Learning and Teaching Board Away day 2006

Strategy 2003: Key themes 2004: School and support unit strategies 2005: Growth, Students, Retention, Employability 2006: Academic year, Research, Internationalisation Strategy makes a difference Allocate resources Guides schools and support units Supports diversity

Approach to enhancing learning and teaching University objectives Student feedback Internal review Resources Review set targets External drivers Dissemination Projects Enhanced Learning & Teaching Guidelines Codes of Practice Spontaneous innovation Evaluation

Timetable Morning Restructuring the academic year - modules Restructuring the academic year – courses Afternoon Research in teaching and learning International strategy

Restructuring the Academic Year - AGREED • Modules 150 or 200 SEH • Plan for 2008 start • Benefits are enhanced learning and improved efficiency • Restructuring will facilitate change

Restructuring the Academic Year • How big is the module (150 or 200 SEH) • What should be in the module • How do modules provide transition to University • How do modules build a course

Model 1 100 or

Model 1 : Go large 100 or Well suited for 150 SEH

Model 2 100 or

Model 2 : Happy meal 100 Well suited for 200 SEH

Module content 100 tutor contact (40) Own study (50) Assessment (10) Own study (80) Assessment (10) Own study (110) Assessment (10) 150 tutor contact (60) 200 tutor contact (80)

module Personal study Face-to-face contact Discipline knowledge Preparation for employment Module Formative Assessment Fun Revision Summative Assessment

Course structure How does the course • Provide transition to University • Maintain coherence with flexibility • Develop assessment • Balance generic and subject knowledge • Develop employability • Develop research based learning Year 1 Year 2 Year 3 Year 4

Discussion groups What should be in a module? Are modules: Go Large or Happy Meals? Should be module be 150 or 200 SEH? Does the preferred structure address the constraints of the present system? Choice should not be based on ease of transition

1 st year transition Pre-registration pack Christmas Fresher’s week Social event to make friends More Academic evaluation and feedback Information on services Module assessment Teaching block 1 2

Course structure How does a course achieve coherence Flexible delivery • Multiple entry • Flexible modes of study Year 1 Year 2 Year 3 Year 4

Course structure Does assessment develop • Peer assessment • Self assessment • Group assessment • Skill assessment Year 1 Year 2 Assessment strategy • Course work • Project work • Exams Year 3 Year 4

Course structure How does the balance of subject and generic knowledge and skills develop Employability strategy? Year 1 Year 4 Year 2 Year 3

Course structure How do employability skills develop Yr 1 Yr 2 Yr 3 Yr 4 M Employability strategy Basic skills Specialist skills Integrated skills and knowledge Complex problem solving Professionally advanced Year 1 Year 2 Year 3 Year 4

Discussion groups What are the generic guidelines that will help Schools develop coherent courses that have a Heriot-Watt “look and feel” Select as few or as many topics as you wish Report back on a single sheet of key points

Link between Research and Teaching

Why • Greater use of existing infrastructure leads to efficiency • Research is an efficient way to learn • Research and scholarship are transferable skills that increase employability

Precept • HWU believes that intellectual curiosity and independent learning adds value to the University and its graduates

Baseline: to be a University All Universities provide • A curriculum which at all levels is informed by current research • Opportunities for students to demonstrate an ability in research through advanced projects (all levels) • Opportunities to study research methods as a topic

Research led: Curriculum aligned to research specialisms of staff. Structured around content Research-orientated: Curriculum emphasises method of production of knowledge not the knowledge Research-based: Learning through personal enquiry building on staff expertise Research-informed: Teaching builds on the study of teaching as a discipline

Extra value at HWU will provide • Structured learning from year 1 based on personal scholarship and enquiry This requires • Research to inform teaching Ø Understanding influence of style of teaching on style of learning Ø Processes for monitoring student achievement Ø Methods for assessing students and groups Ø Managing risk associated with change

Discuss • Do we want research-based learning? • Do we have this already ? (If yes : Where? Is it documented? ) • How do we get it? • Is it worth it?

International strategy

Existing parts of international strategy Business plan Marketing plan Growth strategy International partners International students Facilities and services for international students

Question? Are we a Scottish exporter of Scottish education OR An international University providing an international culture and education Is Riccarton a little part of Scotland or a window on the world

What do we not have If we want to be international we need to learn from our students learn from partners engage actively in exchange (staff and student)

Discuss What is the vision for the University’s International Strategy

Discussion Do we want Research-based learning? OR What is the vision for the International strategy