Reflection on progress against previous actions. The format of the reporting template has changed this year. The actions indicated below have been compiled by aligning actions from the previous year against the indicated rows in the table below. A level 6 survey was not completed last year so there is no relevant action for this row. Similarly, a reflection on BUS data was not required in last year NSS action planning. A need to strengthen the course teams, with appropriate administrative support for key tasks was identified as an action last year. This action impacts on all individual aspects identified in the table below. Increased staffing levels have enabled us to have clearer course team structures. Ongoing work is needed this year to embed policies and processes within these teams and develop an understanding of key roles such as course co-ordinators and portfolio leaders etc. Cross faculty support structures are needed as courses at undergraduate level typically utilise units from across the faculty. Faculty level UG and PG portfolio committee meetings are supporting this process, focussed around the preparation activity required for review. Ref Actions (transposed from Outcome and Good practice identified Ongoing Challenges the previous report) Progress for wider dissemination. Identified. Teaching and Learning Increase the level of staffing and Approximately 40 new A UBBS new staff induction There are still some decrease the associated reliance staff joined UBBS during event was held to begin the vacancies which need to on visiting lecturers. the last 12 months. process of supporting new be filled. staff to understand our Excellent teaching Where necessary, make classes Still some work to do in philosophical approach practice could be more interactive and engaging. this area. However, a underpinning what we are showcased better and more systematic approach aiming to deliver as a school disseminated to inspire to Peer Observations of in the learning experience. others. teaching has been As a faculty, we will implemented. probably always have a core of visiting lecturers, Translating the practice The review process has Practice are now often for very good vision into the learning been crucial in surfacing embedded in all courses. reasons aligned with the experiences we construct. the relevant debates. This professional, practical will be ongoing as delivery emphasis of our of the new curriculum curriculum. Effective begins to take shape. induction and inclusion of
Reflection on progress against previous actions. The format of the reporting template has changed this year. The actions indicated below have been compiled by aligning actions from the previous year against the indicated rows in the table below. A level 6 survey was not completed last year so there is no relevant action for this row. Similarly, a reflection on BUS data was not required in last year NSS action planning. A need to strengthen the course teams, with appropriate administrative support for key tasks was identified as an action last year. This action impacts on all individual aspects identified in the table below. Increased staffing levels have enabled us to have clearer course team structures. Ongoing work is needed this year to embed policies and processes within these teams and develop an understanding of key roles such as course co-ordinators and portfolio leaders etc. Cross faculty support structures are needed as courses at undergraduate level typically utilise units from across the faculty. Faculty level UG and PG portfolio committee meetings are supporting this process, focussed around the preparation activity required for review. Ref Actions (transposed from the previous report) Outcome and Progress Good practice identified for wider dissemination. Ongoing Challenges Identified. Teaching and Learning Increase the level of staffing and decrease the associated reliance on visiting lecturers. Where necessary, make classes more interactive and engaging. Translating the practice vision into the learning experiences we construct. Approximately 40 new staff joined UBBS during the last 12 months. Still some work to do in this area. However, a more systematic approach to Peer Observations of teaching has been implemented. The review process has been crucial in surfacing the relevant debates. This will be ongoing as delivery of the new curriculum begins to take shape. A UBBS new staff induction event was held to begin the process of supporting new staff to understand our philosophical approach underpinning what we are aiming to deliver as a school in the learning experience. Practice are now embedded in all courses. There are still some vacancies which need to be filled. Excellent teaching practice could be showcased better and disseminated to inspire others. As a faculty, we will probably always have a core of visiting lecturers, often for very good reasons aligned with the professional, practical emphasis of our curriculum. Effective induction and inclusion of
UBBSNSSActionPlan2013v2.docx