1. Scottish Learning and Teaching Strategies Support Group Academy Scotland - Enhancement and Engagement 24 May 2007

2. Purpose of SLTS project Seven Scottish HEIs* working with the Academy: to develop a framework for monitoring and evaluating the effectiveness of their strategies for enhancing teaching and learning to devise new models for using Subject Centres to support them in engaging front-line staff in enhancement *Aberdeen, Abertay, Glasgow, Glasgow Caledonian, Paisley, St Andrews and UHI

3. Framework for monitoring and evaluating effectiveness Adapted from HEFCE good practice guide on Embedding learning and teaching strategies (Allan Schofield, HE Consultancy Group) Developed in consultation with the seven Draft self-assessment guide discussed and amended at residential meeting (16/17 May) Workshop a chance for other HEIs to comment on draft guide

4. Self-assessment guide: purpose To assist institutions to: identify and collect the evidence they need to assess the effectiveness and impact of their enhancement strategies review what remains to be done to achieve and embed existing enhancement objectives plan how available resources can be most effectively used to sustain existing activities

5. Self-assessment guide: uses Planned as an aid to self-reflection in taking forward enhancement activities Not part of the accountability process But could help institutions prepare for external review and, duly adapted, help their schools and departments prepare for internal review

6. Self-assessment guide: format Based on a series of prompts – simple, brief and flexible For use by those responsible for managing and implementing enhancement activities Contains some generic advice about collecting evidence and data needed to make informed judgements about effectiveness and impact Prompts in the form of open questions on a number of themes

7. Self-assessment guide A. The effectiveness of our strategies for enhancing learning and teaching Most Scottish HEIs have enhancement strategies and some have separate learning and teaching strategies. In addition, some others also have e-learning strategies. This section enables HEIs to reflect upon the effectiveness of their respective current strategies for enhancing learning and teaching, how they have been implemented, the extent to which key elements have been achieved, and what changes are required to meet future challenges.

8. The effectiveness of our strategies for enhancing learning and teaching A.1Looking at our institution's current strategies for enhancing learning and teaching, to what extent have their objectives and key elements been achieved, and what remains to be done? A.2Where more than one strategy exists (e.g. separate enhancement and learning and teaching strategies), how are they 'joined up' and have the intended benefits of having separate strategies been achieved? A.3What have been the main issues concerning the implementation of our strategies for enhancing learning and teaching throughout the institution? What problems have occurred, and how successful has been the action taken?

9. The effectiveness of our strategies for enhancing learning and teaching A.4Who has been responsible for managing the implementation of our enhancement strategies? How effective has this been, and what are its advantages and drawbacks? A.5To what extent are our strategies for enhancing learning and teaching integrated with other institutional strategies: eg, for research, widening participation, and HR? What needs to be done (if anything) to ensure better links? A.6What has been the effect – if any – of our strategies for enhancing learning and teaching in encouraging cultural change to support and give more prominence to enhancement?

10. The effectiveness of our strategies for enhancing learning and teaching A.7Is our approach to engaging students in the determination of our enhancement strategy effective, and what changes might we make based on our recent experience? A.8How do we assess the impact of our enhancement strategies on actual learning and teaching, and are these satisfactory? Have these included staff and student feedback, and if so what has been its value? A.9In what ways has the student experience been improved because of our strategies to enhance learning and teaching, and (where appropriate) has this improvement been consistent across our institution? If not, why not?

11. The effectiveness of our strategies for enhancing learning and teaching A.10What changes to human resource management have occurred (if any) to encourage the achievement of our strategies to enhance learning and teaching: e.g. promotion criteria, creation of new career pathways, staff development, probation, support for part-time staff and those on short term contracts? What else do we still need to do in this area? What other questions do we need to ask (or what other data do we need to collect) in order to review the effectiveness of our institution's current strategies to enhance learning and teaching?

12. Self-assessment guide: themes Other themes are: Engaging with the Scottish enhancement themes Using external resources to enhance learning and teaching Enhancing learning and teaching in external partnerships and collaborative provision Future learning and teaching enhancement activities

13. Self-assessment guide: omissions Two significant omissions: Student engagement – important enough to merit its own section Advice about identifying and collecting the evidence of success: what counts? Annex to be added illustrating kinds of key performance indicators, both qualitative and quantitative

14. Comments and questions? Feed back for consideration with Allan Schofield and report to group for incorporation in final version of guide Complete by end of June and publish on Academy website Planning follow-up event in a years time to discuss uses made of the guide and how to enhance its usefulness as a tool