Teaching Excellence at the University of Brighton

Centre for Learning and Teaching (CLT)

March 2012

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Introduction Following the 2011 CLT managed EFELs (Excellence in facilitating and Empowering Learning) and the SU Excellence awards, a group of SU sabbatical and now student engagement oriented colleagues and the CLT together decided it would be useful to identify themes an issues in the broad range of rich comment provided (in the main) by students about their lecturers, and their views of excellence in teaching and support for student learning. As The CLT began to analyse NSS qualitative data with the Registry and SPO colleagues it emerged that this too was a rich source of similar information. It was then decided that the CLT based research process would focus on teaching excellence comments across all three sources. The activity throughout has been a joint one between the students, the SU sabbatical officers and graduates and those with post sabbatical roles, and the CLT higher education research team. Data was analysed September 2011 - March 2012. Comments on the report are welcomed, and even more importantly, advice and suggestions on where to disseminate and how to use it. We hope that internal committees and planning groups will use it, it could be useful for the QAA visit as evidence of quality teaching and learning and of student buy into processes of recognition of this, it can be used as the language of aspirations of and aims for excellent teaching, in professional development e.g. the PGCertHE, and we intend to publish from it in scholarly journals (all comments remain confidential) but we believe also that it has a very rich potential use in the university more broadly and also in some of University of Brighton’s marketing activities. This report presents a summary of students’ discursive comments on teaching excellence at the University of Brighton (and including a very small number staff comments on colleagues as teachers). The report draws on the comments on good and excellent teaching that appear in three source documents: Excellence in Facilitating Empowering Learning (EFEL) award nominations, Student Union Teaching Excellence in Teaching (STEA) awards nominations, and the National Students Survey (NSS) for the year 2011. The objectives of this report are to:

inform those interested in teaching improvements about what students respond to, value and appreciate in order to feed into on-going professional development of academic staff and teaching at the University of Brighton

enhance the profile of teaching excellence at the University of Brighton and the need for continued professional development in this area

In summary, teaching excellence is largely described as inspiring, accessible, imaginative and responsive. It is an academic process through which students are motivated to learn in positive and sustained ways as a result of the teacher’s role and attributes. Particular competencies and approaches to teaching appear to work well with students. An appreciation of different learning styles and needs, fairness and equal treatment of students, and critical and constructive feedback are some of the key competencies that appear as recurring themes across all three sets of comments. Other attitudinal and behavioural qualities that engage students include creativity, proactivity, problem solving, enthusiasm, passion, dedication, patience and going the extra mile. Excellent teaching has an effect on the state of the student mind. It makes them feel motivated,

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confident, interested, engaged, valued and committed to learning. For some students, this learning and the teacher’s impact is long-lasting. Many of the key discourses uncovered in this analysis relate to the role and attributes of the excellent teacher, and in some instances examples of good practice are provided. The key attributes or facets of an excellent teacher, which are reflected in the discursive commentary of the students, include:

The excellent facilitator of student learning

The efficient and effective planner, coordinator, communicator and deliverer

The proactive and dedicated enabler with a ‘can do’ and ‘go the extra mile’ attitude

Engages with new technologies and pedagogic developments and keeps up to date

The well-informed researcher, knowledge producer and/or subject matter expert

Makes students feel motivated, valued and engaged

The fair and committed pedagogic expert who also does service to the university

The helpful coach

Has a long lasting impact on learners’ later life.

The confidence-builder who guides and instils self-belief

The caring mentor who enables academic success through creative problem-solving

The accessible advisor The comments suggest that the excellent teacher combines different, multiple pedagogical roles and attributes to enable learning as appropriate for their respective course and field. This report suggests that there are some helpful practices that students have identified that are useful indications of what works for students.

Methodology The responses for the following were mapped against key issues identified:

EFEL an awards scheme managed by the Centre for Learning and Teaching which aims to celebrate outstanding contributions to students learning

STEA, an award scheme run by the Students Union which celebrate outstanding teaching practice or academic support

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National Students Survey (NSS), a UK-wide student’s survey completed by students in their final year overseen by the Strategic Policy Office at the University of Brighton

The key issues identified for in-depth exploration for this analysis were:

Quality of teaching (features)

Their organisation

Their attitude

How up to date

How well researched and appropriate

How it made me feel

What I liked and why (quality and qualities)

The confidence it gave me

What it made me want to go on and do

Care about me and my learning

Accessibility Recurring issues and themes across the three entities were mapped and listed, then a few representative sample quotes noted for illustrative purposes. ‘Excellent teaching’ discourses – repetitive signalling and representations of good teaching - were also identified through textual analysis of content. Those issues, themes and discourses that appeared across all three entities are presented in this report. All the comments for EFEL (281 comments) and STEA (268 comments) were included in this analysis. Only a sample of NSS positive comments (272 out of a possible 1020) were used from courses that in a previous analysis were classified as courses that featured highly in terms of positive feedback of the course - were significantly above average in terms of their rating of positive comments communicated.

