Support for course and module design and delivery

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This section has been curated by a range of stakeholders from across both academic and professional services teams to provide you with guidance, information and resources to support your teaching, learning and assessment activities, including sources of support for our course and module leaders with design and delivery of their courses/modules.

This resource is maintained by the Academic Development & Diversity Team on behalf of our stakeholders. If you’d like to become a stakeholder and contribute to this resource, have a suggestion for content or just want to offer feedback, click the feedback button and let us know!

Future Strategy Programme
Hallam Model
Planning and delivering our course and module principles 2021/22
- Quality Assurance
- A-Z of resources to support inclusive teaching, learning and assessment
Transforming Lives: performance and progress review

Timeline of teaching and learning activities – follows the academic calendar
Professional Development Activities (CPD)
- Course Leadership
- Module Leadership
- External Examiners
Personal and Professional Development Planning (PPDP)

Future Strategy Programme

Our Future Strategy Programme (FSP) is a comprehensive package of work being undertaken to support the delivery of our priorities set out in Transforming Lives. Read more about:

Portfolio Sustainability & Course Performance (SP site).
Curriculum Structure Update and FAQs (SP site):
- Curriculum structures: Scheme B Proposals (SP site).
- Curriculum Structures: Scheme C Proposals (SP site).
March 2022: Curriculum Structures update

Hallam Model

All of our course are designed and delivered in accordance with our Hallam Model principles. Explore the Hallam Model principles to see ideas and links to existing programmes that may assist you to be more creative and innovative in designing your curriculum through the Hallam Model lens.

As part of the Hallam Model, the Academic Development & Diversity Team have created Hallam Model Inclusive Prompts which relate to each of the 4 principles.

Planning and delivery our course and module principles: 2021/22

Changes to teaching, learning and assessment 2022/23

Guidance on teaching and learning expectations for 2022/23 (SP site). You can also see the 2021/22 future directions guidance released through Academic Strategy below:

Autumn 2021-22 Delivery Framework – August 2021 (PDF)
Hallam language for learning 2021-22 – July 2021 (PowerPoint)
Managing changes to teaching delivery – January 2022 (PowerPoint)

Colleges

Each College has their own course and module start of year checklist which provides key actions and resources moving forward:

Business, Technology and Engineering (BTE): start of year checklist 2021-22 (SharePoint site)
Health, Wellbeing and Life Sciences (HWLS): start of year checklist 2021-22
Social Sciences and Arts (SSA): start of year checklist 2021-22(SharePoint site)

Teaching Delivery (SETL)

The planning and delivering our course principles 2021/22 guidance as outlined below, is for staff in implementing the University Course Delivery Principles during the 2021/22 academic year. This guidance is kept under review and will be updated if and when new information becomes available or circumstances change. Contact the Digital Learning Team for content feedback.

Preparing your teaching
Delivering your teaching: blended and flipped learning |
Assessing
Campus Teaching

Visit Assessment Essentials for all your assessment and feedback design and delivery including * course design * setting (module level) * Submitting / Sitting * Marking / Feedback * Reflecting and Reviewing.

Quality Assurance

Sheffield Hallam University is responsible to its students for the quality and standards of its academic provision. External expectations are that the University’s academic standards must meet or exceed UK threshold academic standards and offer high quality learning opportunities to students. These include, curriculum catalogue, validation, modifications, annual review (course improvement plans), periodic review, external examiners, apprenticeships and work-based learning, collaborative and professional statutory and regulatory bodies (PSRBs).

The Academic Quality and Standards Team oversee the University’s Quality Assurance Regulations and Procedures. They also manage the Academic Quality and Standards (AQS) Quality Framework, an externally facing guidance and home to our Quality Manual, sections 1 – 9.

