Many colleagues across the University will have been involved in one way or another with some of the development projects that have been undertaken this year to improve the student experience.  Members of the Learning, Teaching and Student Experience Committee recently spent an afternoon with the leaders of these projects reviewing progress.  The projects are at different stages of development – some have completed and make clear recommendations, whilst some are just getting off the ground.  We have now made the progress reports/slides available under the Projects page.

This conference report relating to the Blended Learning Consortium established by Heart of Worcestershire College, includes links to resources, including free software for learning design, YouTube resources, a self –assessment tool to ascertain staff digital skills and much more …..

Dr Seán Bracken, Institute of Education writes: It is conference season once again in the UK and this provides a welcome opportunity to recharge the intellectual batteries and to garner new ideas for the future of learning, teaching and assessment. In an increasingly competitive and individualised environment, the past week (w/c 26 June 2017) has been one exemplified by all that is good in the sector, including generosity of collegiate learning and a willingness to provide insights to what works in differing universities across the country. Setting a roadmap for inclusion in Scotland Towards the latter part of the week, I attended a conference hosted by Higher Education Teaching and Learning (HETL), an international organisation that facilitates cross-global learning in Higher Education. This year, the… Read moreInclusive praxis, the university moral imperative of our time

The University is delighted to have achieved Silver in the first TEF assessment. The award is valid for up to three years. As for all other HE Institutions in England and Wales, the TEF Panel reviewed the provider metrics and provider submission according to the process and criteria specified in the TEF guidance. The TEF ‘statement of findings’ (the conclusions of the TEF Panel based on consideration of our metrics and submissions) is as follows:

A project to ascertain first year students’ views on their experiences during the first six weeks of study at the University has now reported. The project aimed to identify student perceptions of good practice and potential improvements. The focus on the first six weeks is important because of the vital and formative period in which expectations and good study habits can be established. Thirty-eight first year students, twenty-two male and fourteen female, provided feedback.  The sample included students from all six UW institutes, with international and disabled students represented in each group. Participants took part in focus groups to consider experience in relation five key areas: staff expectations (inside and outside the classroom), teaching methods, support and guidance, the online learning environment and learning spaces…. Read moreFirst six weeks project

1. A briefing about referring students to the SU for advice The Academic and Welfare Advisor, Students’ Union highlighted her role and what support the Students’ Union could provide. The Committee noted that the support offered by the SU was independent of the University, covering a range of issues such as advice on accommodation or helping students to be more prepared in academic misconduct or fitness to practice cases. This was beneficial for students, but more needed to be done to promote awareness of this role, particularly amongst Personal Academic Tutors. Institutes were asked to consider inviting the SU Academic and Welfare Advisor to an Institute staff meeting. 2. An update on the Library Services’ Learner Journeys project The Team Leader: Academic Services, Library Services… Read moreSummary Report of the Learning, Teaching and Student Experience Committee meeting held on Wednesday 8th March 2017

Last month the Higher Education Statics Agency (HESA) published the most recent set of performance indicators for higher education providers, including data on retention, or more precisely, non-continuation of students in the year following entry to higher education. Performance indicators are benchmarked to allow meaningful comparisons between providers by taking into account the different mix of students at each provider. A summary of how the University is doing on retention follows: