|V1 Respect individual learners and diverse learning communities||– I have been involved in developing classroom and online learning to create a more inclusive environment, allowing ease-of-access to a range of student needs.|
– We have developed online workshops that work well for our students that commute or have additional responsibilities and are unable to engage in classroom learning.
– We have made all our materials easier to access to students with visual needs.
|V2 Promote participation in higher education and equality of opportunity for learners||– I have been actively engaged with the Academic Board, which meets once per term. |
– I have been involved in multiple working groups that look into widening participation, this has included designing and leading on outreach events.
– I have used different methods to promote participation in HE, using care calls to students that are flagged as a concern due to low attendance, non-submissions, failed assignments and students close to a grade boundary.
|V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development||– As an outcome of student and staff feedback, I have worked upon creating a host of study and pastoral skills online workshops. |
– From research and learning from the PGCAPHE, I have improved my assessment practices, which are now more appropriate to Higher Education compared to 11-19 teaching. This has included the importance of referring to course and module outcomes to ensure constructive alignment.
– I have engaged with CPD opportunities (as seen in A5), which has improved my ability to provide more personalized teaching support on a 1:1 basis.
|V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice|| – I have attended each VC roadshow and open-question meeting at Coventry University London to better understand the university’s place as an outcome of changes in government and regulating bodies. |
– I understand that as an outcome of leaving the EU, the diversity within our student cohorts may change and therefore different approaches may be needed to target prospective students, as well as appropriate methods to engage a changing landscape of learners.
– I recognize the growth in FE interest may change the way HEIs offer courses, as well as approaches to teaching and learning.