For further discussions on Quality Assurance please speak with your departmental Quality Leads. Click on the following headings to jump to the respective section:

Annual Review
Apprenticeship and Work-Based Learning
Collaborative
Course Improvement Plan (CIPs)
Curriculum Catalogue / View – SITS

External Examiners (EEs)
Modifications
Periodic Review
Professional Statutory and Regulatory Bodies (PSRB)
Validations

The Quality Assurance Agency (QAA) for Higher Education

The QAA safeguard standards and improve the quality of UK higher education wherever it is delivered around the world. The QAA check that students working towards a UK qualification get the higher education they are entitled to expect. Take a look about their remit and work with HE partners.

Transforming Lives: performance and progress review

As part of Transforming Lives, here are the 2020/21 – 2022/23 strategic plans from the University’s 5 Planning Units which cover Department, Research Centre, Directorate, Service, or Team level and that capture the detailed actions that contribute to delivery of the strategic plans.

As part of the University’s ‘plan, do, check, review’ annual business planning cycle, we review our performance using a range of KPIs and in-year performance indicators; the progress of implementing the College, Research Institute and Professional Services plans; and any risks to the delivery of those plans on a quarterly basis, and then provide assurance to the Board of Governors.

Quarter 1 : August, September, October.
Quarter 2: November, December, January.
Quarter 3: February, March, April.
Quarter 4: May, June, July.

Please visit the Strategy, Planning and Insight intranet site to check out the Q reports for an overview of how we are performing and the progress that has been made since the last quarter.

Timeline of teaching and learning activities

Following the academic calendar, we are developing a timeline of teaching and learning activities. Originally created by Lucian Tipi, Head of Teaching and Learning, BTE, we are working with key stakeholders to include UG and PG modes of delivery for both September and January starts. You can filter the columns to see activities that take place, week by week, month by month and provides links to the source of the guidance. If you have any suggestions or feedback on this, please contact the Academic Development & Diversity Team.

A-Z of resources to support teaching, learning and assessment

Academic Administration and Academic Services

The work of Academic Services touches all members of the University community and provides services to students, staff, partners and external agencies. Academic Services comprises of:

Academic Administration: The Academic Administration service promotes consistency and a holistic, end-to-end approach to supporting the student experience.
Registry Operations
Student Policy & Compliance
Students Systems & Reporting

Academic Advising

Hallam students have an Academic Adviser allocated to them at the beginning of Semester 1/2 and will have contact with them at least 3 times per academic year to discuss their Academic Progression Development – Personal Development and Professional Development.

Each College / Department has an Academic Advising Lead – this is maintained by Melissa Jacobi, Head of Academic Advising. Contact ! Academic Advising if you have queries about the content.

Academic Advisers are members of the teaching team within the Colleges and Departments. If you are an Academic Adviser or support a colleague undertaking this role, you can find a host of guidance, information and resources on

The Student Support triangle SharePoint site “I am an Academic Adviser”.
Teaching Delivery website: academic advising.
Student Experience, Teaching and Learning (SETL) SharePoint site: academic advising.
My Hallam: academic advisers – student guidance.

Annual Review

AQS Annual Review – the monitoring and evaluation and the continuous enhancement of all the University’s award-bearing provision is an essential activity to assure the quality of the student experience and to maintain standards. The annual review is also known as Course Improvement Plans (CIPs) and covers Course and Module Review (CMR) meetings.

Course Evaluation Bursary Scheme: supporting Course Improvement Plans

The SETL/STEER led Evaluation Bursary Scheme began in September 2021, and nine applicants were granted up to £1,000 to focus on an action from their Course Improvement Plan. Each Project Lead and the student researchers working with them will receive a comprehensive package from SETL/STEER that includes training and development workshops, online resources, and tailored support with developing and evaluating these initiatives. For further details about the Course Evaluation Bursary Scheme, please contact either Dr Jill Dickinson (jill.dickinson@shu.ac.uk) or Tom Savage (t.savage@shu.ac.uk).

Course Improvement Plans – SMART development

If Departments wish to organise a development session for completing CIP’s that explores SMART action planning, using data and the Hallam Model, please contact the Academic Development & Diversity Team.

