with
respect to:
articulation with FE & HE admission
routes
applicability of entry level curriculum
to typical student profile
identified progression opportunities
from FE to doctoral level
compliance with race equality and
equal opportunities policies
content & modes of delivery to
maximise participation
Review existing curricula content &
delivery with respect to good
pedagogic practice. Particular
attention to be paid to the first year/
first semester of courses
HoDs, ADCs
Revised curricula in place
Promotional material &
programme specifications to
highlight entry & progression
opportunities
Areas without clear progression
routes to consider market
demand & appropriateness of
developing them
Evidence of consideration of
desirability developing courses/
modes to widen participation
Areas identified that will benefit
from revised content/ delivery
June 2006
PVC(A)
Strategy and structures in place
January 2006
HoDs
Areas identified that will benefit
from revised content/ delivery
Start 2005-06
HoDs
June 2006
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1.2
Relevant to learners and their future aspirations, employers, professional and regulatory bodies and the research community
1.2.1
Ensuring a varied
curriculum through which
learners develop, and
reflect on, skills and
attributes to support their
further employment and
personal and
professional
development. This will
include the further
development of
opportunities for learners
to engage in, and gain
credit from, work
based/related,
enterprise, community
and volunteering
activities.
Regular and systematic
review of the portfolio of
courses to ensure they
continue to meet the
needs and expectations
of students and the
regional, national and
international community.
Improved articulation of
programme learning
outcomes with subject
benchmark statements
and knowledge transfer
and research activities of
staff.
1.2.2
1.2.3
1.2.4
Gathering, evaluating
and responding to the
views of students,
employers, alumni,
professional bodies and
other stakeholders
9. Review of existing curricula (against
Set UP for Life proposals) to
maximise opportunities to develop
employability skills
HoDs
Curricula opportunities identified
June 2006
10. Approval & implementation of PDP &
Personal Tutor frameworks
HCED
Policy approved & frameworks
adopted. Subsequent audit
demonstrates effectiveness
October 2005
11. Development & implementation of Set
Up for Life Programme with
refocusing of electives
Set UP for Life
Programme
Leader
Framework & implementation
strategy developed & approved.
October 2005
Electives refocused
October 2006
Increased number of students
select electives
October 2007
Curricula continually refreshed,
rationale for any courses with low
student numbers clear.
Annually
12. Deans to meet with Directorate,
Marketing & DoCQE, annually/
biannually to (i) review portfolio
against student numbers, retention &
achievement data & (ii) review
curriculum to enable further
development and innovation
Deans, ADCs
13. As curricula are approved &
reviewed, programme learning
outcomes will also be reviewed to
ensure they articulate with SBS & KT/
research activities of staff.
ADC, ADQ
Programmes, as set out in
Programme Specifications, clearly
identify the articulation
First review by
June 2006 then
ongoing
14. Departments to consider how best to
gather and respond to the views of
various stakeholders. Approaches
identified to be included in
Departmental curriculum strategies
HODs
Departmental action plans set out
approaches adopted
June 2006
Good recruitment statistics
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2.
ENHANCEMENT OF STRUCTURES AND A CULTURE THAT SUPPORT LEARNERS AND PROMOTE STUDENT SUCCESS
15. Development of University/
Department Student Support and
Retention Strategies
DoCQE
Strategy and implementation plan
approved. Subsequent audit
demonstrates effectiveness
July 2006
16. Consultation and further development
of university targets for retention,
progression and achievement
DoCQE, HoDs
New targets in place
July 2006
17. Curriculum approval & review panels
to consider support structures
UCAC, FCAC,
PDSQRC
Explicit documented
consideration of support
structures
October 2005
onwards
18. Review information provided for
students, including PGR, at
whichever point they enter their
courses
HoDs, DoCQE
October 2006
19. Students to reflect on course
requirements and action plan through
their PDPs
HoDs
Rationalisation of information
provided to students, students
clear regarding the expectations
of their courses before they
embark on it
Students explicitly consider the
expectations of their courses
through PDP
2.1
Providing learner support aligned to the student lifecycle
2.1.1
Ensuring that students
are fully informed of the
expectations of their
programme of study
throughout the student
lifecycle
In place for October
2006
HoDs
Positive feedback from students
July 2006
Ensuring that students,
20. Departments to explicitly consider
particularly those with
support offered to all students
non-standard
according to their needs and set out
qualifications or entering
in the departmental Learning,
part way through a
Teaching & Assessment Strategy &
programme are fully
communicated to students via the
prepared for, and
Student Handbooks
supported in, their
studies
2.2
Development of a learner-focused environment that seeks to develop students as independent learners and enables them to achieve their
individual goals
Frameworks in place. Subsequent October 2005
2.2.1 A commitment for all
21. PDP and Personal Tutor Frameworks HCED
audit demonstrates effectiveness
students to have regular,
to be developed, approved and
scheduled contact with a
implemented
named Personal Tutor
(or equivalent) and the
integration of Personal
Development Planning
at all levels within the
curriculum.
