Workshop Set-Up: The aim is that at each table we have a variety of disciplines / subjects represented by (ideally) four participants. Ensure a mixture of disciplines at each table (where possible): Arts & Humanities Health & Social Care Social Sciences STEM

The Drivers and Barriers to Teaching Excellence: an Animal– and Veterinary- Curriculum Perspective PedRIO Conference: 29th November 2018 @PU_PedRIO @cwaterhouse_e #PedRIO #HarperLT

Aims of this workshop: To provide space for colleagues to explore the drivers and barriers to teaching excellence, in their own disciplines, to derive some realistic calls to action To share some of our findings from Harper Adams To consider the student view

A bit about me:

Which word best describes you? What is your single most important question at this point in the day? What is your greatest talent? If I needed help to do something, what would it be? Although we’re at the last session of the day, it would be interesting to use an icebreaker activity. Note your answers down on a post-it and share with colleagues on your table.

Context: I was one of six participants in the HEA Teaching Excellence Programme last year; This follow-on project set out to understand the staff perspective on what teaching excellence ‘looks like’ at my own institution and asked:  What are the drivers to impactful teaching? What are the barriers to teaching excellence? The profile of teaching excellence in UG provision has been highlighted due to the Teaching Excellence and Student Outcomes Framework (TEF) in England. We’re all here today because we have a common interest in teaching excellence, whether that be delivery, evaluation or reporting. My Project: Internally funded through EDQE Started in January this year with the final report due in December (next month) Whilst my project set out to establish an understanding within the Harper Adams-specific culture and context, the intention is that the methodology is mirrored at up to five other UK institutions as a result of the peer network developed through the HEA TEP. Focus groups and online survey Analysis via grounded theory and open coding approach

In your groups: Using the dialogue sheet and pens on your table, answer the prompts in turn to explore the drivers and barriers to teaching excellence, in your own disciplines…

The key findings from my project: Students engaged Social (constructivism) aspects of teaching and learning Innovation in teaching Integral real-world activities within a curriculum Staffed considered the drivers to impactful teaching were… Social (constructivism?) aspects of T & L Team teaching Using students as partners  Small groups of students Building relationships between the academic staff and students Communication with students Understanding students as individuals before guiding them academically Staff recognising the intersectionality of students’ lives Having students that ask questions   Considering one’s own conduct in the classroom Seeking out feedback as a process of self-improvement Innovation in teaching The role of technology Online marking and feedback Scope for students to use technology in the classroom  Pedagogical innovation Designing for a visual learning approach Integral real-world activities in curriculum  Connecting curriculum to industry Matching theory with practice Alignment of curriculum with professional bodies / employer needs Practical application of skills Inclusion of soft skills On-course placement and industry experience Own credibility in their subject field.

Staffed viewed the barriers to teaching excellence were… Disconnect with students Internal regulations Entry profile of students External regulations Staffed viewed the barriers to teaching excellence were… Internal regulations   Timetabling and room resources Having to teach unfamiliar topics Annual changes in teaching allocation Large group teaching Lack of autonomy Assessment load Tension between research and teaching Technology that breaks face-to-face contact between staff and students. External regulations Government funding  TEF  PSRBs  Contrast of cultures between compulsory and higher education Entry profile of students Limited numeracy skills of students  Students who are at university for the ‘experience’, rather than the subject;  The motivation of students to search for employment after graduating and assuming they are joining the family business.  Confidence levels of students  Unwillingness of students to read prior to a taught session, or take problems away to solve independently  Students who lack focus in a taught session

Looking back at your dialogue sheets… Consider how your students would view your proposed calls to action. How do those projected views differ across your group (table)?

Some concluding thoughts: Alignment of curriculum with industry needs Pedagogically sound communities of students and staff Frequent evaluation of practice and appropriate action Teaching Excellence