Take a look at a previous Course Improvement Plans workshop – Zoom recording (passcode &$R$H2SC). Hosted by Emma Morris – Transformation Directorate and Dr Helen Kay and Dr Claire Walsh, Academic Development & Diversity Directorate – a recent workshop for our course leader community, covering the new CIP cycle ** data sources ** investigation ** qualitative data ** SMART objectives **

Understanding Course Performance – Presented by Lynsey Parker, Planning Manager, Planning, Risk & Compliance, Strategy, Planning & Insight and colleagues at the December 2020 Course Leader Fest ‘Engaging and Thriving’.

Course and Module Review (CMR) meetings

Preparation: early to mid January and should be held for every course.

Apprenticeship and Work-Based Learning

Visit Academic Essentials: Apprenticeship, Employability and Work-Based Learning overview page for a range of guidance and resources from across a number of teams and services that offer apprenticeship, work-based learning, employability and placement guidance, information and resources.

Assessment and Feedback

Currently, all aspects of the assessment and feedback journey is held on Assessment Essentials, the dedicated assessment and feedback academic resource website. This website hosts guidance around:

Course design
Setting (module level)
Supporting students
Submitting / Sitting work
Marking / Feedback
Reflecting / Reviewing

Academic Essentials: Case Studies – for examples of good assessment and feedback practice.

Attendance and Engagement

The University’s Attendance and Engagement Policy clearly sets out expectations in terms of attendance and engagement and identifies processes whereby students who are not engaging can be offered support in an efficient way across a range of roles and services.

Academic Services: student attendance and engagement – staff guidance – which also includes the monitoring of international student engagement.
Academic Services: deferral with attendance – a deferral in an assessment task means that students will take the task again and the mark is not capped. Students are not entitled to any further attendance on a module.
BESE: Attendance monitoring for apprentices – staff guidance.
Digital Learning Team: TEL Help Blackboard attendance tool support for managing your blackboard site.
Student guidance: managing the impact of difficult circumstances on your studies.

Resources

WonkHE: To uni I belong

A sense of belonging – measured by quantitative engagement or qualitative feedback – has been strongly associated with academic achievement at university. But what exactly is “belonging”? How do we define it? How do we foster it? And when we do manage to, how can we replicate it elsewhere?

There are ways to ensure that students feel they belong at university – and there are big benefits if they do. Anna Jackson and Sunday Blake have the latest findings from a year-long project with Pearson.
If students need friends, whose job is to make it happen – and what do we mean by friends, anyway? Jim Dickinson’s mother warned him there would be days like these.
You can catch up with Taking action on belonging and inclusion – an event we held with Pearson in June to digest the findings of the staff survey.

Course Leader Fest

The following were delivered at the ‘Engaging and Thriving’ Course Leader Fest event December 2020:

Measuring student engagement: Stuart Hepplestone Digital Learning Team, SETL.
(Using) Learning Analytics and Student Engagement Data to Support Students: Neil McKay, Dean of Students and Paul Dewsnap, Project Manager.
Fostering a sense of belonging through pre-arrival on-line transition activities: Charmaine Myers, Principal Lecturer – Employability & Curriculum Design – BESE, James Coope, Senior Administrator (Curriculum Design) – BESE, Jude Langdon, Senior Lecturer, Academy of Sport and Physical Activity – HWLS and Vicki Norman, Senior Lecturer, Academy Sport and Physical Activity.
Fostering student engagement online: Juliun Ryan, Senior Lecturer/Principal Learning Technologist, Digital Learning Team, SETL.
Strategies for Engagement: how developing resources within Blackboard and Google Forms to create a ‘Workbook’ approach can help with engagement: David Smith, Associate Professor, Biosciences and Chemistry HWLS.
Reports for supporting student engagement: using the reporting tools available in Blackboard to check student engagement: Martin Roberts, Senior Lecturer, Finance, Accounting and Business Systems BTE.
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.
Developing Student Experience Through ‘Course Leader Surgeries: James Fenwick, Senior Lecturer and Course Leader BA (Hons) Media SSA.
A collection of journal articles, book chapters and conference presentations from colleagues at Hallam (word).