2.1.2
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2.2.2
2.3
2.3.1
The further development
HoDs
Increased opportunities offered
October 2006
22. Departments to review curricula and
and enhancement of real
for academic and social
noncurricula opportunities for the
and virtual learning
engagement
development of learning communities
communities.
Institutional research into the causes and implications of learner needs and their success (retention, progression, achievement,
employment)
The systematic annual
HoDs, ADQs,
Improved understanding of the
Effective for 200623. Explicit consideration, and where
and periodic review of
ADCs, DoCQE
causes of poor retention,
07
appropriate, further investigation of
data relating to student
progression, achievement and
retention, progression, achievement
retention, progression,
employment rates.
and employment data at course and
achievement and
Improved rates.
departmental level to be included
employment and the
within annual review cycle.
adoption of an evidence
DoCQE
Appointment made, strategy &
October 2005
24. Appoint Educational Developer with
based approach to
infrastructure
developed
responsibility
to
develop
and
support
identifying factors
pedagogic research
contributing to student
retention and success.
2.3.2
Research to understand
better the needs of the
University’s diverse
group of students.
3.
FURTHER DEVELOPMENT OF ASSESSMENT THAT IS ENGAGING, PROMOTES LEARNING AND ENABLES CONTINUOUS DEVELOPMENT
25. Support for institutional research to
include international students, FE
students and students from nontraditional backgrounds
DoCQE
Better understanding of the
learning needs of our students
DoCQE/
Revised Code
Academic
Registrar
The constructive alignment of assessment strategies, learning outcomes, learning and teaching by:
The further development
Academic
27. Review of all unit descriptions when
Clear unit descriptions
of assessment aligned to
Registrar, ADQs
they are transferred to new Student
understood by staff & students
unit and programme
Records System to ensure they are
intended learning
explicit with regard to LTA strategies
outcomes and the level
supporting the achievement of
of study.
learning outcomes
October 2005
onwards
26. Review University Code of Practice
for the Assessment of Students
3.1
3.1.1
28. Justification of level by level
assessment strategy to be included
as part of annual review and
endorsement of Programme
Specifications
HCED, HoDs
Clearer understanding by staff &
students as to how level by level
assessment contributes to the
achievement of programme unit
outcomes
January 2007
October 2006
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3.1.2
3.1.3
3.2
3.2.1
3.2.2
3.2.3
The further development
of transparent
assessment processes
and marking criteria.
29. Staff development, including through
the PGCert LTHE to include explicit
consideration of the development of
marking criteria
DoCQE
Improved use of marking criteria
for different assessments at all
levels
Focus for 2006-07
30. Recommendations of Plagiarism
Working Group to be considered,
policy developed & implemented
HCED
Improved understanding amongst
staff & students regarding
plagiarism (definition, detection,
dealing with & deterring)
Clearer understanding by staff &
students as to how level by level
assessment contributes to the
achievement of programme unit
outcomes
October 2006
Improved use of assessment to
engage students
Focus for 2006-07
The further development
31. Justification of level by level
HCED, HoDs
of procedures for the
assessment strategy to be included
regular scrutiny and
as part of annual review and
review of course/ subject
endorsement of Programme
area assessment
Specifications
strategies.
The explicit use of assessment and feedback to promote learning
Providing assessments
DoCQE, ADCs
32. Staff development, including through
that are meaningful to
the PGCert LTHE to include explicit
students and encourage
consideration assessment to
motivation, engagement
encourage motivation, engagement
and learning.
and learning.
Providing useful, timely
and relevant feedback.
including a commitment
to provide early
formative feedback for
all units during the first
semester of study
Providing opportunities
for self and peer
assessment.
October 2006
33. Course approval & review
committees to consider the
appropriateness of the assessment
tasks in promoting learning
UCAC, FCAC,
PDSQRC
Evidence of discussions
focussing on LTA issues &
improved assessments
Effective for 200607
34. Staff development, to include on
providing mechanisms to provide
formative feedback
DoCQE
Improved use of formative
assessment & feedback
Focus for 2006-07
35. Early formative feedback to be
provided for all level 1, semester units
& all direct entry students - linked to a
review of the first year
PVC(A), HoDs
Formative feedback provided,
improved student performance
Effective for 200607
36. Review existing curricula with the aim
of providing students with
opportunities to engage in self and
peer assessment
HoDs
Curricula revised as necessary
Review by June
2006, changes
effective from 0607
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4.
