1. DSC: What did we do, and what have we learnt? Des Nicholl Head of Quality Enhancement Unit Iain Shepherd DP Education & Welfare, UWS Students’ Association (SAUWS)

2. Overview Managing the theme – a good and timely fit; Developing the sub-themes; Enhancement – the student input; Seedcorn funding: breadth & depth; What next?

3. A good and timely fit... Learning Teaching & Assessment Strategy

4. A good and timely fit... Learning Teaching & Assessment Strategy DSC-related  1. Principles 2. Values 4. Qualifications 5. Achievements 3. Curriculum    

5. Developing the sub-themes Curriculum shape & delivery Who are our students? Supporting staff

6. Developing the sub-themes Curriculum shape & delivery Who are our students? Supporting staff Review of credit framework Review of curriculum structure regulations Patterns of engagement

7. Developing the sub-themes Curriculum shape & delivery Who are our students? Supporting staff Review of credit framework Review of curriculum structure regulations Patterns of engagement How do students engage? Co-curriculum: Global citizenship, volunteering Work with SAUWS

8. Developing the sub-themes Curriculum shape & delivery Who are our students? Supporting staff Review of credit framework Review of curriculum structure regulations Patterns of engagement How do students engage? Co-curriculum: Global citizenship, volunteering Work with SAUWS Support for technology development HEA Fellowship scheme Hosting DSC-related events

9. Enhancement – the student input DSC funding: Student engagement in Independent learning project Interesting findings/ideas include: Mimic practices from professionally regulated courses e.g. Nursing. Incentives and experiential/practical teaching methods are vital

10. Students’ Associations and enhancement Consultation on changes Inclusion in Strategic Planning Support to be proactive Researching and producing changes Enhancement – the student input

11. Students’ Associations and enhancement Enhancement – the student input Gauging the will of the wider student body; Reacting to changes; Keeping Students in the loop; Helping form more engaged and active students.

12. What can Universities do better for students? Enhancement – the student input Be increasingly responsive to the student led demands; Accept that what the Student wants is more important than what the Institution wants; Find ways to do, rather than reasons to not.

13. What can Universities do better for students? Enhancement – the student input Understand that action must follow the outcomes of consultation; if it can’t be done, tell us why; Face the “tough” issues head on; Be open about the challenges the institution faces - students may have the solutions.

14. What can Universities do better for students? Enhancement – the student input Be fast: good governance is necessary but it also has to recognise the need for urgency; Be bold: try new things and don’t be afraid of failure; Be proud: students benefit from a University that respects itself and its abilities.

15. ‘Seedcorn’ funding Aim: to encourage more active engagement Small grants (up to £750) to support a range of areas related to the theme: Year 112 projects Year 28 projects Year 38 projects, plus 3 larger-scale

16. Employability- integrated assessment in the Social Sciences

17. Social media in teaching: staff & student surgeries

18. What have we learnt? The curriculum is a very broad thing! Pattern of engagement is critical IT solutions – need to develop new approaches What next?

19. What have we learnt? The curriculum is a very broad thing! Pattern of engagement is critical IT solutions – need to develop new approaches What next? Supporting LTAS Supporting Staff Engaging students