The Higher Education Sector has moved online. Teaching is being undertaken remotely and face to face assessment have been replaced with alternatives. Over the next month the majority of undergraduate students will complete their assessment for the year. But the potential impact of the pandemic on student achievement is wide ranging; students may have caring responsibilities, may experience symptons, may be in an environment not conducive to studying. In this context, institutions are keen to reassure students that they will not be disadvantaged by under-performance in the last stages of the year, and Students’ unions are leading the campaign for “no detriment” – the establishment of a broader safety net that recognises the unique and trying circumstances and attempts to offer students the degree they would have got had normal service been maintained.
In this webinar we will hear from quality practitioners who will share how their institutions are developing academic regulations which will seek to support students in achieving their award or progression from one year to the next whilst also maintaining academic standards.
Speakers will present 7- minute ‘Lightning Talks’. This concise presentation format will enable delegates to hear a range of approaches to each topic and to receive a rich set of slide decks after the event.
This is the first of two symposia focusing on the impact of the Coronavirus pandemic on institutional quality assurance policy and practice, the second will be held on Friday 15th May and will focus on approval and review of curriculum and assessment changes.
This webinar is kindly sponsored by Explorance
|09:50||Login and virtual refreshments!|
|10:00||Welcome – Lee Jones, Chair QSN|
|10:00 – 11:10||No Detriment/Safety Net
1: ‘No to No-Detriment Approach at Buckingham’
Pearl Slater, Quality Assurance Manager, University of Buckingham
2: ‘Academic awards to reflect student achievement – No Detriment for LTU students’
To ensure that students’ academic outcomes are not disadvantaged by the current circumstances associated with COVID-19 Leeds Trinity has implemented a range of measures around academic support and assessment of students, including approval of emergency academic regulations and alternative arrangements for mandatory work placements.
Kirsty Priestley, Academic Quality Officer, Leeds Trinity University
3: ‘No Detriment and what it means for Brighton’
Recognising the different curriculum structures in place across our provision makes a one size fits all solution unlikely, in this webinar the likely multiple faceted approach needed will be explored.
Sarah Plumeridge, Senior Assistant Registrar, University of Brighton
4: ‘Covid-19 Response – Academic Standards and Academic Support for Students’
A schema to enable our Leeds Beckett University to award degrees and progress students during the Covid 19 pandemic, whilst upholding the currency of LBU awards by maintaining the academic and professional standards expected of LBU by the University’s core stakeholders; and in doing so being fair to LBU students by recognising and taking account of the impact the current crisis has had on their academic experience.
Lee Jones, Associate Registrar, Leeds Beckett University
5: ‘Central’s Safety Net’
Central as a conservatoire is a highly participative, practice-based institution. The context we find ourselves in has required us to assess how we can create comparable distance approaches to learning which thrives on proximity. Our no detriment policy is based on encouraging students to engage with the summer term to the best of their ability, and then working with them to address issues if and when they arise.
James Perkins, Head of Quality Assurance and Enhancement, The Royal Central School of Speech and Drama
Q & A Discussion
|11:10 – 11:15||Break/Tea/Coffee|
|11:15 – 11:35||Extenuating Circumstances and Mitigation
6: Extenuating Circumstances, Mitigation, Self-Certification and Covid-19.
In response to the Covid-19 Pandemic, extenuating circumstances and mitigation regulations across the University have been relaxed, to include the opportunity for self-certification. We are receiving a large number of mitigation requests, and module boards will wish to consider how such requests can be met while also limiting the need for extensive reassessment over the summer.
Lee Jones, Associate Registrar, Leeds Beckett University
7: Supporting students through university-wide extension and deferral opportunities
Abertay University has decided to support students through the Covid-19 disruption in a number of ways. Our first actions were to make changes to extension and deferral policies followed by changes to our regulations.
Dr Julie Blackwell Young, Quality Enhancement Manager, Abertay University
|11:35 – 11:45||Transnational Education – TNE
8: A Global Pandemic: Supporting Our FE/TNE Students During Covid-19
With the fast-paced changes being made to learning, teaching and assessment in response to the current pandemic it could be easy to forget the impact on our students studying at collaborative partners. Here we discuss Cardiff Met’s approach to governance and working with partners to ensure an ‘equitable experience’ in these challenging times.
Gaby Tobin, Quality Operations Manager, Cardiff Metropolitan University
|11:45 – 12:00||Supporting the Sector
9: QAA’s work supporting the sector as it responds to the challenges arising from the COVID-19 pandemic.
Within a matter of days, the HE sector had to pivot from a largely direct teaching and assessment approach to almost fully remote methods. At the same time, their responsibilities relating to quality and academic standards still had to be met. QAA staff will talk about the range of guidance, existing and emerging, intended to support providers to do this.
Simon Bullock, Quality & Standards Specialist, QAA
|12:00 – 12:15||10: 5 top tips when running module evaluations during Covid-19
The unprecedented time we are all experiencing around Covid-19 has led to huge challenges for the Higher Education sector. The fundamental shift to online teaching has raised serious questions around how the student voice can be captured effectively (for module evaluations), especially given the reliance on traditional approaches. In this lightning talk, Explorance will highlight 5 top tips to help Universities grappling with this challenge.
John Atherton, General Manager for Europe Explorance
|12:15 – 12:30||Plenary and close|
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