THE SUPPORT, DEVELOPMENT & REWARD OF STAFF IN AN ENVIRONMENT THAT PROMOTES INNOVATION, CONTINUOUS ENHANCEMENT, SCHOLARSHIP AND
PEDAGOGIC RESEARCH
37. Staff development activities to focus
on the priority areas of the LTA
strategy
DoCQE
4.1
4.1.1
An inclusive institutional framework to develop all staff who support student learning
DoCQE
The development of a
38. CDP framework (including PGCert
Continuing Professional
LTHE) and accompanying strategy to
Development framework
be developed, taking account of
that identifies and meets
national developments regarding
the needs of the
Supporting Professional Standards &
University and its staff.
addressing the needs of all staff
regarding learning, teaching,
assessment and student support
4.1.2
Further development of
staff development and
support for elearning and
other flexible and
innovative learning
methodologies within
university frameworks.
The promotion and
evaluation of peer and
self review and
opportunities to engage
in action learning
groups.
4.1.2
4.2
4.2.1
4.2.2
39. To take account of elearning review &
accommodate as appropriate within
CPD Framework
PVC(A), DoCQE
40. To be accommodated within CPD
Framework and to include a review of
academic mentoring
DoCQE
41. Development of action learning
groups
DoCQE
The recognition, reward and dissemination of good practice
Closer alignment of the
42. Modified procedures to be piloted and
University Learning,
reviewed
Teaching and
Assessment Awards and
funded projects to the
priorities identified in the
Learning Teaching and
Assessment Strategy.
Providing a range of
43. Current formal and informal structures
opportunities to
(including annual & periodic review)
disseminate good
to be reviewed and their effectiveness
practice and influence
evaluated, recommendations re
others both within and
further enhancement to be made
DoCQE, ULTC
Strategy in place for prioritised
central, faculty & departmental
staff development activities
January 2006
Framework, strategy &
implementation plan developed
Staff Development aligned to the
framework & strategic objectives
October 2006
Modified procedures in place for
2005, reviewed and modified if
necessary thereafter
July 2005
Project outcomes contribute to
LTAS
DoCQE QAG,
APG
Development of a strategy for the
dissemination and adoption of
enhancement activities
Start October 2005
Page 8 of 10
beyond the University
4.2.3
Review current career
pathways with regard to
the promotion and
reward of excellence in
Learning and Teaching
further enhancement to be made
44. Existing reward systems and career
pathway structures and opportunities
to be reviewed.
PVC(A)
Structures in place to promote
and recognise career pathways in
Learning and Teaching
By October 2007
5.
5.1
5.1.1
THE DEVELOPMENT AND MAINTENANCE OF INFRASTRUCTURE AND SUPPORT SYSTEMS TO FACILITATE AND EFFECTIVE LEARNING ENVIRONMENT
The further development of the University’s infrastructure by:
The provision of a robust 45. Review IT infrastructure and develop
DISO
Improved service
January 2007
IT infrastructure that
strategy for improvement
supports increased
accessibility
5.1.2 Increasing availability of
PVC Resources
Provision of flexible, fit for
January 2007
46. Estates and IT strategy to be
real and virtual flexible
purpose, spaces
reviewed taking account of this new
learning spaces and
LTA Strategy
increasing the
accessibility of pooled
and specialist IT
resource areas
5.1.3 The further development
Enhanced library and general
July 2006
47. Implementation of plans for extension Librarian
of the Frewen Library
space
to the Frewen Library
and its development as a
central learning resource
centre
5.2 The further development of systems and resources by
Academic
Timely, user friendly consistent
October 2006
5.2.1 The adoption of
48. Further development of the Student
Registrar
data production
accessible systems for
Records System to support the
teachers to track
systematic evaluation of student
students regardless of
performance
their mode of study and
facilitate the production
of informative and user
friendly data sets for
evaluation of student
success.
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5.2.2
The increased use of
high quality learning
media.
49. Departments to review the quality of
their of electronic and paper based
resources, including unit resource
material
HODs
High quality learning media
Start October 2006
50. Marketing and DoCQE to advise and
produce guidance templates
Marketing,
DoCQE
Guidance notes and templates
Start July 2005
The further development
51. Review and implementation of the
of an effective,
outcomes of the timetabling review
centralised timetabling
report
system that maximises
the use of resources and
supports learning.
Learning, Teaching and Assessment Strategy evaluation
PVC(A)
Production of learner focussed
timetables
October 2006
The evaluation of progress and
achievement against the LTAS
actions will be facilitated through
the development of an evaluation
strategy.
DoCQE
Strategy in place and informing
future activity
October 2006
5.2.3
52. Develop a robust LTAS evaluation
strategy
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