In this webinar, the HEA’s Jason Leman will be unveiling results from our UK Engagement Survey 2015 (UKES), as the call for UKES 2016 opens.  UKES is the only undergraduate survey in the UK to focus on student engagement (rather than satisfaction or experience). It gives students the opportunity to rate their engagement with their studies through questions that get to the core of their learning experience. Unlike other surveys, students can take part while they are still studying, meaning there is time and opportunity for them to explore new options and to learn and engage in new ways.

The importance of students’ engagement with their learning has long been known to those working in the enhancement of learning and teaching. Graham Gibbs’ highly-respected research maintains that the quality of university education can be assessed on the basis of various measures – but not ones that are often quoted, such as contact hours and student satisfaction. One of the things that should be measured, he says, is ‘the effort students make’: the amount of time they spend working, and how much they engage in things like active and peer learning. This approach lies at the heart of UKES.

There are so many advantages for the institution for taking part in UKES. Key among these is the benchmarking service we provide that means that an HEI can compare its provision to others in the sector at both subject and institution level, while preserving confidentiality. Results can be broken down by a range of course and demographic factors, helping to target enhancement where it is most needed.

Registration is now open for ‘What are undergraduate students telling us this year about their learning and teaching experiences?’ You can register here.

Places are limited so please book early!

Our free webinars offer the opportunity to come together to debate critical issues in HE learning and teaching. Taking newly-available pedagogic research and resources as their starting point, they are aimed at those who want to keep up-to-date with new thinking to improve their practice, inform their institutional strategy, and develop policy. The webinars are highly collaborative, offering attendees the chance to ask questions, make comments and receive regular updates and resources before, during and after the seminar.

The QAA are introducing digital literacy and employability as attributes to be identified during the renewal of Benchmark Statements.   During the recent update of Dance, Drama and Performance Statement these attributes were considered as part of the process. You can download a recent paper addressing these concerns by clicking here.

DanceHE would like to invite you to join a review of the activities in the delivery of Dance  programmes and will be in touch again soon to kick start activity.

Best Wishes

The day runs from 11am until 3pm and will include an introduction to the RAD and the Master of Teaching (Dance) programme (MTD) as well as a practical workshop and an opportunity to ask questions about postgraduate study.

The MTD programme requires students to undertake practice-based research. The workshop will give you an opportunity to explore research areas which address current issues in dance teaching, and gain greater understanding of the value and potential of practice-based research in your own workplace.

To register your attendance, please contact Jenelle Rutherford on jrutherford@rad.org.uk by 28th March 2014.

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