Blackboard

For all Blackboard related guidance and ‘how to’ visit the Digital Capability, Skills and Support overview page – section ‘Blackboard’.

Campus teaching

Teaching Delivery: Campus Teaching covering guidance on:

teaching spaces
use of video in campus and online including recording taught sessions
resources

To support you with on-campus teaching and learning also visit:

Building opening schedule and opening hours – update on the final plan for leaders and managers.
Resource booker website is now open to allow bookings for desk space, teaching preparation space, group space, car parking and rooms for synchronous teaching.
Returning to work on campus – providing a safe environment for staff and students.
Security Team – if you have any problems accessing your allocated teaching space/room.
Beyond Covid-19 intranet site – staff wide guidance.
The Library & Campus Services SharePoint site brings together the trading areas of the Facilities Directorate including catering, accommodation services, print shop etc.

Health and Safety

Health and Safety guidance and resources
University Rules and Regulations: Health and Safety
- H&S policy
- H&S Policy – placement students
- No smoking
- Students’ use and abuse of controlled drugs and other substances
- Laptop H&S
- Safe use of Display Screen Equipment (DSE)
- Students’ Mental Health Policy

Academic Essentials: Digital Capability, Skills and Support overview page – equipment section for access to AV equipment on campus.
Academic Essentials: Supporting our Students overview page – guidance on TORS: specialist teaching spaces such as labs.

Collaborative Courses

AQS Collaborative – the University collaborates with education providers and other organisations to provide a diversity of pathways and progression to higher education.

Academic Services: Collaborative Provision (SP site) outlines further provision and information.

Further information about collaborative courses can be found on:

Academic Essentials: Digital Capability, Skills and Support overview page – for a range of collaborative tools and resources.
Academic Essentials: Academic Induction, Roles, Work Planning and Professional Development overview page – for guidance on work planning allocation and support for the collaborative course leadership role.
Academic Essentials: Case Studies – for an overview of collaborative perspectives.

Course page – online prospectus

Find a Course: if an academic wants to update their course page you can find all the information needed on the How to Update your Course webpage including online prospectus import dates
Our 2022 undergraduate prospectus and guide to Sheffield is now available.

Course Principles

The Teaching Delivery resources set out the principles | pedagogic models | blended and flipped learning considerations.

Coursework submission

Assessment Essentials website – for details of coursework submissions and associated resources.

Curriculum Catalogue / View

Click on one of the following headings for more details:

Curriculum Catalogue * Curriculum View * Action: course and module leader allocations * Resources

Curriculum Catalogue

AQS: Curriculum Catalogue (SP site) highlights the workflow used to manage the creation and maintenance of all course and module records. These records are then stored in our student management system SITS. New courses are set up using a new course request in Curriculum Catalogue and if you need to make a course or module modification, this is done by submitting a change course or change module request through Curriculum Catalogue. Here you can access:

Curriculum Catalogue to start a new request.
The required guidance documents.
Screencasts that can guide you through using the system.
How to access course and module descriptors that are now generated from the SITS.

Tale a look at the student guidance for module selection 2021-22 regarding elective modules.

Curriculum View

Is a view of course and module data that is set up and held in our student management system SITS. It allows you to view courses and the validated module diet for a course, modules and the courses a module is delivered on, you can search for all modules allocated to a module leader, or all courses allocated to a particular course leader, and many other curriculum searches.

Academic Services: what is SITS/SITS Online and My Student Record (MSR)?
Academic Services: student systems support and training
Online Blackboard training module: aimed at academic administration it also contains useful guidance about SITS module records for academic colleagues. Highlights:
- types of modules and module records * viewing student module information in SITS * changes to student module records and how to view them * creating class lists and reports * where nodule data is used in other areas
- to book your place email ! SITS Help with your user code and ask to be enrolled on the Blackboard site for SITS module training (00-Z-S0062-20178).
Academic Services: Curriculum data guidance – for queries about curriculum data.
Student Life Cycle – introduction to student records system (SITS). Book your place via The Core Portal.

