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IntroductionWelcome to the November / December 2015 edition of the Senate Committees’ Newsletter. This publication aims to keep the University community better informed about discussions and decisions occurring within Senate and its Standing Committees. We hope you find it an interesting and informative communication.
Senate Committees’ e-NewsletterAcademic Services
November/ December 2015
This newsletter is produced by Academic Services.
Please direct any queries or suggestions to [email protected].
Further information on Senate and its Standing Committees is available at http://www.ed.ac.uk/schools-departments/academic-services/committees.
Report from Learning & Teaching CommitteeDocumentation for the meeting held on 18 November 2015 is available at http://edin.ac/1tHNcjB
Key topics considered included:
Update on Work on the Student Experience, Teaching and Learning (http://edin.ac/1PzFW3A Paper P)A Learning and Teaching Policy Group has now been established to give clear leadership across the University on learning and teaching issues. The Senior Vice-Principal has attended meetings with a number of Schools to discuss the student experience, teaching and learning. Many examples of positive practice have been identified, but deep-seated challenges remain in some Schools. Developing an understanding of what constitutes good performance in teaching, and recognising and rewarding this are considered to be key to addressing these challenges.
An Academic Strategy Group meeting will be held early in 2016 to discuss the development of a set of values around the University’s commitment to teaching.
EvaSys (Course Evaluation Data Automation) (http://edin.ac/1PzFW3A Paper D)
It has been agreed that all UG and PG programmes within all Schools must be using EvaSys by the start of academic session 2016/17. Student Systems is taking the practical steps necessary to facilitate this.
Continued on next page
Assessment and Feedback (http://edin.ac/1PzFW3A Paper C)
The Assistant Principal Assessment and Feedback is considering approaches to assessment and ways in which feedback quality might be measured. Sharing best practice is likely to be key, and there are plans to establish an Assessment Feedback Network / Community of Practice.
It has been agreed that all areas must move to using online submission of assessed work and return of feedback. The timescale for this remains to be determined. Alternative arrangements will be put in place for those assessment types that are not suitable for electronic submission and feedback.
Student Systems has undertaken a systems analysis to help schools measure assessment and feedback turnaround times more effectively. It is recognised that there is not a one-size-fits-all solution in this area, and variation in practice across Schools is being taken into account.
Use of Student DataStudent Systems has developed prototype dashboards of undergraduate student data aimed at helping to enhance learning and teaching, the student experience and operational effectiveness. Prototypes were shown to LTC and were very positively received. The ambition is to make these dashboards open to all University staff members via the web.
Grade Point Averages (GPA) (http://edin.ac/1PzFW3A Paper B)
A simple system using an algorithm that can be used across the University will be developed to enable an on-demand GPA service to be provided. Schools and students will be notified once the system has been implemented.
Postgraduate Taught Experience Survey (PTES) (http://edin.ac/1PzFW3A Paper E)
The Student Survey Unit is considering ways in which better use might be made of the data generated by PTES. Heads of Schools will be consulted about the information they would like to obtain from the Survey.
Code of Practice for Taught Postgraduate Programmes (http://edin.ac/1PzFW3A Paper H)
In line with the decision to simplify the University’s policies, regulations and processes where possible and avoid unnecessary duplication, the Code of Practice for Taught Postgraduate Programmes will be discontinued from 2016/17. Almost all of the information contained within the code can be easily accessed in other ways. Alternative locations will be identified for the content that is not currently available elsewhere.
Information Services Group Strategy to Support Learning and Teaching (http://edin.ac/1PzFW3A Paper F)
Learning and Teaching Committee considered and commented on the draft ISG Strategy to Support Learning and Teaching. Schools are asked to provide the Learning, Teaching and Web Services division with information about areas in which investment in technology should be prioritised and with a strong steer on direction of travel to facilitate planning.
Learning AnalyticsInformation Services has initiated a Learning Analytics pilot focussing on fully online Masters programmes. The broad vision is for the whole University to use Learning Analytics, and this is considered to be a first step towards achieving this.
UK Government Green Paper – Fulfilling Our Potential: Teaching Excellence, Social Mobility and Student Choice (http://edin.ac/1PzFW3A Paper J)
This paper outlines a number of significant proposals for change in regulatory and funding mechanisms for Higher Education, including the introduction of a Teaching Excellence Framework. Whilst the Paper is mainly aimed at English institutions, it is likely also to have implications for Scottish institutions, and the University is therefore in the process of preparing a response to the consultation.
Consultation on Changes to the National Student Survey (NSS), Unistats and the Key Information Set (KIS) (http://edin.ac/1PzFW3A Paper O)
The four Higher Education funding bodies are consulting on changes to the NSS, the Unistats website and KIS. The University has prepared a response to the consultation.
Innovative Learning WeekA sub-group has been established to consider the purpose of the week between Teaching Blocks 3 and 4 in 2016/17. The group will meet for the first time in January 2016.
Draft Corporate Parenting StrategyThe University is in the process of developing a Corporate Parenting Strategy to ensure that it upholds the rights and safeguards the wellbeing of care leavers studying in Edinburgh.
Annual Planning Round Guidance‘Guidance on the Learning and Teaching-Related Content of School Annual Plans’ has been circulated to all Colleges and is available here: http://edin.ac/1yyGcXC . Schools are asked to take the Guidance into consideration when preparing Annual Plans.
