• Welcome to SLTI

    • Welcome to Solent Learning and Teaching Institute 

      SLTI works with and at the service of the Solent learning community to encourage, facilitate and promote sound, effective and inclusive practice in learning and teaching, which inspires all our students to achieve their full academic potential.

      SLTI’s work is based on the premise that the scholarship of teaching “includes the ongoing learning about teaching and the demonstration of teaching knowledge” (Lueddeke, 2003, p. 213). As such SLTI exists to progress academics’ professional confidence, aid in their growth and strengthen their reflective and inclusive learning and teaching practice.

      We work in partnership, supporting and encouraging collaboration within and between Faculties;

      • developing innovations,

      • researching the scholarship of teaching,

      • promoting inclusive student success-focused learning and teaching practice and

      • leading and facilitating initiatives that allow the sharing of ideas and practice.

      We are also focused on enhancement - of learning and teaching practice and the curriculum. As such the SLTI Learning and Teaching team aim to encourage all Solent staff to be enhancement-led and metric-minded. In short, we must stay true to our educational mission supporting our students to be successful in a range of ways, but remain mindful of the ways in which this mission is externally scrutinised, regulated and monitored.

      SLTI’s key roles are:

      • Working in collaborative partnership with colleagues across Solent to achieve the goals set out in the University Strategy and the Learning & Teaching and Student Success Enabling Plan;

      • Providing academic consultancy to and facilitating the career aspirations of colleagues, who teach and support the learning of students;

      • Developing policies for sound, effective and inclusive learning and teaching and providing guidance on these to colleagues in the Faculty

      • Supporting the development and approval of new programmes and modules;

      • Analysing and reporting on key indicators of quality learning and teaching;

      • Encouraging and sharing innovative practice in teaching and supporting learning;

      • Consulting, advising and guiding to assist and facilitate the progress and growth of sound and effective practice in teaching, learning and assessment

      • Facilitating conferences, events, workshops and bespoke sessions to enable the cross fertilisation and development of inclusive and evidence-informed practice.

      Our overall vision of Academic quality is that it is a way of describing how well the learning opportunities available to all of our students students are organised to help all of them to achieve their full academic potential and succeed. It is about making sure that appropriate, effective and inclusive teaching, academic support, resources, assessment and learning opportunities are provided to enable that student success.


    • Solent's pedagogical approach

      The pedagogical approach to Solent's learning and teaching is social constructivist, and structured around the core elements of community, journey, interaction and narrative:

      Community 

      The students and educators are present with purpose in the learning space together, with an emphasis on peer support.

      Journey

      The students need to derive a sense of progression and development, and be able to see how all the elements fit together and support each other. There is a clear path through the materials and the course as a whole.

      Interaction

      Material is ‘unbundled’ and delivered in manageable chunks that promote engagement. Students in contrast are ‘bundled’: given opportunities to interact with the material and with each other to support learning.

      Narrative

      Students are given context, guidance and direction for all activities, which are set in relation to each other.

Learning and Teaching►