1. Student Voice: a catalyst for change Jane Collings and Polly Magne Educational Development & PeDRIO

2. Using student voice to improve teaching and learning: Jacks (1975 ) suggested student representation to secure change. The use of student voice should be a routine part of good practice (Campbell et al 2009) Student voice has the power to challenge assumptions about T & L practices and be a catalyst for change ( Cook-Sather 2006) Challenge resistance to change ( Macdonald 2013)

3. Sources of student voice NSS, SPQ, PTES UPSU education officer, student representatives and the Union Executive Committee. UPSU SSTAR awards surveys NUS & UPSU campaigns T & L research projects (peer review, DLE etc) Inclusive development project – student voice through video clips.

4. The power of student voice as a catalyst for change in teaching, learning and assessment On lectures Www.youtube.com/watch?v=rfP14FwkMds On assessment https://www.youtube.com/watch?v=5cgPHEEEjOc& list=PLq8WowHFjzwlyfgZrqpWRZYrGMDVaUD6L&in dex=13

5. Case study 1 : BA: Accounting and Finance (AF) Student voice used NUS assessment and feedback campaign, NSS,SPQ, PTES data and open comments Student video clips on assessment & feedback AF staff attended ED workshops on assessment, feedback and group work ED invited to work with AF initially to look at A & F ED staff facilitated change through small group & individual workshops, programme away days AF staff worked hard and restructured the whole programme

6. Teaching on my course20142013 1Staff are good at explaining things9788 2Staff have made the subject interesting8572 3Staff are enthusiastic about what they are teaching8879 4The course is intellectually stimulating8782 Assessment and Feedback20142013 5 The criteria used in marking have been clear in advance 8773 6Assessment arrangements & marking have been fair9070 7Feedback on my work has been prompt73 61 8I have received detailed comments on my work8266 9 Feedback on my work has helped me clarify things I did not understand 77 64 Impact: BA Accounting and Finance –NSS

7. Case study 2: Graduate School of Management Periodic review panel highlighted the need for intercultural awareness and inclusive teaching strategies AHTL and ED discussed the way forward Staff may not attend an ED led workshop AHTL took student video to a number of staff meetings/forums used it to open a discussion. https://www.plymouth.ac.uk/your-university/teaching- and-learning/inclusivity/inclusivity-student-experiences

8. https://www.plymouth.ac.uk/your- university/teaching-and-learning/inclusivity

9. Teaching and Learning Resources https://www.plymouth.ac.uk/your-university/teaching-and-learning