Spotlight On: Evaluating your teaching, learning and student engagement

Welcome to our Spotlight On Series.

Blog Posts that aim to highlight good practice and support from colleagues at Hallam.

Today: Evaluating your teaching, learning and student engagement – Course Leader Fest 2020.

Evaluation of Hallam’s Teaching and Learning responses during COVID-19

Nathaniel Pickering, Senior Lecturer and Liz Austen, Head of Evaluation and Research, Student Engagement, Evaluation & Research (STEER) Student Experience, Teaching & Learning (SETL).

STEER has been evaluating Hallam’s Teaching and Learning responses during Covid-19. Three reports have been published which provide an overview of the transition to online delivery of teaching and learning during and beyond the Covid19 pandemic, using a trajectory approach to evaluation.  These reports triangulate evidence on the impact of the emergency transition (Report1 May2020), with a detailed look at College/Department evidence and student groups (Report2a Sept 2020), and an exploration of the impact of the No Detriment Policy (Report2b Sept 2020).

This session provided colleagues an overview of the key findings and provide participants the opportunity to discuss these findings, share practice, and collectively find solutions to the challenges caused by the pandemic. Take a look at The Student Engagement, Evaluation and Research SharePoint site and reports;

Developing strong student networks for all: Lessons from care experienced and estranged students journeys in higher education

Nathaniel Pickering, Senior Lecturer, Liz Austen, Head of Evaluation and Research and Alan Donnelly, Researcher – Student Engagement, Evaluation & Research (STEER) Student Experience, Teaching & Learning – SETL.

In 2019 STEER undertook a sector wide research project on behalf of the Unite Foundation that looked at the barriers and challenges faced by students with a background in care or family estrangement in accessing, progressing, and succeeding in Higher Education. This research was also the basis of a paper that examined the impact of the Hidden Curriculum on these student groups. The paper also sought to offer solutions to the challenges faced by these students through the development of strong and inclusive networks. However, the findings of this research are highly applicable to all students especially as we try to build strong and inclusive online communities.

In this session participants were presented with a summary of the key findings from our research and the proposed actions from “A manifesto to reduce the pedagogic impact of the hidden curriculum” The Hidden Curriculum of Higher Education (page 89) which allowed participants to reflect on their own curriculum and how they might embed strong and inclusive student networks within it.  Take a look at;

Staff Guide to Using Evidence

Liz Austen, Head of Evaluation & Research, Student Engagement, Evaluation & Research, SETL. Read Liz’s staff profile

On behalf of QAA Scotland Dr Liz Austen (Sheffield Hallam University) and Professor Stella Jones-Devitt (Staffordshire University) have written an engaging and practical guide for staff on how to use evidence in a range of activities from responding to student feedback on their learning and teaching experience to re-developing learning and teaching strategy at an institutional level.

This 50 minute workshop drew upon the case studies in the guide to engage participants in activities that will increase their confidence in the use of evidence and data. Take a look at;