The document outlines a development session for programme leaders at the University of Winchester. It discusses the context and responsibilities of being a programme leader, including overseeing the health of their programme, enhancing the student experience, and planning for future development. The session provides information on sources of support, the annual programme evaluation process, key committees and relationships, and ways the learning and teaching team can assist with curriculum design, assessment, technology, and student engagement.

1. Programme Leader
Development session
Academic Quality and
Development
19 January 2015
Dr Angus Paddison, Director of
AQD
Dr Tansy Jessop, Head of L&T

2. Outline of session
• Context of being a Programme Leader
at the University of Winchester;
• Responsibilities of being a Programme
Leader;
• Sources of support and advice
(Student Services);
• Opportunities for enhancement.

3. Post it Exercise
• One phrase per post it
• Fast and furious
• Three starter phrases
• Please stick your post
its on flip chart paper
around the room
• 10 minutes

4. • Please individually complete the sentences
on as many post its as you want to on each
of the three topics.
• One idea per post it.
• After five minutes please put up your post its
on flip chart paper on the walls, under each
label.
Instructions

5. Statements beginning…
• I understand my role
as a PL as…
• The challenges of
being a PL are…
• As a PL I hope to
achieve…

6. Favourites
• Spend five minutes
reading post its on
the sheets.
• Red dots if you
disagree
• Yellow/Amber if you
are ambivalent
• Green if you agree

7. Introduction: setting the context
• Role of Academic Quality and Development
• Learning and Teaching Development and
Academic Quality/Dean of Learning and
Teaching
• L&T Strategy and Development themes
• Feedback Week
• QAA Higher Education Review: Spring 2016

8. Development Themes 2014/15

9. The role of Programme Leader
• “The primary responsibility of a
Programme Leader is to look after the
health of the Programme, enhance the
student experience…and oversee the
future development of the
Programme.”
(Programme Leaders Handbook
2014/15)

10. Annual Programme Evaluation
Skim read an example APE:
1) What kind of data is collected?
2) What do you think of the action plan?
3) How could you adapt an action plan
for enhancing your programme?
4) What are its limitations? How do you
get around these?

11. More key responsibilities
• Nomination of External examiners, and
responding to their annual reports
• Chairing Programme Committee
Meetings (PCMs) three/four times a
year
• Programme Amendments/Exemptions
from Regulations

12. Some key responsibilities
• Working with others on: module
evaluations; staffing (Head of
Department); revalidations; Open Days.
• Liaison with Registry and Marketing
• Responding to student surveys (National
Student Survey and Final Year Survey)
and institutional requests
• Preparation for the Exam Board, and
presenting marks at the Departmental
Exam Board

13. Two key themes on which to pause..
• Information we give to students and
that we hold about our programmes
(Programme Amendments, module &
programme handbooks)
• Opportunities for Student
Engagement (Student Fellow
Scheme)

14. Some vital Regulations and Policies
1. Academic Regulations for Taught
Programmes
2. Moderation of Assessed Work Policy
3. Academic Misconduct Policy
4. Extenuating Circumstances Policy
5. Academic Appeals Regulations
6. Exam Board Guidelines
7. Policy and Procedures for External
Examiners of Taught Programmes

15. The committees you need to know
about

16. Useful sites to get to know

17. Programme Leaders’ Forum
• Wednesday 4 February 2015
venue tbc
• Wednesday 25 March 2015 venue tbc
Chair: Meryn Wiligen
Secretary: Nicolette Connon

18. Important relationships and useful
people to get to know
• Your students
• Your programme administrator
• Student Services (Dr Lesley Black/Steve Petty)
• Your subject librarian
• Registry (Bruce Carruthers)
• ITS (Keith Mildenhall)
• Marketing (Lisa Preston)
• Student Recruitment and Admissions
• Colleagues in Academic Quality and
Development

19. Useful sites to get to know

20. Learning and Teaching Team: what
we can help you do
• Curriculum design
• Assessment design
• Technology
• Student Engagement
• Masters in L&T
• Reward and recognition

21. Curriculum Design: it’s complicated
“This course has changed my whole
outlook on life. Superbly taught!”
“This course is falsely taught and
dishonest. You have cheated me of my
tuition”

22. It’s even more complicated
“This has been the most sloppy,
disorganised course I’ve ever taken. Of
course I’ve made some improvement,
but this has been due entirely to my own
efforts!”

23. William Perry’s theory of student
development (1981)
Dualism
Relativism
Commitment

24. Designing for innovation in learning,
teaching and assessment

25. Approaches to Learning (Marton and
Saljo (1976)
• Meaning
• Concepts
• Active learning
• Argument
• Connections
• Relationship new and
previous knowledge
• Real-world learning
Surface
• Formulaic
• Focused on memorising
content
• Passive transaction
• Inability to distinguish
principles from examples
• Modules as silos
• Not seeing connections
Deep

26. www.testa.ac.uk

27. 1) Assessment drives what students pay
attention to, and defines the actual
curriculum (Ramsden 1992).
2) Feedback is significant (Hattie, 2009;
Black and Wiliam, 1998)
3) Programme is central to influencing
change.
Three TESTA premises

28. TESTA Changes
• Emphasis on formative tasks
• Growth in authentic tasks (blogs, posters,
conference presentations, films etc.)
• Linked cycles of formative to summative
• Streamlining varieties
• Scaling down summative tasks
• Movement towards programmatic
assessment
28

29. Avoid this model of curriculum
design…

30. The best approach from the student’s perspective is to
focus on concepts. I’m sorry to break it to you, but your
students are not going to remember 90 per cent –
possibly 99 per cent – of what you teach them unless
it’s conceptual…. when broad, over-arching
connections are made, education occurs. Most details
are only a necessary means to that end.
http://www.timeshighereducation.co.uk/features/a-
students-lecture-to-
professors/2013238.fullarticle#.U3orx_f9xWc.twitter
A student’s lecture to
professors

31. PEBBLEPA
D

32. Student Engagement
• Winchester Research Apprentice Scheme
(WRAP)
• Student Fellows Scheme