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Learning, teaching and assessment

Our strategic approach

Through our Learning, Teaching and Assessment Strategy and associated priorities, the University of Suffolk seeks to ensure that learning and teaching is of high quality, informed by targeted research and scholarly activity and benefiting from student engagement and feedback.

Key priorities for the period to 2020 include:

  • taking advantage of the University’s relatively small size in promoting flexible and creative learning experiences and developing students’ critical thinking and analytical skills
  • building on current good practice with regard to student engagement with learning, teaching and assessment, and from best practice in the sector
  • striving to ensure course provision fully meets equality and diversity expectations
  • continuing to embed the application of technology enhanced learning (TEL), relevant to enhancing pedagogic rationales (see resources from our Learning and Teaching Day on TEL in December 2016) 
  • promoting quality in all aspects of assessment and feedback
  • promoting the integration of employability in curricula, developing key graduate transferable skills (for example through placements and internships)
  • fostering opportunities for students’ engagement with broader societal perspectives, as well as with perspectives within disciplinary and/or professional contexts
  • ensuring learning, teaching and assessment practices are underpinned by active staff engagement in research, professional and scholarly activity
  • promoting ongoing critical and reflective staff engagement with continuing professional development opportunities, with the UK Professional Standards Framework (PSF) and with reflective peer review of teaching.

 

The regulatory framework

The Teaching and Learning Framework and the Assessment and Feedback Framework set out the principles underpinning the operation of learning, teaching and assessment at the University of Suffolk. A range of regulations, policies and procedures underpin the management of assessment, including the framework and regulations for various types of award and arrangements for assessment moderation, examination preparation and conduct, reasonable adjustments, recognition of prior learning, the conduct of Assessment Boards, the consideration of extenuating circumstances affecting students, academic appeals and academic misconduct.

 

Staff guidance material

We produce a range of guides to support staff engaged in teaching and assessment, drawing on good practice from across the institution and externally. 

 

Professional development opportunities

The University of Suffolk is committed to ensuring that all members of staff involved in teaching and supporting students’ learning have access to a range of opportunities for developing experience and expertise in those areas relevant to their role. We strive to support staff in developing as reflective HE practitioners who recognise and value high quality teaching, learning and assessment.
 
To facilitate this, we offer a range of opportunities for staff to engage in continuing professional development, including: