1. By Dr Laurence Eagle University of Sunderland HEA conference 5 th July 2011

2. Context I took over Programme Leadership of the MA Teaching and Learning in HE in May 2010 The PG Cert portion of this Programme should be taken by all new staff with less than 2 years teaching experience. The Programme suffered from poor student feedback, principally regarding a perceived “sense of isolation” after the formal teaching weeks were completed. The Programme had a non submission rate of 68% for the PG certificate phase of the course and 86% for the MA phase.

3. Methodology Previous studies have shown that increasing the Tutor/Learner and Learner/Learner interactions can have a beneficial effect on students’ learning (Trigwell, Prosser and Waterhouse 1999, Biggs 1996). I employed a range of techniques to combat the “sense of isolation” that previous students had felt on the programme (Knight, Tait and Yorke, 2006)

4. HEA Assistance HEA Annual Conference 2010 HEA Senior Advisor HEA Website

5. Strategies employed to enhance the student experience on the MA programme MA Teaching and Learning in HE 2011 Regular Group Email contact Programme Leader becomes part of Student body for some taught sessions Online Critical Incident diaries Regular Social Gatherings Course Handbooks rewritten to be more student focused Individual student tutorials to discuss issues/problems Programme Leader’s Blog

6. Evidence that the enhancement strategies are improving the student experience. Student Body Requests for Programme Leader to mentor staff Positive Student Feedback Regular Email contact with Programme Leader Involvement in the rewrite of Course Materials Requests to the Programme Leader to organise Social Gatherings Meaningful Online Dialogue about Teaching practice

7. Module Schedule Day & Date/ Timing & Rooming Monday September 6 th Tuesday September 7 th Wednesday September 8 th Thursday September 9 th Friday September 10 th 9.30-12 321c DG How do you learn? LE (10.30 start) What is a “quality” Course?. LE Care and student support. LE. How can we adapt our teaching for other cultures? SD How can I improve my teaching? LE 1-3 321c DG What is your teaching style? LE Quality in a national context. IR What can we do for Adult Learners? LB Introduction to educational research. BC Assignment seminar. LELE

8. Programme Leader’s blog Here it is, the day that I'm sitting down to rewrite the MA. I'm a bit scared and I have to say also quite exhilarated. this is where I have the opportunity to put my money where my mouth is. If you don't like something then we should as academics change it. So here goes!goes

9. Student feedback

10. Student involvement in rewrite of course Clustered Learning Outcome Original Learning Outcome/s 11 22,3,4,5 36,7,8,9 410,11 512 613 714,15,16 817,18,19,20,21 922,23,24 Table depicting the relationship between the original and the clustered Learning outcomes for the MA in Teaching and Learning in Higher Education Education Programme Leader ActionExamples of Student Comments Excellent! (and very clearly shown how they have been reduced) Reducing 24 LOs makes good sense!

11. References 1. Biggs, J, 1996. Enhancing teaching through constructive alignment. Higher Education, 32(3), 347- 364. 2. Knight, P, Tait, J, & Yorke M, 2006. The professional learning of teachers in higher education. Studies in Higher Education, 31(3), 319-339. 3. Trigwell, K, Prosser, M, & Waterhouse, F. 1999. Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37, 57-70.57-70