Moving ahead…

Professional development is important to us all, so here we are offering you information about training and development sessions being offered in the university and elsewhere. We are focusing particularly at the moment on membership of the Higher Education Academy. If you are interested in this and have not yet registered your intention to become a member, or you started some time ago and are stuck, please get in touch with Cindy for more help: l.m.becker@reading.ac.uk.

If you would like us to arrange for one of the courses listed here to be delivered exclusively to our school, please let Cindy know.

 

Get involved…

The SLL T&L working parties are going to be a significant feature in the school in the coming years. Each working party is intended to run for a year and will focus on addressing a specific, manageable issue, with tangible and measurable results by the end of the academic year. Being part of a working party is not an onerous task, but it is important to our development, particularly in the light of the Curriculum Framework. If you would like to be a member of one of the working parties outlined here, please get in touch with the leader. If you have an idea for a future working party, please get in touch with Cindy on l.m.becker@reading.ac.uk.

 

 

What our students are saying…

It is not always easy to know exactly what our students think about their life with us at university. In this section of the site we share ‘Student Voice’ events and also details of the issues that our Staff Student Liaison Committees are raising. Our SLL T&L working party on Student Engagement will help to boost the impact of the student voice in the course of the next year.

 

SLL Teaching and Learning Projects

SLL T&L Projects are designed to run over 2-3 years and are intended to build on our existing good practice whilst exploring new ways to produce an excellent learning experience for our students. In 2017-18 we have two projects underway, one focusing on our students (looking at the PAL and STAR schemes) and one supporting our own professional development (enhancing our peer review scheme). In 2018-19 we plan to introduce a third SLL T&L project, considering the highly topical issue of assessment and feedback. If you would like to suggest a topic for an SLL T&L project, do get in touch with Cindy on l.m.becker@reading.ac.uk.

 

SLL TEACHING AND LEARNING PROJECT ON STAFF PEER REVIEW AND REFLECTIVE PRACTICE

 

 

 

Led by Chiara Cirillo (MLES and ISLI)

Cindy Becker (SLL SDTL)

(This is a joint SLL/ISLI project)

 

Member Michael Lyons (SLL Teaching and Learning Support Officer)

 

Central support Eileen Hyder (Academic Developer, CQSD)

 

Timing Three years, commencing Summer 2017

 

Purpose To reinvigorate academic T&L peer review across SLL in response to:

§  University concerns that our peer review rates are dropping.

§  Amendments to university procedures that allow us to approach peer review in a variety of ways.

§  An understanding that reflective practices can be powerful tools in peer review.

 

Methodology Based on the CQSD session on reflective practitioners, led by Chiara and Eileen, Chiara will produce 3-4 reflective practice exercises that can be used as part of the peer review process.

Michael will source any university guidance on peer review.

Cindy will produce a guidance document on peer review for staff, encouraging, where appropriate, a move away from simple peer observation to a more nuanced and in depth peer review, which might be conducted in groups or as a pair, and might involve reviewing documents, discussing themes, sharing innovation and so forth.

Chiara will share her experience of pair/group peer reviews within ISLI which have gone beyond the traditional peer observation.

Michael will monitor who has carried out peer review, and how, and will be available to make notes if group peer review takes place.

A review and reflection stage will be followed in each year by a development of the system, so that we achieve effective peer review across SLL and ISLI by the end of the project.

 

Timeline of activities Summer 2017: Material produced by Chiara, Cindy and Michael, as above.

 

October 2017: New guidelines sent out to colleagues in SLL and ISLI, but with peer review probably remaining ‘in department’ at this stage.

 

2017-18 academic year: Peer review encouraged and monitored.

 

Summer 2018: Review of engagement with both peer review and reflective practice (taken from data on completed peer reviews and a staff survey asking for responses to the reflective practice material).

 

2018-19: Moving to reflective peer review across SLL (giving colleagues in different departments to peer review together). The SLL Teaching Links Project could be made the focus of some peer reviews. Also giving the option of peer review between colleagues in SLL and ISLI.

 

Summer 2019: review of engagement with peer review and consideration of any themes for peer review in the following year.

 

2019-2020: Monitor the situation, adjust as necessary. If needed, we could consider allocating peer review partners/groups.

 

Outcomes Full peer review in SLL and ISLI by the end of the project; peer review being conducted in a variety of ways, using a range of reflective practice tools.

 

Funding?
Dissemination Through University T&L blog and the T&L in SLL blog and website.

This project will produce material suitable for conferences and pedagogical articles.

Reports to SLL Teaching Leadership Group for consideration prior to submission to SBTL.

 

 

For more information, please contact Dr Chiara Cirillo (c.cirillo@reading.ac.uk) or Dr Cindy Becker (l.m.becker@reading.ac.uk).

SLL TEACHING AND LEARNING PROJECT ON PEER ASSISTED LEARNING (PAL) DEVELOPMENT

Led by Neil Cocks (SLL STAR and PAL Academic Champion)

Cindy Becker (SLL SDTL)

 

Member Michael Lyons (SLL Teaching and Learning Support Officer)

 

Central support Caroline Crolla (Peer Assisted Learning Coordinator)

Chantelle Turner (Peer Mentoring Coordinator)

 

Timing Three years, commencing Summer 2017

 

Purpose To reinvigorate peer assisted learning within DEL, to introduce successful peer-assisted learning throughout SLL, and to explore ways in which the STAR and PAL schemes might support each other in this context.

 

Methodology Collation of more in depth information on the varying practices across the school, then marketing in DEL to potential PAL Leaders for training, for the scheme to be initially cultivated there, before facilitating its adoption in DMLES and DELAL.

