Student Voices in Higher Education ConferenceAmplifying Student Voices in Higher Education: The Power of Student Feedback and AI

Green, B. (Participant)
Gould, H. (Participant)
Caroline Breslin (Participant)

Activity: Participating in or organising an event types › Participation in conference

Description

An integrated approach to reflecting and acting on student voice; Strathclyde’s Learning and Teaching Improvement Framework

QAA reviews in 2019 and 2023 commended the University for its data-led and data-informed approach and processes for utilising student survey and feedback information to drive strategy and policy development and to enhance the student learning and teaching experience at institutional and disciplinary levels. Core to this activity is the Learning and Teaching Improvement Framework (LTIF). We’ll show how the LTIF facilitates planning, student partnership, actions and activities through University, Faculty and Departmental learning and teaching events, which encourage the sharing of reflective practice that drives continuous improvement and evaluation of learning and teaching outcomes.

Period	16 Apr 2024 → 17 Apr 2024
Event type	Conference
Location	London, United KingdomShow on map
Degree of Recognition	National

Keywords

Student Voice
Learning and Teaching
Enhancement

Documents & Links

An integrated approach to reflecting and acting on student voice; Strathclyde’s Learning and Teaching Improvement Framework Abstract: QAA reviews in 2019 and 2023 commended the University for its data-led and data-informed approach and processes for utilising student survey and feedback information to drive strategy and policy development and to enhance the student learning and teaching experience at institutional and disciplinary levels. Core to this activity is the Learning and Teaching Improvement Framework (LTIF). We’ll show how the LTIF facilitates planning, student partnership, actions and activities through University, Faculty and Departmental learning and teaching events, which encourage the sharing of reflective practice that drives continuous improvement and evaluation of learning and teaching outcomes.