| Learning and Teaching |
 Engaging Students in the Three Pillars of Learning |
This resource presents a practical guide and advice on how you can support students in engaging with the Three Pillars of Learning |
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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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Effecting change at Level 4 |
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Embedding peer assisted learning |
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Introducing a blended learning approach |
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Leading in the face of adverse student feedback |
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Leading innovation: Video essays |
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Learning through doing |
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Mentorship-in-action |
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Navigating deadlock |
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Pioneering Writing Retreats |
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Steering through crisis |
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Turning the failing module around |
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Work-based Masters-level curriculum design |
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| Course Leader Programme |
Course Leader Self-Evaluation Tool |
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 Leading Effective Teams (on YouTube) |
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Programme Leaders as Invisible Superheroes |
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Course Leader Job Profile |
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Course Leader Expectations and Behaviours |
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Workshop 1 Slides: Being a Course Leader |
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Workshop 1 Mentimeter Outputs (anonymous) |
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Belbin's Theory of Team Dynamics (on YouTube) |
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How do Belbin roles work in teams? (on YouTube) |
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Top Tips for Programme Leaders |
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Creating Cultures of Enhancement |
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Workshop 2 Slides: Leading Courses, Leading Teams |
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Workshop 2 Outputs: What is working, and what is not? |
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Workshop 2 Takeaways and Actions (Mentimeter) |
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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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Workshop 3 Slides: Managing Conflict |
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The Coaching Habit: The Kickstart Question (on YouTube) |
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The Coaching Habit: AWE the Best Coaching Question (on YouTube) |
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The Coaching Habit: The Focus Question (on YouTube) |
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TEDx: How to tame your Advice Monster (on YouTube) |
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Workshop 4 Slides: Coach / Mentoring |
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Inclusive Curriculum Framework Grid (with Descriptions) |
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Value Added Course Dashboard Data |
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 Inclusivity Self-Evaluation Tool |
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Course Metrics Dashboard (Tableau) |
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Workshop 5 Slides: Course Level Inclusivity |
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Workshop 6 Slides: Know your Data |
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Workshop 6: Theory of Change |
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SLTI Coherent Course Design |
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SLTI Authentic Assessment |
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Designing programmes for learning: foundations and aspirations |
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Enhancing the Curriculum - Workshop Slides and Reflective Prompts |
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Enhancing the Curriculum - Key Take-aways (Mentimeter) |
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Solent's Real-World Curriculum |
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UUK StepChange |
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UUK StepChange Self-assessment Tool for Mentally Healthy Universities |
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Student Resilience |
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UK DoE Survey of HE Providers on Student Mental Health |
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Workshop 8 Slides: Student Well-being and Resilience |
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Intro to the Graduate Outcomes Survey |
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Defining Graduate Attributes |
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What is a Graduate Outcome? |
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Course Metrics Dashboard (Tableau) |
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Graduate Outcomes Survey (from HESA) |
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Workshop 9 Slides: Enhancing Graduate Outcomes |
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