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Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘ What we are good at’

Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘ What we are good at’. Suzanne Cholerton Pro-Vice-Chancellor Learning and Teaching. Session. Introduction and Conference overview What we are good at Our offer Research –informed teaching

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Newcastle University Teaching and Learning Conference 4-8 July 2011 ‘ What we are good at’

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  1. Newcastle UniversityTeaching and Learning Conference 4-8 July 2011‘What we are good at’ Suzanne Cholerton Pro-Vice-Chancellor Learning and Teaching

  2. 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?

  3. ‘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 includingAdvanced 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

  4. 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

  5. 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

  6. Key Elements of the Offer

  7. OfferStudent experience

  8. Key Elements of the Offer

  9. Research-informed teaching

  10. The nature of undergraduate research and inquiry Healey and Jenkins (2009)

  11. 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

  12. What do our prospective students know about research?

  13. 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

  14. Perspectives of current students Choice of modules reduced because lecturers on research leave They'd rather be doing their research than teaching My research project was really brilliant Several of my modules offered many research opportunities Staff stuck in their own world of research Friendly and enthusiastic staff who are actively involved in research Very much enjoyed being part of a team of researchers in my final year Better at research but don’t make good lecturers NSS 2010

  15. How does research benefit the student experience?(group discussion activity)

  16. Priorities for action • As individuals • At programme/subject/academic unit level • At Faculty or University level

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