CELT’s work is guided by, connects to, and supports a variety of USW strategies, policies and process around learning, teaching and assessment (as well as wider policies). This page sets out how we interact with each of policies as well as providing links to the policies themselves.
The University began developing a student experience plan in 2015, with the final plan being approved in summer 2016. This follows on from the implementation of the Academic Plan and the Academic Blueprint, to ensure that all elements of what makes a great student experience are captured and enhanced at the University of South Wales. CELT is working directly on several of the key strands and supports all work to improve teaching, learning and assessment.
The University of South Wales has adopted a Workload Model which will provide a fair, transparent and effective framework for the allocation and distribution of academic workloads across the University and Royal Welsh College of Music and Drama (RWCMD) for all staff on Higher Education contracts.
This document set out the University’s Assessment Policy from December 2015. It provides clear guidance for the use of assessment which focuses on Assessment FOR Learning.
The purpose of the USW Assessment Tariff is to ensure consistency between modules with equal weightings across the University’s courses. It aims to minimise the risk of assessment overload for both students and academics. The document should be read in conjunction with the University’s Assessment Policy.
Diben Tariff Asesu Prifysgol De Cymru yw sicrhau cysondeb rhwng modiwlau sydd â’r un pwysoliad ar draws cyrsiau’r Brifysgol. Mae’n ceisio lleihau’r risg o or-asesu o safbwynt y myfyrwyr a’r academyddion. Dylid darllen y ddogfen ar y cyd â Pholisi Asesu’r Brifysgol.
The learning and teaching strategy provides the focus and vision for how we enhance learning and teaching at USW. It sets out a vision for “unrivalled professional, employment-focused education and research-informed innovation and business engagement”.
The Course and Module Leader Indicative Responsibilities are intended to give academic staff who have course or module leadership as part of their role an indication as to the type and level of associated responsibilities.
The USW Academic Plan helps to guide and shape how CELT can support teaching and learning to be distinctive and promote best practice. It emphasises active participation and simulation based learning for 21st Century employment that is underpinned by focused, high quality research.
The academic blueprint for undergraduate courses is an important tool to ensure consistency in our approach to developing and implementing our teaching and learning. CELT can support academics to implement the plan and design modules that enable academic staff to focus course developments on innovation in pedagogy.
The University’s Academic Portfolio Review has sought to produce an academic portfolio which is responsive, adaptive and attractive to students and employers of the future. As part of this extensive review, this Curriculum Design Guide has been developed to provide staff with a series of questions, checklists and guidance which will be of use when reviewing existing programmes, or designing new ones.
The aim of the Reflection and Observation of Practice Scheme is to facilitate the sharing of critical reflective practice between colleagues as part of their staff development activity. CELT maintains guidance for the scheme and provides staff development and training on reflective practice, mentoring, and all elements of enhancing teaching and learning.
CELT suopport staff and staff development in the implementation of high quality assessment and feedback activities. USW has a number of policies and accompanying guidance around the design and delivery of assessment.
All University courses have an organisation area in Unilearn which should provide students access to all relevant information about the course including the modules that make up the course, contact details for course team, the course handbook and other useful information. Twice yearly a course evaluation survey will be also be provided to students via the course organisation. The course organisation minimum requirements policy sets out the information must be provided to students in these areas.
The University expects all staff to make appropriate use of the VLE, whether that is Moodle or Blackboard. The following Policy sets out the University’s expectations in terms of the minimum amount of information a student can expect to find in their modules.
For the 2016/17 academic year, the University is developing a new approach to delivering course and module evaluation, called Loop. The new system will enable students to provide feedback at both module and course level in one application. Tools are being developed to permit staff (depending on their role) to run reports at module, course, school and faculty level.
The University of South Wales believes that there are a number of benefits to using social software in learning and teaching. This document offers guidance on how best to use it and outlines some examples of how it might be used.
The University encourages students to make use of laptops and mobile devices in their learning, teaching and assessment. The following guidelines, approved by Academic Board, are provided so that staff and students can make effective use of such devices in a formal learning and teaching environment.