Newcastle University
Teaching and Learning Conference
4-8 July 2011
‘What we are good at’
Suzanne Cholerton
Pro-Vice-Chancellor
Learning and Teaching
Session
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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?
‘What we are good at’ - The Events
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Monday 4 July
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Tuesday 5 July
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Evidencing Employability Skills
Technology
Thursday 7 July
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The Assessment Roundtable Discussion including Advanced e-Assessment techniques
Wednesday 6 July
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How does Research benefit the Student Learning Experience? - Conference Opening and Workshop
Student Representation – What’s the Point?!
Solvers Workshop
E-Learning - What does 'good' look like? (UNITE)
Friday 8 July
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Does where you teach matter?
Learning and Teaching 'Cocktail‘
EQUATE Poster Session
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
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
Key Elements of the Offer
Coherent
programme
Minimum contact
time
Active membership
of university
community
Research informed
teaching
Supportive
assessment and
feedback
Good standard
teaching and
learning facilities
Skills development
Support for
academic &
personal
development
Opportunities for
e-learning
Offer
Student experience
Key Elements of the Offer
Coherent
programme
Minimum contact
time
Active membership
of university
community
Research
informed
teaching
Supportive
assessment and
feedback
Good standard
teaching and
learning facilities
Skills development
Support for
academic &
personal
development
Opportunities for
e-learning
Research-informed teaching
learn about
current research
in their discipline
area
Experience
teaching
approaches and
material informed
by pedagogical
research
have
opportunities to
learn research
skills
Students
will
learn ‘enquiry
skills’ and about
research
processes through
which knowledge
is produced
be involved in the
research culture
of the academic
unit
undertake
research, e.g.
through
dissertation or
projects
The nature of undergraduate research and inquiry
Healey and Jenkins (2009)
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
What do our prospective students know about research?
What’s most important to prospective students?
• Course content and reputation
• Reputation of academic staff
• Academic reputation of the University
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‘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
Perspectives of current students
They'd rather
be doing their
research than
teaching
Friendly and
enthusiastic staff
who are actively
involved in
research
NSS 2010
My research
project was
really
brilliant
Staff stuck
in their
own world
of research
Very much
enjoyed being
part of a team
of researchers
in my final year
Choice of modules
reduced because
lecturers on
research leave
Several of my
modules offered
many research
opportunities
Better at
research but
don’t make
good lecturers
How does research benefit the
student experience?
(group discussion activity)
Priorities for action
• As individuals
• At programme/subject/academic unit level
• At Faculty or University level