Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘What we are good at’...
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Transcript of Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘What we are good at’...
![Page 1: Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘What we are good at’ Suzanne Cholerton Pro-Vice-Chancellor Learning and Teaching.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d2e5503460f94a04dd1/html5/thumbnails/1.jpg)
Newcastle UniversityTeaching and Learning Conference 4-8 July 2011
‘What we are good at’
Suzanne CholertonPro-Vice-Chancellor
Learning and Teaching
![Page 2: Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘What we are good at’ Suzanne Cholerton Pro-Vice-Chancellor Learning and Teaching.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d2e5503460f94a04dd1/html5/thumbnails/2.jpg)
Session
• Introduction and Conference overview• What we are good at• Our offer• Research –informed teaching• How do students perceive research?• How does research benefit the student
experience?
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‘What we are good at’ - The Events• Monday 4 July
– How does Research benefit the Student Learning Experience? - Conference Opening and Workshop – Student Representation – What’s the Point?!
• Tuesday 5 July– The Assessment Roundtable Discussion including Advanced e-Assessment techniques
• Wednesday 6 July– Evidencing Employability Skills– Technology
• Thursday 7 July– Solvers Workshop– E-Learning - What does 'good' look like? (UNITE)
• Friday 8 July– Does where you teach matter? – Learning and Teaching 'Cocktail‘– EQUATE Poster Session
![Page 4: Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘What we are good at’ Suzanne Cholerton Pro-Vice-Chancellor Learning and Teaching.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d2e5503460f94a04dd1/html5/thumbnails/4.jpg)
So what are we good at?
• Ranked top 20 in UK for student experience
• National Student Survey rating of 87% for overall satisfaction
• ncl+/skills development
• Consistently strong graduate employability record
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Why is it important to know what we are good at?
– Changing basis of funding of Higher Education: • Reduction of Government funding and increased reliance on student
fees• Need to convince students and their advisers of the value of the
programmes and student experience we offer
– Need to comply with changing Government expectations on supporting informed choice: Key Information Set, with related implications for visibility of information on contact hours, NSS scores and employability
– The need to articulate our offer
– Opportunity to share good practice
– Evidence base for personal development/reward & recognition
![Page 6: Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘What we are good at’ Suzanne Cholerton Pro-Vice-Chancellor Learning and Teaching.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d2e5503460f94a04dd1/html5/thumbnails/6.jpg)
Key Elements of the Offer
Coherent programme
Research informed teaching
Skills development
Support for academic &
personal development
Supportive assessment and
feedback
Minimum contact time
Active membership of university community
Good standard teaching and
learning facilities
Opportunities for e-learning
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Offer Student experience
![Page 8: Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘What we are good at’ Suzanne Cholerton Pro-Vice-Chancellor Learning and Teaching.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d2e5503460f94a04dd1/html5/thumbnails/8.jpg)
Key Elements of the Offer
Coherent programme
Research informed teaching
Skills development
Support for academic &
personal development
Supportive assessment and
feedback
Minimum contact time
Active membership of university community
Good standard teaching and
learning facilities
Opportunities for e-learning
![Page 9: Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘What we are good at’ Suzanne Cholerton Pro-Vice-Chancellor Learning and Teaching.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d2e5503460f94a04dd1/html5/thumbnails/9.jpg)
Research-informed teaching
Students will
learn about current research in their discipline
area
Experience teaching approaches and material informed by pedagogical
research
be involved in the research culture of the
academic unit
undertake research, e.g. through dissertation or
projects
learn ‘enquiry skills’ and about research processes through which knowledge
is produced
have opportunities to learn research skills
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The nature of undergraduate research and inquiry
Healey and Jenkins (2009)
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Why is research-informed teaching a key element of our offer?
• Research intensive university• Russell Group member• Research can impact positively on the student
experience
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What do our prospective students know about research?
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What’s most important to prospective students?
• Course content and reputation• Reputation of academic staff• Academic reputation of the University
• ‘Higher Expectations’ Opinion Panel syndicated market research report 2009-10• The Prospectus: web v mobile v print, by Edintell • NUS Student Experience Report 2008, funded by HSBC
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Perspectives of current studentsChoice of modules reduced because
lecturers on research leave
Several of my modules offered many research opportunities
My research project was
really brilliant
They'd rather be doing their research than
teaching
Very much enjoyed being part of a team of researchers in my final year
Better at research but don’t make
good lecturers
Staff stuck in their
own world of research
Friendly and enthusiastic staff who are actively
involved in research
NSS 2010
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How does research benefit the student experience?
(group discussion activity)
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Priorities for action
• As individuals
• At programme/subject/academic unit level
• At Faculty or University level