The Academic Services SITS Help team provide support for student systems and processes – visit the SITS Status page and IT Help @ITHelpSHU twitter feed to keep staff users informed of progress during upgrades. You can also find guidance on changes to the system on SITS annual upgrade changes log. If you have any queries about the use of the Curriculum Catalogue please contact SITS Help in the first instance – SITS-Help@shu.ac.uk or telephone 0114 225 4475.

Action: Course and Module Leader allocations

Have you checked to see if you have had your course(s) and module(s) allocated to you? All staff undertaking the Course and Module Leader role must be allocated to their course(s)/module(s) by the end of August each year. To assist you with this self-service update, take a look at the following resources:

How to update a Course Leader in SITS Online – guidance and Updating a Course Leader in SITS – screencast
How to update a Module Leader in SITS Online – guidance and Updating a Module Leader in SITS – screencast
When student’s Learning Contracts are published an automated notification email is generated and sent to each of the student’s current Module Leaders which are recorded on here. We understand that some Module Leaders are not receiving their notifications. Its essential that all Module Leader’s ensure their name is recorded against their respective module(s) by the end of August each year.

Resources

Presented at the Course Leader Fest event, December 2020, this highlights the importance of introducing your module (video) and the tools you are going to use to your students before the module starts so they are familiar with how the teaching will be delivered.
Presented at the Course Leader Fest event, December 2020, this highlights how to develop a module for remote delivery and how it was implemented in Blackboard (video).

Departmental Assessment Boards (DABs)

Visit Assessment and Feedback for guidance on DABs that link in with the whole assessment and feedback journey.

Digital Capability, Skills and Support

Visit the Digital Capability, Skills and Support overview page for a wide range of resources to support digital technologies including an A-Z library of digital tools which includes resources such as:

Teaching Delivery: Recording taught sessions

Disabled Students

Visit Academic Essentials: Equality, Diversity and Inclusion (EDI) overview page for further guidance.

Visit Learning Contracts section below.

Visit Inclusive Practice and Accessibility section below.

Enrolment

Enrolment is the process during which new students become members of the university and returning students re-confirm their membership.

Employability and Placements

Staff guidance, information and resources

Academic Essentials: Apprenticeship, Employability and Work-Based Learning overview page for a range of guidance and resources from across a number of teams and services that offer apprenticeship, work-based learning, employability and placement guidance, information and resources.

Academic Essentials: Case Studies – for examples of good employability practice.

Evaluation: adapting your delivery

Student Engagement, Teaching and Learning (SETL)

Student Evaluation, Engagement and Research (STEER): take a look at their wide range of guidance and resources to help you evaluate your course(s) and support evaluation.
Digital Learning Team: also support evaluation through their Teaching Delivery 2021/22 guidance: Evaluating and Adapting Delivery | Suggested evaluation methods | Student Engagement

For course improvement plans course evaluation bursary scheme – see Annual Review section above and for guidance around Learning Analytics – see section below.

Evaluation resources

Read Liz Austen, Head of Evaluation and Research’s WonkHE blog post ‘Working together on access and participation evaluation: a new collaborative effort to shape, promote and drive effective evaluation of access and participation work‘.

Access and Participation: an overview of Hallam’s 5-year plan to address student inequalities; and where to find data and insight about your course: Presented by Claire Walsh, Head of Academic Development & Inclusivity, Lizzie Morgan, Strategy and Policy Manager, Strategy, Policy and Insight and Simon Reade, Insight & Intelligence Manager, Strategy, Policy and Insight at the December 2020 Course Leader Fest ‘Engaging and Thriving’.

Staff Guide to Using Evidence: Presented by Liz Austen, Head of Evaluation & Research, Student Engagement, Evaluation & Research, SETL at the December 2020 Course Leader Fest ‘Engaging and Thriving’.

