Announcing the recipients of this year’s University of Worcester Teaching Award Scheme

We are thrilled to announce the recipients of this year’s University of Worcester Teaching Award Scheme, individuals who have showcased excellence and innovation in teaching. Among the distinguished achievers are educators who have exhibited outstanding leadership, support, and mentoring, driving innovation in teaching and learning across various disciplines. Their dedication to fostering inclusive learning environments, implementing impactful curriculum redesigns, education for sustainable development and enhancing student experience underscores their unwavering commitment to the highest standards of pedagogical practice. Through their exemplary efforts, they have not only inspired students but also elevated the overall teaching landscape at the University of Worcester. We extend our heartfelt congratulations to all the awardees for their remarkable achievements and meaningful contributions.  University of Worcester Teaching Award This award focuses on… Read moreAnnouncing the recipients of this year’s University of Worcester Teaching Award Scheme

Vignette of Practice: Innovation in Pre-registration Allied Health Professional Student Placements

Innovation in Pre-registration Allied Health Professional Student Placements Rebecca Lees, School of Allied Health and Community   Shortages of good quality placements for Allied Health Professional (AHP) students has been a significant issue in recent times and the COVID-19 pandemic has exacerbated this as local health and social care networks have been put under immense pressure. Traditionally, practice-based learning has taken place in clinical settings to learn clinical skills. However, service redesign is being driven by such strategies as The NHS Long Term Plan (2019) which identifies that the health and societal needs of the nation are changing and, as such, traditional services need to adapt in response. It is therefore essential to develop graduates who can be innovative, adaptable, show leadership, research, evaluate and… Read moreVignette of Practice: Innovation in Pre-registration Allied Health Professional Student Placements

Vignette of Practice – Going Online in a Pandemic: Staff and Student Voices at the Heart of Inclusive Teaching

Going Online in a Pandemic: Staff and Student Voices at the Heart of Inclusive Teaching Jennifer Hatley, Course Leader Education Studies, School of Education       I am the course leader for Education Studies and like most courses at the University, myself and my team found ourselves moving to online teaching quickly in response to the Covid-19 pandemic. We are in a unique position. We were not just teaching any subject; we were teaching Education. Pedagogy and andragogy are what we do all day, every day, so we knew that we couldn’t simply put resources online and expect learning to happen as it does when face-to-face. Nonetheless, with the need to act quickly, that is in effect what we had to do. This constituted… Read moreVignette of Practice – Going Online in a Pandemic: Staff and Student Voices at the Heart of Inclusive Teaching

Sharing Experiences of Online Teaching – School of Arts – Peer Supported Review of Teaching 2020-21

For the Peer Supported Review of Teaching in the School of Arts (2020-21) staff were encouraged to find a partner who teaches on another course and be prepared to share 30 minutes or more of their session. A very simple form was created to enable staff to experiment, try out teaching ideas and share good practice. The initiative was launched at the end of January 2021 and partnerships were in place by the end of February 2021 so observations were online and reflected the challenges of teaching during lockdown. The comments below are taken from the written reflections of staff and are anonymised…. To carry on reading this article, please click here

Vignettes of Practice: Embedding Applied Learning Through Innovative Course Design on the MSc Sport (Applied Performance Analysis)

Embedding Applied Learning Through Innovative Course Design on the MSc Sport (Applied Performance Analysis) By John Francis, Lecturer and Course Leader, Michael Bateman, Lecturer, Jamie Kyte, Technical Demonstrator School of Sport and Exercise Science   This case study demonstrates the innovative approach to course design used throughout the MSc Sport (Applied Performance Analysis) course to maximise applied learning. We highlight the positive impact on students’ professional practice and the course team’s ability to continually reflect and develop subject knowledge. To maximise the applied learning, we work collaboratively with sports organisations to provide funded season-long placements. These allow students to engage with employability skills from the outset, through formal applications and an interview process that replicates industry practice (A1, K2). Additionally, the value clubs place on… Read moreVignettes of Practice: Embedding Applied Learning Through Innovative Course Design on the MSc Sport (Applied Performance Analysis)

Scaling up from SCIPS

Colleagues from the School of Education have been working on a project which looks at tools available to lecturers to help with their understanding of inclusive teaching practice. The project is Erasmus funded and is being lead by Richard Woolley, Sharon Smith and partners in Italy. A summary of the project can be found below: Summary of SCALE Project  

Vignette of Practice: The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment

The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment By Lorna Williams, PGCE Early Years Cohort Lead; School of Education Figure 1: The Design and Technology Road Map   This case study evaluates excellent practice, linking the UK Professional Standards Framework (2011), aligning to: assessing and providing feedback to learners (A3); developing effective approaches to student support and guidance (A4); and methods for teaching, learning and assessing (K2). Following the PITE2007 Design and Technology (DT) successes in 2017-18, I sought to add further strength to the module by developing the formative and summative assessment. I focused upon the importance of constructive alignment system whereby intended learning outcomes, learning and teaching activities… Read moreVignette of Practice: The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment

Vignette of Practice: Innovative Development of a Placement-Based Module to Enhance the Authentic Learner Experience and Student Satisfaction

Innovative Development of a Placement-Based Module to Enhance the Authentic Learner Experience and Student Satisfaction By Karen Williams, Senior Lecturer (Teaching) in Physical Education; School of Sport and Exercise Science     This case study highlights examples of teaching excellence where the innovative development of a level 6, school placement module has led to exceptional outcomes and enhanced student satisfaction. The study linked clearly to the UKPSF (2011) as it focuses on designing and planning learning activities and/or programmes of study (A1) and teaching and/or supporting learning (A2). The module developments have related to K2, utilising appropriate methods for teaching, learning and assessing in the subject area at the level of the academic programme. It also reflects professional values, specifically V2 for promoting participation in… Read moreVignette of Practice: Innovative Development of a Placement-Based Module to Enhance the Authentic Learner Experience and Student Satisfaction

Framework for Evaluating the Impact of Projects

Strong evaluation is crucial in order to ensure that projects, initiatives and interventions remain efficient and are achieving impact. We have put together a Framework for Evaluating Impact which is designed to provide a useful overview for anyone undertaking such work to encourage thinking around how evaluation will be carried out prior to committing resource (typically time and effort). The Framework also includes useful information about the key considerations that might be taken into account when evaluating for impact at interim and end stages of work. At its best, building in evaluation from the start will make tracking progress and recognising impact both much easier and more powerful.  It is therefore considered best practice to include plans on how evaluation is to be incorporated when… Read moreFramework for Evaluating the Impact of Projects