For further information about any LTC matter, please contact [email protected]
Continued from previous pageReport from Learning & Teaching Committee
Committee Meeting Dates for Academic Year 2015/16
Senate 3 February 16 1 June 16
E-Senate 12 – 20 January 16 10 – 18 May 16
CSPC 21 January 16 17 March 16 21 April 16 2 June 16
LTC 27 January 16 16 March 16 25 May 16
QAC 10 December 15 4 February 16 20 April 16 26 May 16
REC 12 January 16 1 March 16 12 April 16 17 May 16
Report from Curriculum & Student Progression Committee (CSPC)
Documentation for the meeting held on 19 November 2015 is available at http://edin.ac/1MFWrnG
Key points discussed included:
Special Circumstances Task GroupThis Task Group has begun its review of the University’s Special Circumstances Policy. Issues discussed to date include:
• thechallengesoftakingaccountofmedicaldocumentation(particularly for mental health conditions);
• alternativeapproachestocorroboratingstudents’specialcircumstances;
• andvaryingpracticeinmanagingSpecialCircumstancesCommittees.
Scottish Credit and Qualifications Framework (SCQF) Third Party Credit Rating Policy (http://edin.ac/1IIisRR Paper B)
A new SCQF Third Party Credit Rating Policy has been approved, subject to minor amendments.
Academic Year Dates (http://edin.ac/1IIisRR Paper E)
The academic year dates for 2017/18 (and provisional dates for 2018/19) have been approved.
Change of ConvenerCSPC would like thank Assistant Principal Professor Ian Pirie for the excellent leadership he has brought to the Committee in recent years, and to wish him well in his retirement. Assistant Principal Professor Alan Murray will take over as Convener from January 2016.
For further information about any CSPC matter, please contact [email protected]
Assessment and Progression Tools Project (http://edin.ac/1IIisRR Paper A)
CSPC has endorsed a number of recommendations in relation to this Project including:
• arecommendationforopendiscussionstooccurwithSchoolsabout progression rules and the systems developments required to support these.
• arecommendationtopublishratifiedSemester1coursemarksafter Semester 1 Board of Examiners meetings.
• arecommendationtoclarifythestages,rolesandresponsibilities of Boards of Examiners, timelines and publication of outcomes.
Key Project dates for 2016/17 have been circulated for consultation.
Student-Led Individually Created Courses (SLICCs)The first SLICCs pilot has now come to an end and evaluation is underway. Unless the evaluation highlights specific isssues, a larger second pilot will run later in the academic year.
Programme and Course Information Management (PCIM) ProjectVarious follow-up actions from the PCIM Project are being taken forward including:
• workingwithCollegesto:
• runBoardsofStudiessessionstodiscussprogresswiththeenhanced course descriptor
• highlightgoodpracticeinwritinglearningoutcomes
• discussteam-basedapproachestocoursedesign
• andhighlighttheimplicationsofthenewConsumerandMarketing Authority (CMA) guidance
• encouragingSchoolstoremoveredundantcourses
• andevaluatingtheimpactofthenewpolicyoncourseandprogramme handbooks.
Report from Quality Assurance CommitteeDocumentation for the meetings held on 29 October and 10 December 2015 is available at http://edin.ac/1MUwq8L
Key issues discussed included:
College Quality Assurance Priorities 2015-16 (http://edin.ac/1jXYfB4 Papers B, C, and D)
QAC received the Quality Assurance priorities from each College for 2015-16 at its October meeting. The alignment of these with University priorities was noted. Review of the University quality framework is a key priority during 2015-16 (see below). Colleges will update on progress with their priorities at the April 2016 meeting of the Committee.
Annual Reports (http://edin.ac/221gI1V Papers C to G)
The December meeting of QAC received the annual reports on complaint handling, academic appeals, student discipline and themes from External Examiner reports. The main theme to emerge from this year’s reports is the continuing increase in the volume of complaints in general (including on non-academic issues) and academic appeals, and an overall increase in the number of breaches of the Code of Student Conduct. While the number of academic appeals has increased, there has been a decrease in the number being upheld. Where there are clear learning points from academic appeals they will be used to inform actions already underway, including the Task Group on Special Circumstances.
Review of the University Quality Framework (http://edin.ac/221gI1V Paper H)
The Committee is undertaking a review of the University’s quality framework, in parallel with consultations on the national quality frameworks by the SFC and HEFCE. A key aim is to streamline processes, and the Committee’s discussion at its December meeting was around the theme of ‘simplification’. Colleges have been consulting with Schools during Semester 1, and there will be further engagement with Schools during Semester 2.
ELIR Outcome (http://edin.ac/221gI1V Paper I)
The University had a successful outcome in the recent ELIR, achieving the highest possible judgement of ‘effectiveness’ of the management of academic standards and the student learning experience. The draft outcome report is available at http://edin.ac/1SIunVy . This identified many areas of ‘positive practice’ where the University is doing particularly well, including the Edinburgh Award, the work of the IAD and student peer assisted learning schemes. A smaller number of areas for further development were identified, and these are areas which the University had already prioritised for action. A more detailed final report will be published in March 2016. Planning for addressing the actions is underway.
For further information about any QAC matter, please contact Brian Connolly, [email protected]
Further InformationProtection of Children and Protected Adults (CAPA) PolicyThe University has now developed a Children and Protected Adults (CAPA) Policy:
http://www.ed.ac.uk/files/atoms/files/capa.pdf
This Policy details the way in which the University protects children and protected adults who come into contact with the University community by ensuring that there are clear guidelines and procedures for identifying risk and reporting concerns. It also sets out the University’s policy in relation to the Protection of Vulnerable Groups Scheme and relevant criminal convictions.
The Policy has been endorsed by Curriculum and Student Progression Committee and approved by Central Management Group and the Combined Joint Consultative Negotiating Committee.
Academic ServicesNovember/ December 2015
Nov / Dec 2015Committees covered by the Nov/Dec 2015 Edition
Date Committee
29 October 15 QAC
18 November 15 LTC
19 November 15 CSPC
10 December 15 QAC