Surveys

	Here you’ll find a range of support, resources and contacts on the comprehensive and systematic process to provide module leaders with anonymous feedback from the students studying their modules. To access click on image.
	Is the national survey of undergraduate students (to access click on image). Conducted annually it is commissioned by the Office for Students (OfS) and independently run by Ipsos MORI. Universities, Colleges and alternative providers take part in the survey. In July 2021, the National Student Survey (NSS) results were published. In response, the University has developed an NSS Action Plan. The NSS 2022 Marketing Tool is a useful ‘one stop shop’ resource containing all you need to brief your students on completing the NSS. For departmental / course data on NSS results, visit The Source section below.
	The Student Voice Repository is a new place for members of the University community to submit and view Student Voice insights from a wide range of sources. Request access to the Student Voice Repository here (MS Teams channel) for access to our monthly bulletins.
	Is a national online survey designed specifically for postgraduate research students. To access click on image.
	Is a UK-wide survey open to all Higher Education Institutions (HEIs) with postgraduate taught students and is made available by Advance HE. To access click on image.
	Is a national survey, designed and supported by Advance HE and based on the National Survey of Student Engagement (NSSE). To access click on image.
	Each year, the Students’ Union conducts research into the student experience. Most of this research is included in the Student Voice Report. The Student Voice Report is the main lobbying and advocacy tool produced by the Students’ Union. This report establishes clear actions, priorities and goals which can be reached through a joint partnership with students and the University.

Examinations

Visit Assessment Essentials for a range of guidance, information, policy and procedures on designing and delivering exams as part of your assessments.

Exemplars

Exemplars are examples of previous students’ work or examples developed by practitioners that when used in learning activities help students to grasp key concepts, skills, content and assessment standards and criteria. Unlike model answers which are examples of a ‘perfect’ answer, exemplars are examples of varying standards of academic work.

We also have a collection of formative feedback examples on our Case Studies page.

External Examiners (EE)

AQS External Examiners (EE) – the University appoint EEs who have an essential role to play in the assurance of quality and standards within UK Higher Education. Here you can find:

forms and templates
annual reports
EE reports and how to respond to them
EE course and module allocations
SHU staff EE roles
guidance documents and public information

The TEL Help website hosts a range of guidance around External Examiners:

For more guidance on using Blackboard visit Academic Essentials: digital capability, skills and support overview page.

Academic Services: How to find my module external examiner – screencast

Are you looking to become an EE yourself? For details of career enhancement and development visit Academic Essentials: Academic Induction, careers and work planning overview page.

Case Studies

Making external examining for for the future: November 2020: Dr Lia Blaj-Ward, senior lecturer at Nottingham Trent University, points to ‘the emphasis on the importance of calibration across the sector’ as the highlight of Advance HE’s external examiner course. Visit Advance HE for more information.
Reflections of an External Examiner: December 2018: John Freeman, Principal Lecturer, HWB spoke to a group of academic colleagues during an External Examiners workshop about life as an external examiner. John has undertaken the role of External Examiner for about 12 years, in fact pretty much since John started at Hallam! You can read more about John’s role on the HWB Learning Enhancement pages.

Group Work

Policies and Regulations

University’s Rules and Regulations: Examinations and Coursework (website) covers group work policy and procedures.

Staff teaching resources

TEL Help: groups overview and setting up group work (website)
Assessment Essentials: Group Work Principles 2015 (PDF) guidance.
Digital Learning Team: Group Project and Group Presentations (website) – guidance to provide a view of implementing group work into your course and module from a digital learning perspective.
Academic Development & Diversity: Inclusive Pedagogy and Practice – guidance on designing and hosting inclusive and accessible group work.
Peer and peer-led learning (website) resources to provide the student’s perspective of group work.

Case studies

Social Media for Learning (website) – suggestions to help prepare for using online breakout rooms as learning activities for group sessions
The use of Breakout Rooms for conducting group activities during a live session – December 2020 (video).

