Solent Learning and Teaching Institute

SLTI Concept Notes

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  Click on the image to open a fully accessible version of the framework

• Authentic Assessment

  Assessment is now widely acknowledged to be more than simply a snapshot measure that learning has taken place (assessment of learning). Evidence shows that integration and alignment of assessment in the overall learning design of a course has a positive effect on learning gain and student retention. It is also recognised that if assessment is to be seen as part of the learning journey then it needs to be authentic – i.e. designed to reflect work and/or life relevant activities that challenge and build our students’ high order cognitive and practical skills in contextually relevant ways, taking them beyond abstract knowledge outcomes of learning (Cleaver & McLinden, 2021).

  
  

• SLTI: Authentic Assessment File
• Coherent Course Design

  Coherent and impactful course design prioritises course-level curricular and pedagogic design over individual module developments and changes. This approach is important as it develops a shared understanding amongst colleagues, students and other stakeholders of how and why the curriculum and associated approaches to teaching, learning and assessment are designed in the way they are. It involves making explicit the design features of your course, and how its constituent modules, assessment and modes of teaching and learning work together to facilitate the student learning journey.  

  
  
• SLTI: Coherent Course Design File
• Creating Inclusive Courses

  Despite widespread commitment to social justice in higher education, differentials in attainment, progression and outcomes of different student groups persist.  Of particular significance, the Black, Asian, Minority Ethnic (BAME) degree awarding gap is the starkest and most prevalent in the sector (AdvanceHE, 2021a).  After decades of UK widening participation policy focussing on increasing the representation of students from low participation backgrounds in higher education, the key message from the Office for Students is that access is no longer enough.   

  Student success lies at the heart of Solent’s Strategy 2025 – Ready for the Future, and our institutional commitment to transforming lives through the creation of an innovative and inclusive curriculum and an environment where all students feel they belong and can succeed. This strategic intent is further reflected in both Solent’s Equality, Diversity and Inclusion Plan (2021-25) and Access and Participation Plan which detail our aims and objectives for closing attainment gaps and supporting underrepresented groups to succeed on Solent courses. 

  
  
• SLTI: Creating Inclusive Courses File
• Coming soon! Inclusive Course Design Case Studies URL
• Work-Integrated and Enterprising Learning

  Student success lies at the heart of Solent’s Strategy 2025 – Ready for the Future, and our institutional commitment to transforming lives through real-world learning to create work-ready, world ready and future ready graduates. Solent’s Graduate Outcome Improvement Plan is a key enabler for these strategic objectives, and is designed to build and connect an eco-system of activities to ensure the success of Solent graduates.
  
  With this context in mind, we encourage and support 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. Designing our courses using Solent’s Inclusive and Real-world Curriculum Frameworks will ensure that we are confident that they are work-integrated, and support our students to build strong employability skills for their next steps in the world of work.  
  
• SLTI: Work-Integrated and Enterprising Learning File