Teaching Excellence Teaching excellence at the University of Brighton, as depicted by students responding to the NSS and nominating excellent teachers, encompasses values, behaviours, reflective practice and continued professional development. The excellent teacher has an awareness of learner’s diverse intellectual and emotional needs to successfully complete their learning journey and addresses these in their approach to teaching and provision of academic and pastoral support. The students’ comments suggest that the makings of a great lecturer crosscut all the categories of this analysis. It covers broad knowledge of their subject and field, enthusiasm and passion, a love for learning, a caring attitude and most important of all knowledge and application of effective pedagogic process and methods. A summary of different facets describing what is subjectively perceived as ‘excellent teaching’ values, behaviours and practices are presented under the sub-headings below which correspond to the analysis’ categories. The main discourses running through these categories are identified and highlighted. The issues and themes emerging from the analysis of the comments and some illustrative comments are presented in the tables.

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Excellent Teaching Overall, the excellent teacher is a good facilitator of student learning: this is the key message that comes across in all the categories. This reflects or covers appropriate methods, techniques and styles of teaching, delivery of lecture, the learning environment created, the materials, resources and media used and the personal flair, drive and commitment of individuals. Briefly, the good practice mentioned includes the conveying of concepts and theories in accessible ways, responsiveness to diverse students’ needs and learner styles, the use of different media and materials for communicating and continually reinforcing material covered in lectures, and application of new and exciting ways to make the subject interesting and engage students academically.

Examples of Comments Emergent issues and themes

‘Exceptional at the facilitation of student-centred learning. Creates a learning environment where students are encouraged to challenge the boundaries of knowledge and feel safe at the same time, in order to make the most of their learning’ (EFEL, 2011) ‘He led very interactive and inspiring seminars where everyone was keen to get involved and debate every week. During this time I had a number of mitigating circumstances which had knocked my confidence and xxx helped to boost this through giving me praise and believing in my ability. My average mark was 60 for my 2nd year, and this has since [rose] to 70 per cent for xxx. My interest in the subject was boosted and I feel more inspired to aim higher than before’ (STEA, 2011) ‘His teaching style is second to none; he keeps the students enthused about subjects because he is genuinely enthusiastic about them himself. He teaches in a matter of fact manner and does not read off of slides in a monotone. He is always there for students who need extra help or guidance and is genuinely interested in what the students have to say, (STEA, 2011) ‘I mostly enjoy the theoretical part of the course as complicated theories are explained, articulated in a way that's easy to understand. The use of creative, visual resources like the media and experiential exercises make subjects easier to grasp’ (NSS, 2011)

Inspiring, enthusiastic, passionate, invigorating & motivating Clarity, explanation, illustration, demonstration & visual stimulation Makes theories and concepts accessible – breaking down information into digestible forms, articulates in ways that are easy to understand & activities and practical or real life examples to reinforce understanding Responsive to students’ diverse needs & learning styles Creative, imaginative, proactive and engaging - making the subject interesting & capturing minds and imagination Attentive, personal & caring teaching manner – extra attention to every student and their progress, responds to queries, makes time to explain outside lectures Helpful in suggesting further learning resources Creates a sense of freedom to explore ideas, collaborative approaches Listening skills, interactive sessions and engaging positively and constructively Uses E-learning and on-line teaching materials (lectures, quizzes) Injects humour & fun

Effective Planning and Organisation The key message about organisation is well- planned, well-prepared and well-thought out lectures and course arrangements which smooth, aid and expedite the student’s learning and experience. An effective lecturer plans, communicates and delivers.

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Good practice in this area includes good management and coordination, well planned and organised lectures, placement, assessment and course arrangements, effective and timely communication that also includes listening attentively to students’ concerns and suggestions and responding appropriately to feedback.

Examples of Comments Emergent issues and themes

‘Giving excellent insightful lectures with key hand-outs in which he broke down all the necessary information into specific topics, we were also given sufficient one to ones with xxx to go over the coursework in which not only I but many others managed to do well in after our meetings’ (STEA, 2011). ‘The lecturers xxx and xxx have committed and engaged in the course to make it as interesting and beneficial as possible. The introduction of new modules such as xxx, have given a broader, more insightful aspect to the degree which has made it even more appealing. The lessons are well taught and well organised and the lecturers give up a lot of their own time to make sure the students understand what is going on’ (NSS, 2011). Lectures really well planned and relevant. Very approachable and always available via e-mail to answer any queries/worries. Holds revision classes if requested. Well organised member of staff with a professional attitude (EFEL, 2011). ‘The fact we are aware of the structure of our assessment, what we need to present and at what date in advance’ (NSS, 2011) ‘She has an excellent way of teaching concepts in a systematic and understandable way and is always to the point and never rambling. Through her professionalism, thoroughness and attention to detail she sets an excellent example...’ (STEA, 2011). ‘xxx's well organised and focused attitude is quite contagious and I think it has really helped me to iron out my bad studying habits.(STEA, 2011)