Student Resources

Online e-Module

Hosted on Blackboard “SKILLS HUB (2021/22) 00-Z-E0113-20212” – to support students with group work and covers a wide range of topics. Applicable to all students whereby students can self-enrol. If you’d like to batch enrol students, please contact Nick Russell, Peer Learning Coordinator, Skills, Library Services.

Group assignments / presentations

Are your students working on a group assignment or presentation? Are they looking for resources on how to set up a productive study group? Visit Lib Guides: Group Work and Study Groups (website) guidance from the Skills Centre.
Does your student have a Learning Contract? If so, visit the student guidance on My Hallam: adjustments to group work in your learning contract (website).

Hallam Welcome

The Hallam Welcome Staff Hub (SP site) is a one stop shop for all things Hallam Welcome. This site provides information, resources and tool kits for staff across the university to deliver their Hallam Welcome Experience to both new and returning students. Also visit:

Updated for Hallam Welcome – May 22 (SP site)
Updates for Hallam Welcome – Jan 2022 (SP site) – this update contains all the information and resources for you as Course Leaders and academic leads to help you create your Course Welcome Experience and Course Induction Schedule. We recommend that you read each section in order to ensure you are up-to-date with any changes and improvements made to the welcome journey. Also includes a printable Course Leader ‘to do’ list (word) which supports you in these tasks.
Teaching Delivery: Student engagement (website) – guidance around Hallam Welcome brought to you by the Digital Learning Team (SETL).
For Panopto guidance on creating your course welcome videos, visit the Academic Essentials: Digital Capability, Skills and Support overview page.

Case studies

Hint/tips in developing interactive course welcome sessions via PowerPoint – July 2020 – video
Academic Advising – an introduction to the AA offer: July 2021 – created by Melissa Jacobi, Academic Director, Academic Advising, this guide is to provide information and ideas to support you during induction week or the first week or two of teaching.
(Overview of) Hallam Welcome – January Intake – Dec 2020 (Google) – presented by Ricky Parkinson, Hallam Welcome Project Officer and Sarah Smart, Hallam Welcome Project Lead – Hallam Welcome Project Team at the December 2020 Course Leader Fest ‘Engaging and Thriving’.

Students

Hallam Welcome 2021 – guidance on Welcome Week and beyond.
Hallam Welcome: student online module – video that explains what it’s all about.
New student guidance on what the Academic Advising offer looks like.

Inclusive Pedagogy and Practice / Accessibility

You need to ensure your course and modules are inclusive and accessible to all. Visit:

Academic Development & Diversity: Inclusive Pedagogy and Practice – guidance on designing and delivering inclusive course/modules.
Academic Essentials: digital capability, skills and support overview page – section: digital accessibility | Blackboard (accessibility).
From an assessment perspective take a look at the Assessment Essentials for all your assessment and feedback guidance and resources.

Learning Contracts

All students who have a declared disability will have a Learning Contract. Visit:

Disabled Student Support Team: Learning Contracts SP page – staff guidance.
Academic Services: Students with Learning Contracts SP page – staff guidance.
My Hallam: Learning Contracts website – student guidance.

Resources

Learning Contracts – Presented by Catherine McAuley, Senior Disability Adviser and Marissa Hill, Head of SRAC, SAS at the December 2020 Course Leader Fest ‘Engaging and Thriving’.

Learning Analytics

A student’s engagement with their teaching to support their learning is essential to ensure they are able to achieve and succeed. With this in mind the University has invested in Learning Analytics software Data Explorer, provided by Jisc. This will allow colleagues to observe student engagement and allow them to target and improve student support with the aim of improving student success and increasing student retention. Visit the Learning Analytics SharePoint site for more guidance on:

Learning Analytics session recording on how to use the new tool.
Attendance recording
User guides and resources
In Conversation: Learning Analytics – a short podcast in which colleagues discuss what is learning analytics and how you can use the information in your role to support students.

Modifications

AQS Modifications – all modifications for module, course and large scale are managed through the relevant “modify a module/course” function in the Curriculum Catalogue. Also provides guidance on:

Academic Essentials: timelines guidance – for deadline dates for all course modifications for 2021/22.

