New University Strategy…

 

https://staff.shu.ac.uk/universitystrategy/

We had a new VC early last year and, as a new broom sweeps clean(er), he has worked with the management team to propose a new University Strategy, which focuses on three key areas: https://staff.shu.ac.uk/Documents/Strategy%20-%20final.pdf

Leading Locally and Engaging Globally

Shaping Futures

Creating Knowledge

There’s a top ten priorities for the next 6-12 months that I have identified some areas that I will be specifically involved with:

5 Drive long term improvements in the educational health of the region by working with partners to improve attainment and aspiration from early years through to further and higher education.

  • Engaging with college visits – tours of the library; pre-arrival information
  • sheffield College induction 1st November 2016

6 Strengthen our leadership role in the region by:

c. Creating a high quality and efficient Degree Apprenticeship portfolio, embedding the University’s position as the leading Degree Apprenticeship provider.

  • Engage with new apprenticeships in terms of providing resources, skills training and support for students and staff – this may mean a reappraisal of our skills offer, as these students will have different needs, backgrounds, level of skills and knowledge.

7 Develop as a globally connected and influential university by integrating an international perspective into the curriculum and wider student experience, and strengthening our international partnerships.

  • Develop and deliver webinars for DL students – this has been discussed at the meetings I have had with course leads re the new skills offer. Need to take up early Sem 1 17/18

Other priorities I can have no direct input although my role will support the wider university context in terms of student satisfaction. I will endeavour to engage with these wherever possible – the VC is running a series of road shows that I unfortunately cant physically attend but one of them is being videoed so I will watch that when it becomes available. I’ve attached the top ten priorities annotated document to this post.

I think the strategy will be of benefit to the University, however I have experienced much in nearly 30 years of working for Public Sector (including the Compulsory Competitive Tendering introduced in the late ’80s which was the effective death-knell for community services) and I am always slightly cynical about the reasons for this type of sweeping strategy. Obviously the new VC wants to make the job his own and stamp his mark. It will also inevitably mean a restructure at some point in the future – impact on job roles, security and longevity unavoidable, methinks…As to my role, hoping that getting my Chartership will help if I have to reapply for my job…

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‘Flipped Classroom’ and ‘Flipped Learning’.

Changing the way we do things…

Previously with our first year undergraduates we have had a one hour introductory lecture to research skills. This lecture has never really worked well for me – I felt it was not interactive enough and that it was very dry…however, I persevered.

This year, I couldn’t get the lecture timetabled for two of my courses – the usual packed timetable for Level 4’s couldn’t accommodate me. However, the students need this input before they come to the workshops in order to have some context in which to work.

So, I decided to turn the one hour lecture into two short videos: the first about searching for information and the second about evaluation, information management and referencing. These would then be sent to students a week prior to the workshops with the instruction to watch them. Below are some of the responses I had in the workshop evaluation, to a specific question on their learning outcomes:

Level 4 responses to workshop – some examples

What is the most important thing you have learned today?

  • Useful information on how to refine searches effectively and efficiently. Also, clearer understanding as to how referencing should be practiced.
  • The important thing I have learnt has to be knowing where to find hidden articles and journals for my modules/course and also having knowledge to reference.
  • Being shown how to use ” and * in the search box to help find as many primary and secondary sources as possible to help with assignments.
  • How to search a database to find accurate resources
  • How to search through databases and find journals and books
  • how to find the resources for my course
  • How to search a database properly
  • How to refine searches and search for specific phrases and truncations.
  • How to find appropriate literature for my course.

 

These comments highlight how important it is for our students to have these skills. They will go out into practice and need to use these skills to make clinical decisions and find evidence-based practice to make these decisions with.

I found that providing them with introductory videos before the session worked really well – I had the academic tutor’s support and reinforcement that they adhere to the ‘flipped classroom’ approach, which helped. We could then focus on applying the knowledge they had gained from watching the videos to their assignment topics.

With the positive comments I received, I will definitely be using this approach this year with all of my first years. I plan to develop the videos a bit more (we use camtasia) to include our new look interface for Library Gateway, so that students are familiar with the functionality before they attend the workshops. Watch this space…