Learning and Teaching |
Engaging Students in Solent's Learning Design Framework |
This resource presents a practical guide and advice on how you can support students in engaging with our Learning Design Framework |
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Inclusive Curriculum Framework |
Solent
University’s Inclusive Curriculum Framework reflects our belief that diversity
is an inherent educational strength. This document provides prompts to think about the multiple factors at teaching session, module, programme and institutional level that contribute to student success.
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Systems Development |
Services and Systems |
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PEP Resources |
Wood, P. and Cajkler, W., (2017). Lesson study: A collaborative approach to scholarship for teaching and learning in higher education. Journal of Higher Education, pp. 313-326 |
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Carroll, C., and O’Loughlin, D., (2014) Peer observation of teaching: enhancing academic engagement for new participants, Innovations in Education and Teaching International, 51:4, 446-456 |
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Hendry, G.D., and Oliver, G.R., (2012) Seeing is Believing: The Benefits of Peer Observation. Journal of University Teaching and Learning Practice, 9(1) |
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Byrne, J., Brown, H., and Challen, D., (2010) Peer development as an alternative to peer observation: a tool to enhance professional development. International Journal for Academic Development |
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Gosling, D., and O'Connor, K.M., (2009) Beyond the Peer Observation of Teaching, SEDA, Paper 124, August 2009 |
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Shortland, S., (2004) Peer observation: a tool for staff development or compliance? ?, Journal of Further and Higher Education, 28:2, 219-228 |
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Supporting you in your Role |
Course leaders academic calendar |
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Academic calendar |
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Empty academic calendar |
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SLTI Publications |
Dialogue Journal 2016-17 |
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Dialogue Journal 2017-18 |
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L&T Publications from across Solent |
Negotiating change via third space working |
In this chapter draft, Julie Hall reflects on the role of third space professionals in higher education, in how actively blurring boundaries across teams can disrupt dominant discourses and transform learning and teaching cultures. |
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Resources |
76 Active learning strategies |
Collated by Matt Johnson (2021), Academic Lead for learning and teaching, Solent Learning and Teaching Institute |
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Tips for staff from students |
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Quercus golden rules |
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Optimising student engagement |
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Student tips on attendance and engagement |
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Quality and standards conditions |
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Sector-recognised standards |
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How to give effective peer feedback |
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How to learn from your feedback - a guide for students |
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SLTI Concept Notes |
SLTI: Authentic Assessment |
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SLTI: Coherent Course Design |
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SLTI: Creating Inclusive Courses |
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Coming soon! Inclusive Course Design Case Studies |
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SLTI: Work-Integrated and Enterprising Learning |
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Course Leader Programme |
Course Leader Self-Evaluation Tool |
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How to be a leader - the 7 great leadership traits |
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Solent values and behaviours |
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Solent leadership behaviour |
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How we teach - Learning Design Framework (LDF) |
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Course Leaders - expectations and behaviours |
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Course Leader Job Profile |
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01 Being a course leader (ppt slides) |
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SLTI Coherent Course Design |
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SLTI Authentic Assessment |
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Solent's Learning Design Framework |
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Designing programmes for learning: foundations and aspirations |
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Questions to consider ahead of the workshop |
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02 Enhancing the curriculum - effective course design (ppt slides) |
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How do Belbin roles work in teams? (on YouTube) |
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Creating Cultures of Enhancement |
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03 Leading courses, leading teams |
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TEDx: Resolving Conflict at Work (on YouTube) |
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10 tips for leading a course team without management responsibility |
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04 Managing conflict (ppt slides) |
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7 Questions To Help Managers Coach |
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TEDx: How to tame your Advice Monster (on YouTube) |
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05 Coaching and Mentoring (ppt slides) |
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Inclusivity Self-Evaluation Tool |
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Solent's Equality, Diversity and Inclusion Plan (2021-25) |
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06 Inclusivity, Widening Participation and Awarding Gaps (ppt slides) |
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Tableau dashboard |
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SLTI Theory of Change |
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07 Know your data (ppt slides) |
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SLTI Theory of Change template (edible) |
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UUK StepChange |
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UUK StepChange Self-assessment Tool for Mentally Healthy Universities |
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UK DoE Survey of HE Providers on Student Mental Health |
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Student Resilience |
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TEDx Talk on Resilience |
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08 Promoting student well-being and resilience (ppt slides) |
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Intro to the Graduate Outcomes Survey |
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About the Graduate Outcome Survey |
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Graduate Outcomes Survey (from HESA) |
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09 Graduate outcomes (ppt slides) |
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W1: Role & Responsibilities |
How we teach - Learning Design Framework (LDF) |
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Level Leader - expectations and behaviours |
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Solent's Access and Participation Plan (APP) |
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01 Role and responsibilities of the LL (ppt slides) |
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Give feedback for this workshop! (2 minutes) |
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W2: Challenges & Opportunitites |
02 Challenges and opportunities (ppt slides) |
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Give feedback for this workshop (2 minutes). |
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W3: Belonging, Community & Mattering |
03 Belonging, community and mattering (ppt slides) |
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W4: Knowing Your Students, Working with Data |
Tableau Dashboard |
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04 Knowing your students; working with data |
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W5: Supporting Students at Risk |
Student Hub |
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Student Achievement Team |
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05 Supporting students at risk (ppt slides) |
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05 Case study Paolo |
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W6: Planning For And Actioning Change |
SLTI theory of change |
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06 Planning for and actioning change (ppt slides) |
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W7: Supporting Student Transitions |
Student Minds: Starting university |
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Supporting student transitions in higher education |
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07 Supporting student transitions (ppt slides) |
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W8 Effective Student Representation |
08 Effective student representation (ppt slides) |
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Solent Learning, Teaching and Research Conference 2023 |
Submission form |
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