Modules

Academic Services: Module selection guidance – for staff covering process – selection periods – setup – operations group – glossary – student communications.
Teaching Delivery: introducing your modules.

Periodic Review

AQS Periodic Review – the periodic review or Departmental Periodic Review is one of the processes through which the University assures itself that the academic quality and standards of its award-bearing provision are maintained.

Also visit the AQS: Quality Framework website for policy guidance and external content.

Professional Statutory and Regulatory Bodies (PSRB)

AQS Professional Statutory and Regulatory Bodies (PSRB) – the University has a professional/academic relationship with a large number of PSRBs who accredit or recognise a wide range of University award-bearing and non-award-bearing courses.

Reading Lists Online

Supporting our Students overview page – for a wide range of Library Services guidance on how to:

create, update and manage your RLOs in collaboration with your subject librarian.
use the dedicated RLO’s such as ‘decolonising the curriculum’ and ‘disability’
use our new subscription to the new Journal of Contemporary AntiSemitism (JCA).
ensure your materials, in particular PDFs hosted on your Blackboard sites adhere to copyright.

The Source

Is the university’s reporting mechanism which provides data for both academic and professional services staff.

Visit The Source news page to access your Source database along with a range of bitesize tutorials.
Visit The Source for access to the whole range of reports that are available at both university, college, department, course and module levels.
Department Performance Reporting – presentation to guide you through all you need to know about the Departmental Performance Review and watch the Department Performance Review video guide.
This Quarterly Performance Reporting presentation will give a quick oversight of each report – explaining what’s included, who should use it and links for further guidance when available.

Strategy, Planning and Insight (SPI) supports the development, implementation and delivery of the University’s strategy. We provide a range of specialist services that support strategic decision-making within the University. We use our specialist knowledge of the policy, market, data landscape and wider external environment alongside our understanding of the internal context to provide our high quality services.

Student Recruitment

Clearing is the process by which applicants who have changed their mind, not yet applied to University, or have not got the results they were hoping for, can apply to University courses that still have vacancies. Clearing opens on 1^st July 2021. Visit the Recruitment, Marketing and Communications staff SharePoint site for more details.

Supporting our students

Take a look at how we support our students both pastorally and academically.

Teaching Delivery: Embedding Study Skills/Library Support

Timetabling

The online timetable has been updated and there are some step by step guidance on navigating the new timetable view (word document). It defaults to the user’s personal timetable so staff and students won’t need to change anything. There’s also a help guide, linked at the top right of the web page which gives simple instructions on how to set up an integrated calendar feed and change notification if preferred.

The Timetabling Team is responsible for the development and delivery of the University teaching timetable. During the academic year, student and staff timetables are available online and contain details of the module, teaching staff, location, and the weeks in which the activities take place.
Space Management support and advise on space management, utilisation and modelling to inform and support the delivery of academic portfolios to enhance the student and staff experience and estate development.

Validations

AQS Validation – the process of validation covers all of the University’s award-bearing courses and are subject to initial validation by a University validation panel.

Professional Development Activities (CPD)

We have a number of professional development activities to support our new and existing academic colleagues:

Course Leadership
Module Leadership
External Examiners

Visit the Academic Development and Diversity Team website > academic practice, management and leadership.

Visit Academic Essentials: Academic Induction, careers and work planning webpage – for an overview of how we induct staff into our academic community, the roles within Colleges/Departments and how we support and enhance the development of our academics.

Personal and Professional Development Planning (PPDP)

Here are a set of resources to support the development of Personal and Professional Development Planning (PPDP).

Electronic Tools for student PDP
PDP – do’s and try not do’s for course planning teams.
PPDP – key questions for course planning teams. PPDP in Practice – a mix set of resources to support including key questions for course planning teams
How do I make my students engage in PPDP? Here are some FAQs generated by Employability Leads from across Hallam.
Engaging students with PPDP – here are some Top Tips.

Back to Academic Essentials homepage

Last updated: 1st February 2022 NB