 

Timeline of activities Summer 2017: Neil and Michael start identifying modules and convenors who would be amenable to pilot adoption of the PAL scheme in other departments, and determine how to approach introducing the scheme in MLES and DELAL. Neil will also become co-convenor for EN1GC to facilitate running the scheme.

 

October 2017: Neil will start marketing the scheme to gather interest from potential PAL leaders, to start recruitment and training in advance of the 2018/19 session in DEL.

 

2017-18 academic year: PAL Leaders will be recruited and trained in DEL, ready for the scheme to be launched in DEL the 2018-19 academic year. Staff will also be approached in DMLES and DELAL for discussions about training PAL leaders during the same year, for adoption of the scheme across the school in 2019-2020, identifying particular modules for the scheme.

 

Spring 2018: Update report produced on progress with the scheme.

 

2018-19 academic year: PAL is launched in DEL, and PAL leaders will be recruited and trained in DMLES and DELAL, for the scheme to be launched in the rest of the school in the 2019-2020 academic year.

 

Spring 2019: Update report produced on progress with the scheme.

2019-2020 academic year: PAL is launched in DMLES and DELAL. More modules in DEL are included the scheme as well if deemed appropriate.

 

Summer 2020: A final report will be produced reviewing the scheme’s implementation across the school.

 

Outcomes A final report including recommendations for the continuation of the scheme in the scheme.

 

 

Funding? TLDF and PLanT funding.

 

Dissemination Through University T&L blog and the T&L in SLL blog and website.

This project will produce material suitable for conferences and pedagogical articles. The project will also be showcased at an appropriate Away Day.

Reports to SLL Teaching Leadership Group for consideration prior to submission to SBTL.

 

 

For more information, please contact either Dr Neil Cocks (n.h.cocks@reading.ac.uk) or Dr Cindy Becker (l.m.becker@reading.ac.uk).

SLL WORKING PARTY ON STUDENT ENGAGEMENT

 

 

Led by Michael Lyons (SLL Teaching and Learning Support Officer)

 

Members (4-5 other members, at least one from each department in the school and one from central/support services)

Cindy Becker (SLL SDTL)

Marian Fisher (SLL Senior Programme Administrator)

Maddi Davies (SLL/DEL Senior Tutor)

Tony Capstick (DELAL Senior Tutor)

Hugo Tucker (MLES Senior Tutor)

Melani Schroeter (MLES DTL)

Christiana Themistocleous (DELAL DTL)

Chloe Houston (DEL DTL)

Paddy Bullard (DEL Student Engagement Officer)

Central support Hannah Smithson (RUSU)
Timing One year, commencing September 2017

 

Purpose To share and build on practices how student engagement is approached generally as a school including academic engagement and misconduct procedures.

To look out how SSLCs are run within the school in order to gain maximum benefit from our student representation.

 

Methodology Meetings and discussion.

 

Timeline of activities Summer 2017 (pre-working party): Michael and Marian to collate university information regarding processes around academic engagement and misconduct, for dissemination to the group prior to a first group meeting.

 

Summer 2017 (pre-working party): Cindy to talk to Hannah Smithson about the role of student reps within schools, and the training and support that is available to them.

 

September/October 2017: first meeting of the group to share ideas and practice and to consider how we might create productive parity across the school.

 

Autumn Term 2017: Fact finding by members of the working party if needed, followed by a further meeting in November 2017.

 

Spring Term 2018: Final report produced, with clear procedures in place, agreed upon by all members of the group.

 

Summer Term 2018: Report to SBTL and a meeting of all administrators and academics involved in these aspects of student engagement so as to ensure that the processes are understood and followed.

 

Outcomes (If the outcomes of the working party warrant it, an implementation group might be set up)

A final report – it is unlikely that an implementation group would be needed.

 

Funding? This is unlikely to attract T&L funding.

 

Dissemination Reports to SLL Teaching Leadership Group for consideration prior to submission to SBTL.

Through the T&L in SLL website and blog.

 

 

 

For more information on the Working Party, please contact Michael Lyons (m.lyons@reading.ac.uk).

SLL WORKING PARTY ON ATTENDANCE AND ATTAINMENT

Led by Paddy Bullard (Student Engagement Officer)

 

Members (4-5 other members, at least one from each department in the school and one from central/support services)

Grace Ioppolo (DEL)

Central support A colleague from RISIS?
Timing One year, commencing September 2017

 

Purpose To look at current attendance patterns across the school, find possible links if any between attendance and attainment in one department, and consider whether attendance is a challenge we need to address, and if so, how best to do so across the school.

 

Methodology Collation of university statistics on attendance – where does SLL sit in the overall student attendance pattern?

Statistical analysis of attendance and its potential link to attainment in DEL (conducted by MD).

 

Timeline of activities Summer 2017 (pre-project): MD arranging for collation of statistics in DEL.

 

By the end of Spring 2018:

– Collation of university data.

– Study of pedagogical research in this area.

– DEL data analysed and report produced.

 

 

Summer Term 2018: SLL-wide activity to ascertain the size and nature of the challenge and practical ways in which it can be overcome.

 

Outcomes (If the outcomes of the working party warrant it, an implementation group might be set up.)

A brief report on attendance and attainment in English Literature (by end of Autumn Term, 2017).

A report at school level with recommendations, if appropriate, for implementation.

 

Funding?
Dissemination Reports to SLL Teaching Leadership Group for consideration prior to submission to SBTL.

T&L in SLL blog and website.

University Teaching and Learning blog.

For more information, please contact Dr Cindy Becker (l.m.becker@reading.ac.uk).