Date of final consideration by FEC (i.e. following any further work required following initial consideration) Signature of chair of FEC Does the Faculty want a meeting with relevant stakeholders to discuss YES/NO any issues raised by the data If ‘yes’ list the issues to be discussed APPENDIX A – Extracts from the Teaching Quality includes different forms of structured learning that can involve teachers and academic or specialist support staff. This includes seminars, tutorials, project supervision, laboratory sessions, studio time, placements, supervised on- line learning, workshops, fieldwork and site visits. The emphasis is on teaching that provides an appropriate level of contact, stimulation and challenge, and which encourages student engagement and effort. The effectiveness of course design, and assessment and feedback, in developing students’ knowledge, skills and understanding are also considered. The extent to which a provider recognises, encourages and rewards excellent teaching is also included within this aspect. Learning Environment includes the effectiveness of resources such as libraries, laboratories and design studios, work experience, opportunities for peer-to-peer interaction and extra-curricular activities in learning and the development of independent supporting students’ study and research skills. The emphasis is on a personalised academic experience which maximises retention, progression and attainment. The extent to which beneficial linkages are made for students between teaching and learning, and scholarship, research or professional practice (one or more of these) is also considered. is focused on the achievement of positive outcomes. Positive outcomes are taken to include: Student Outcomes and Learning Gain acquisition of attributes such as lifelong learning skills and others that allow a graduate to make a strong contribution to society, economy and • the environment, to further study, acquisition of knowledge, skills and attributes necessary to compete for a graduate level job that requires the • progression high level of skills arising from higher education 4.8 The extent to which positive outcomes are achieved for all students, including those from disadvantaged backgrounds, is a key feature. The distance travelled by students is included (see below). (‘learning gain’)
Date of final consideration by FEC (i.e. following any further work required following initial consideration) Signature of chair of FEC Does the Faculty want a meeting with relevant stakeholders to discuss any issues raised by the data YES/NO If ‘yes’ list the issues to be discussed APPENDIX A – Extracts from the Teaching Quality includes different forms of structured learning that can involve teachers and academic or specialist support staff. This includes seminars, tutorials, project supervision, laboratory sessions, studio time, placements, supervised on- line learning, workshops, fieldwork and site visits. The emphasis is on teaching that provides an appropriate level of contact, stimulation and challenge, and which encourages student engagement and effort. The effectiveness of course design, and assessment and feedback, in developing students’ knowledge, skills and understanding are also considered. The extent to which a provider recognises, encourages and rewards excellent teaching is also included within this aspect. Learning Environment includes the effectiveness of resources such as libraries, laboratories and design studios, work experience, opportunities for peer-to-peer interaction and extra-curricular activities in supporting students’ learning and the development of independent study and research skills. The emphasis is on a personalised academic experience which maximises retention, progression and attainment. The extent to which beneficial linkages are made for students between teaching and learning, and scholarship, research or professional practice (one or more of these) is also considered. Student Outcomes and Learning Gain is focused on the achievement of positive outcomes. Positive outcomes are taken to include: • acquisition of attributes such as lifelong learning skills and others that allow a graduate to make a strong contribution to society, economy and the environment, • progression to further study, acquisition of knowledge, skills and attributes necessary to compete for a graduate level job that requires the high level of skills arising from higher education 4.8 The extent to which positive outcomes are achieved for all students, including those from disadvantaged backgrounds, is a key feature. The distance travelled by students (‘learning gain’) is included (see below).