2006 Academic Regulations - Anglia Ruskin University

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Transcript 2006 Academic Regulations - Anglia Ruskin University

Briefing Sessions for Annual
Monitoring of Delivery of Taught
Pathways in 2009/10
Autumn 2010
WELCOME
www.anglia.ac.uk/qad
Writing the Report:
Enhancement and
Information Gathering
The Key Focal Points
• maintenance of Anglia Ruskin’s academic standards
• the extent of student achievement of the intended learning
outcomes
• the student experience and quality of educational support to
students
• action taken to enhance and improve curriculum delivery, and
future actions identified
• the identification of good practice in learning, teaching and
assessment
Para 7.1, Senate Code of Practice on the Approval, Annual Monitoring & Periodic Review of Taught Pathways
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Enhancement is…
deliberate steps at institutional level to improve the
quality of learning opportunities
developmental opportunities in a systematic and
strategic manner – not accidental
‘planned approaches’ and ‘a process rather than an
outcome’
Therefore it is a deliberate and strategic process but
features of good practice do not necessarily evidence
an enhancement strategy
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Anglia Ruskin’s Definition
of Good Practice
“a method, strategy, system, procedure or process, which has, over an
appropriate period of time, resulted in improved academic standards,
an enhanced quality of education and/or an improved level of service to
stakeholders (eg: students, staff, external examiners, collaborative
partners, employers etc.) and which can, when appropriately adapted,
be implemented in other areas of the institution.”
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Examples highlighted from delivery in 2008/09 included:
• Provision of a Dissertation Support group for students (ALSS;
Languages & Intercultural Communication)
• Introduction of a mentoring scheme for Year 1 MA students by Year
2 students (ALSS; Music Therapy)
• Wider adoption of explicit marking schemes and an improving speed
of return of marked work (AIBS; Postgraduate pathways)
• Development of an online virtual Freshers’ Week (FHSC;
Radiography)
• Identification of areas within placements where support and
adjustments can be made for students with learning disabilities
(FHSC; Acute Care Pre-Registration)
• Introduction of weekly feedback to students which identifies
recurring themes and addresses them before the next lecture (FST;
Forensic Science & Chemistry)
Information Gathering
External Reference Points
External examiners reports and other feedback
External panel members for approval events
PSRBs and related agendas
Employers (or employability) and related agendas including
placement/work-based learning
National Student Survey (NSS)
National developments in discipline; HEA Subject Centre and
related agendas
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Internal Reference Points:
Students
Student Module Evaluation Questionnaires
Student involvement in Programme Subcommittees
Curriculum Management Committee at partner institutions
Student views at Faculty Learning & Teaching Subcommittee
Anglia Ruskin Student Barometer
Student Achievement – standard and exceptional (success stories)
Graduates (First Destinations, Success Stories)
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Internal Reference Points:
Staff
Discipline Network Groups
Faculty Learning, Teaching and Assessment Strategy
Faculty/Department priorities (especially those linked to the Corporate Plan)
Staff Development policies
Research (discipline-based and pedagogic)
Staff Reward policies (sabbaticals, Learning & Teaching Fellowships,
promotions, readerships, professorships)
(Inter)national standing of staff (external examinerships, (inter)national
committees/ journals etc); staff success stories
Sharing / Dissemination of Good Practice
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The Annual Monitoring Template
The Action Plan
• it can include actions relevant to individual
pathways as well as actions required at
Programme level or higher
• it must respond to external examiners’
reports, even if action already completed
• it should include any outstanding actions from
previous year
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S.M.A.R.T.
Specific
Measurable
Agreed
Realistic
Timebound
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Drawing Up the
Action Plan
• What has been achieved since last year?
• What issues are still outstanding and why?
• What are the main issues from 2009/10 which require
action in 2010/11?
• Who is responsible for addressing these issues?
• Set realistic timescales – can be beyond 2010/11
• Who will monitor progress?
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Academic Office Annual Monitoring web pages
http://web.anglia.ac.uk/anet/academic/qad/an_mon/annual_monitoring.phtml
Extract of web page:
• Annual Monitoring of Pathways Delivered in 2009/10
• The process for monitoring of taught pathways delivered in the 2009/10 is
now underway. Templates for the main Annual Monitoring Report are
available below together with other supporting information and guidance:
• Annual Monitoring Report Template
• Guidelines to completing the Annual Monitoring Report
• Aide Memoire
• Cover Memo for Annual Monitoring Process - June 2010
• Key Deadlines for the Annual Monitoring Process