Teaching and Learning Strategy
What is it?
It is an outline of the principles, and the approaches that they then inform, of how the institution sees the T&L being delivered. It provides both a general framework in which delivery of T&L operates, and a particular focus as to the aims and objectives that the
University believes should be to the fore when designing and delivering learning.
The strategy also provides specific detail as to actions within certain areas that demonstrate how UWB is seeking to implement the Strategy. Some of these actions are what would be taking place irrespective of there being a formal Strategy; others are happening as additional actions to help ensure the University meet’s its own objectives.
A summary of the Strategy is attached. The complete strategy is to be available through the academic registry website, and was sent to HEFCW in December 2004.
Why do we need it?
There are formal and extrinsic reasons:
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It is required each year by the HEFCW, who also outline the structure that is required and request detail on actions that will be undertaken, with targets and outcomes.
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It is an expected part of an institutional framework for the likes of QAA or in preparing for DAPs.
In addition however:
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There is also a value that can be gained through developing the coherence of principle, intention and approach that the T&L Strategy brings.
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It is hoped that it will develop a framework of reference, other than a purely administrative set of procedures, which inform the approach and values of UWB that can inform not only the staff but also students, parents and other bodies.
What do we do with it?
In line with the general move to improve communications within the University, this
Strategy will be part of a wider programme of departmentally based staff and educational support and development.
How is it developed?
The responsibility for developing the strategy lies with the Pro-vice chancellor for
Teaching and Learning (Professor Tom Corns) and the Academic Registry. After an initial assessment of the requirements from HEFCW concerning content and updates to previous strategies, a process of engagement and discussion is established:
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Initial consultation group of immediately relevant academic and admin. staff
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Consideration by the T&L Task Group
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Consideration by the Board of Academic Heads
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Open Consultation (through web) with all staff
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Revision of strategy and further consideration by T&L Task Group
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Consideration by the Executive then Senate
For further information: james.dawson@bangor.ac.uk
Senior Assistant Registrar 1

1 Institutional Context
The Strategy links to the institutional Strategic Plan, (as well as to other complementary institutional Plans and Strategies), which contains aims for teaching and learning: o Further develop quality assurance and enhancement procedures to ensure it continues to deliver teaching of the highest quality, enhanced by strong linkage with research o Use innovative teaching methods, across all disciplines, and optimise the use of technology to organise delivery and to improve the learning experience and student interface o Continue to recruit residential students from the UK and overseas, and students from the local region, as well as delivering material “at a distance” to students throughout the world o Develop distinctive courses in response to the needs of students and regional and national opportunities, in an international context, and regularly review its portfolio of teaching provision to meet such opportunities
2 Aims and Objectives
The aims of the Strategy are that:
1) The University will achieve, maintain and develop the highest standards through the continual enhancement of teaching. Teaching will seek to meet the needs of students through the opportunities offered by advances in the understanding of the learning and teaching processes, reflective professional practice, research and communication.
2) Learning in the University will equip students with the necessary knowledge, skills and understanding to contribute to development in their chosen field and to fulfil their potential in the community, the workplace and the economy and to continue their personal and professional skills development throughout their lives.
The key objectives that derive from these aims are to: o Promote excellence in teaching and learning o Ensure a student centred approach to teaching and learning o Explore ways in which collaboration with other institutions might enhance teaching and learning o Develop effective mechanisms for learner support and guidance o Promote and enhance the employability of its students o Develop and expand Welsh Medium teaching and learning o Make appropriate use of learning technology and e-learning
For further information: james.dawson@bangor.ac.uk
Senior Assistant Registrar 2

3 Priorities
In the current Strategy there are then identified priority actions to: o Develop the capacity of, and pilot with schools and departments, the personal development profile that was initiated in 2003/4, in order that learners (from all diverse backgrounds) can better manage, record, reflect and present their achievements. o Assure the Peer Guide Programme in which each first year student in every department is assigned a peer guide, in order that enhance engagement with
University life (academic and practical). o Enhance approaches, mechanisms and their coordination, that enhance learning and teaching through the support of teaching and learning practices in order to stimulate and support good and innovatory practices that will enhance student learning. o Enhance other staff development provision, including actions relating to diversity related issues.
As an additional priority, and as part of the continuing implementation of the University’s
Welsh Language Scheme, the development of both the planning and practice of teaching and learning will be informed by; o A major revision of each academic centre’s Welsh medium provision and targets of the medium to long term (3-10 years)
4 Principles
As an organisation involved in learning the University considers it important that its approach to teaching is based on clear principles : o Teaching is a means to an end. Its intention is to help students learn and achieve the expressed goals of programmes of study. The aim is not just to transmit information but to provide experiences which transform learners, and the quality of teaching is to be judged according to its fitness for these purposes.
o Students and staff have clear responsibilities. To retain the privileges of belonging to the learning community of the University , students are expected to actively engage with their study and practice of disciplinary and interdisciplinary skills to enhance their understanding and knowledge. It is a student’s personal responsibility to identify and use the many opportunities for personal enhancement that are offered in the University. There is a professional responsibility for the staff of the University to operate in an effective and efficient manner and provide courses which are academically, pedagogically and technically appropriate and up to date. That responsibility implies providing clear information, advice and guidance to students before, during and after a course. It also implies an institutional ethos which values teaching and learning.
For further information: james.dawson@bangor.ac.uk
Senior Assistant Registrar 3

o The highest levels of learner achievement are best attained when students are intellectually stimulated and challenged by a variety of teaching and learning approaches. Particular approaches are adopted to increase the expectation of success by accommodating the diverse needs, levels of understanding, learning patterns and aspirations of learners and teachers. o High quality teaching at university level relies on the enthusiastic and disciplined understanding of a subject by the teacher. This is linked to scholarship and research, and is also predicated on the need for teachers to be reflective practitioners in Higher Education who provide models of scholarship and lifelong learning. o New developments in teaching and learning are themselves best predicated on, and informed by, research into teaching and learning.
5 Graduate Achievements
Within this framework and in the context of specific subjects, and with reference to subject 'benchmarking' statements, graduates (it is expected) will have worked towards achieving: o A love and respect for learning. o An appreciation of the cultural and linguistic traditions in which learning takes place. o An intellectually coherent understanding of a field of study, its discipline(s) and specific skills, its relationship to other subjects and an awareness of its wider implications. o General academic skills of critical reasoning, conceptualisation, analysis, synthesis, evaluation, identifying problems, methodologies for resolving them, and communicating with peers and relevant lay audiences. o A well developed sense of learning autonomy, incorporating appropriate strategies and approaches to study which include the ability to assess personal learning needs and to take responsibility for continuing personal and professional development as transferable skills for lifelong learning. o Capability in their professional application based on the development of employability and career management skills and an appreciation of the place of individual initiative, teamwork and entrepreneurship gained through relevant experience and the application of skills acquired in the curriculum.
A series of actions are then identified for each of the objectives, and which are detailed in an accompanying Operational Plan.
For further information: james.dawson@bangor.ac.uk
Senior Assistant Registrar 4