The document discusses valuing teaching and enhancing student learning in the era of the Teaching Excellence Framework (TEF) and Research Excellence Framework (REF). It covers: 1) Making teaching a priority through recognition, clear expectations, understanding student and employer needs, and building on good practices. 2) Analyzing metrics like satisfaction surveys and employment rates to identify areas for improvement and address issues raised by students. 3) Ways to maximize learning through curriculum design, supporting diverse students, and allowing students to evidence learning in exciting ways.

1. VAL U I N G TE AC H I N G AN D E N H AN C I N G
STU DE N T L E AR N I N G I N TH E E R A OF
TE F AN D R E F
J u n e 2 0 1 7

2. CONTENT
1. Something about me
2.Valuing teaching
3.Enhancing student learning
4.Open forum – Q & A
V a l u i n g T e a c h i n g a n d E n h a n c i n g S t u d e n t L e a r n i n g i n t h e e r a o f T E F a n d R E F 22 8 / 0 6 / 2 0 1 7

3. V a l u i n g T e a c h i n g a n d E n h a n c i n g S t u d e n t L e a r n i n g i n t h e e r a o f T E F a n d R E F 3
• First in family
• BA Kingston Poly and MA Urban Education
Kings College
• First job - large Insurance Company
• First teaching post – Access to HE 1986
South West London College of Higher
Education
• 1990 London Guildhall University – Sociology
and research into student experience (3
children)
• 2001 Kingston University
• A national post - Staff and Educational
Association
• 2005 University of Roehampton – National
Teaching Fellow, Professor of HE, Deputy
Provost (Academic)
2 8 / 0 6 / 2 0 1 7

4. 2 8 / 0 6 / 2 0 1 7V a l u i n g T e a c h i n g a n d E n h a n c i n g S t u d e n t L e a r n i n g i n t h e e r a o f T E F a n d R E F 4
• Environment
• Recognition and reward
• Clear expectations
• Understanding what works
for students, academics
employers & communities
• Building on good practice
and welcoming feedback
• Being bold –culture of
support and innovation
• Paying attention to people
• Paying attention to
metrics
M a k i n g a D i f f e r e n c e
VALUING TEACHING

5. 2 8 / 0 6 / 2 0 1 7V a l u i n g T e a c h i n g a n d E n h a n c i n g S t u d e n t L e a r n i n g i n t h e e r a o f T E F a n d R E F 5
PAYING ATTENTION TO METRICS
111
107
114
100
52
71
63
79
48
55
48
43
66
59
75
63
77
80
71
75
2014 2015 2016 2017
Guardian league Table
solent B'mouth P'mouth W'chester C'chester

6. 2 8 / 0 6 / 2 0 1 7V a l u i n g T e a c h i n g a n d E n h a n c i n g S t u d e n t L e a r n i n g i n t h e e r a o f T E F a n d R E F 6
WHAT’S BEHIND THE TABLES?
Category Indicator
%
Benchmark
%
Difference
Full time
students
%
Difference
Part time
students
(weighted less/
numbers small)
Teaching on my
course
82.3 84.7 -2.4 -0.5
Assessment and
feedback
71.4 72 -0.6 -7.8
Academic Support 80.2 81.1 -0.9 -3.1
Non continuation 10.7 10.1 -0.6 +13.4
Employment or
further study
89.7 91.8 -2.1 -1.3
Graduate
employment or
further study
56 60.5 -4.6 +5.7%

7. 2 8 / 0 6 / 2 0 1 7V a l u i n g T e a c h i n g a n d E n h a n c i n g S t u d e n t L e a r n i n g i n t h e e r a o f T E F a n d R E F 7
WHAT’S BEHIND THE TABLES?
0
1
2
3
4
5
6
2014 2015 2016
negative flags
Negative flags over three years

8. 2 8 / 0 6 / 2 0 1 7V a l u i n g T e a c h i n g a n d E n h a n c i n g S t u d e n t L e a r n i n g i n t h e e r a o f T E F a n d R E F 8
How are programmes designed to maximise learning?
What are the barriers to successful learning?
Do things like timetabling and assessment get in the way of
effective learning?
What do students tell us about their learning experiences?
Do we work with them?
How do we challenge students and tackle value for money
arguments and employer needs?
How do we respond to different types of students?
How do students learn outside the classroom?
How do students evidence their learning in exciting and
relevant ways?
How can we attract more students because of the exciting
opportunities here?
ENHANCING STUDENT LEARNING

9. 2 8 / 0 6 / 2 0 1 7V a l u i n g T e a c h i n g a n d E n h a n c i n g S t u d e n t L e a r n i n g i n t h e e r a o f T E F a n d R E F 9
The whole reason
why you are there
is a bit pointless.
We could just go
and read something
or watch a video

10. Working with students as partners
‘ U n i v e r s i t y i s D I Y a n d d a u n t i n g ’
BAME ATTAINMENT
“I’m not saying that they say
because our names are
different we’ll be treated
differently - I wouldn’t say
that. Maybe we’re just not
clever enough, maybe their
work is a better standard
than ours , maybe they feel
easier asking questions in a
lecture. In my culture that’s
unthinkable.”

11. “ T E A C H I N G S T U D E N T S H O W TO A R G U E S AY S
N O T H I N G A B O U T W H Y T H E Y S H O U L D E N G A G E I N
T H E S E A C T I O N S I N T H E F I R S T P L A C E A N D H O W
T H E Y M I G H T M A K E T H E W O R L D A M O R E
M E A N I N G F U L A N D J U S T P L A C E A N D D E V E L O P A
S E N S E O F R E S P O N S I B I L I T Y. ”
H E N R Y A G I R O U X ( 2 0 0 4 )

12. 1.What are you most proud of in your
teaching?
2.What do I need to know about what
you do?
3.Where next for student learning at
Solent?
P l e a s e t e l l m e … .
YOUR AGENDA

13. Thank you