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Introduction to the SLTA Project

Introduction to the SLTA Project. Dr Rosa Spencer . Academic Development Officer (Awards and Recognition). November 2013. SLTAs and the HEA. “We are committed to improving the student learning experience by raising the status of teaching…”

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Introduction to the SLTA Project

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  1. Introduction to the SLTA Project • Dr Rosa Spencer • Academic Development Officer (Awards and Recognition) • November 2013

  2. SLTAs and the HEA • “We are committed to improving the student learning experience by raising the status of teaching…” • Vision: For UK higher education to be recognised and valued by students, staff and wider society for its provision of consistently excellent learning and teaching • Priority: recognise, reward, and accredit excellent teaching

  3. Origins of the SLTAs • Local initiatives at Heriot-Watt University and the University of Edinburgh • 2009/10 - HEA and NUS Scotland developed and supported a small pilot-scheme • 2010/11 - Expanded to 11 Scottish HEI and Student Association partnerships • 2011 Website launched: www.student-ledteachingawards.co.uk • 2011/12 - extended the project by opening to institutions across the UK: 21 schemes supported

  4. SLTA data and teaching & learning • SLTAs helping to dispel myth that student-led awards are a popularity contest • Data shows • Value in students identifying what good teaching practice is • Students identifying qualities they value in learning support

  5. 2011-12 Pilot data • HEA Associates – Prof. Sue Thompson and Dr Elena Zaitseva • Pilot set of institutions • Organised into categories for analysis: • Teaching (612 720 words) • Personal Tutor (74 022 words) • Assessment and Feedback (44 313 words) • Administrative and Support Staff (28 517) Analysed: 759 572 words

  6. Methodology • Utilised text mining software: ‘Leximancer’ • a specialist analytics software for unstructured qualitative textual data • the software maps concepts, themes and their associated relationships from a body of text • concepts emerge from the text

  7. Some general observations • Great teachers facilitate active learning • Focus on lectures • Longitudinal support • Impact on employability • Majority of nominations see excellent teaching through lens of student-centred approach • Little on assessment • Few references to student feeling they were part of a learning partnership

  8. Things to consider • Using the data to build an evidence base of student perceptions of excellent teaching and learning • Filling gaps in the data • Demographics of staff nominated • Demographics of students nominating • What data you want to collect? • Wording of award categories may affect results • How will you use the data? • Issues of anonymity

  9. Using your data • Please tell us how you’ve used your data • How has it helped facilitate dialogue on excellent T&L? • Have you worked in partnership with university staff/committees • To disseminate data? • To use data to inform policy and practice? • Have there been any unexpected outcomes?

  10. The broader context: links and value • Positioning SLTA initiative in the wider HEA work • Reward and Recognition • Teaching Excellence • Change Programme

  11. Questions?

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