Well planned and well-thought out lectures and courses Efficiency in managing time Relevant topics and lectures Assignments are communicated clearly and well in advance Teaching in a systematic way Lesson preparation and delivery Professionalism Thoroughness Well run Well resourced Organisation of trips, placements and off-site activities Timely and consistent guidance to ensure students are well prepared for different stages Articulates learning outcomes Communicates assessment arrangements well in advance Offer assessment advice Focussed approach Prepared Pays attention to detail

Attitude to Teaching The key message coming out of the comments is that excellent teachers have a dedicated, facilitative, ‘can do’ and ‘going the extra mile’ attitude. An approach to teaching with this mindset has beneficial outcomes on students’ engagement with their learning processes. Perceived positive attitudes to teaching are evidenced through the prioritization of student academic experience through striving to stimulate students’ learning through creative methods and utilization of pedagogical tools appropriately and positive encouragement (not giving up on students).

Examples of Comments Emergent issues and themes

‘Goes beyond the call of duty to support students but also he has a knack of seeing things from the student point of view which helps

Professional attitude Making one feel at ease and seeing students’ point of view

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diagnose blocks to learning’ (EFEL, 2011)

‘A very positive attitude to getting the job done. He has a very quiet polite and friendly manner with the students that makes him approachable and enables them to ask for help in a constructive manner. Having said that he has a clear understanding that the students should take responsibility for their own work. He juggles skilled xxx analysis, with xxx class preparations, supporting classes and students and then is prepared to put his back into general labouring around the site. He is a very pleasant team mate who quietly gives 100 %’ (EFEL, 2011) ‘xxx helps students in every way that he can, spending every bit of free time helping teach and prepare all of us for the future. Records all of his lectures, he uses a video camera to record his annotations and diagrams, a blue-tooth headset to record everything he says, plus screen recorder software to record everything he does on the computer, all this so that students that are absent can still learn just as much as being in the lecture. Uses Student Central to its full potential, constantly creating blogs for us to ask him questions in and so that we can communicate with others on our course, and making lots of quiz’s to make sure that we understand everything that was covered in the lecture. xxx believes nothing is impossible and he finds a solution to everything…genius! (E).’ (STEA, 2011)

‘Fair, encouraging group teaching, constructively critical (but never soul destroying!) not openly favouring individuals’ (NSS, 2011)

Devotion and going beyond the call of duty Helpfulness and supportive Patience and kindness Enthusiastic, passionate Approachable Fair minded Reliable Proactive Reassuring Open-minded Motivates Can do attitude Problem-solving Constructively critical Dedication and commitment Makes time Positive attitude Friendly Does not disregard comments in class (is not dismissive) Interested in you as a person Supports colleagues Makes boring parts fun - helps us all learn quickly, enjoyably & accurately Philosophical Student centred approach

Up-to-date and Current The excellent teacher evaluates and develops important insights in their subject speciality, engages with new technologies and pedagogical developments and helps students make real world connections through communicating these. Good practice identified includes keeping abreast of, and communicating or applying intellectual, industry, statutory and pedagogical developments within one’s field, taking a strong interest in broader issues and incorporating these into teaching practice.

Examples of Comments Emergent issues and themes

‘Engagement with new technologies e.g. Mendeley to inspire students and staff’ (EFEL, 2011)

‘Very inspiring, enthusiastic and extremely current in her subject area, and always responsive to students requests for support with their study. Her knowledge and facilitation skills have made a huge impact...’ (EFEL, 2011) ‘Always inspirational multi-media presentations, His inaugural

lecture was fantastic and he is always involved in L&T conference with new ideas. Pushing forward pedagogic research and xxx research in tandem’ (EFEL, 2011)

Engagement with new technologies and tools (research and technical) Pushing boundaries of research Innovative teaching methods and delivery Promotion of resources through innovative means Current in their subject area Involvement with the Learning & Teaching conferences and applying new ideas showcased Contemporary Makes the work relevant and integrates

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‘Untiring work in developing innovative and participatory approaches to teaching and learning and community development across the university’ (EFEL, 2011) ‘help the whole class to understand recent initiatives in Government that will directly affect us as teachers’ (STEA, 2011) ‘She makes the work relevant and integrates it with contemporary work we may be at first more knowledgeable about. It is always clear how much effort she puts in to helping her students and is always available for extra support if we need it. xxx is definitely a huge factor in the enjoyment of this degree ‘ (STEA, 2011) ‘I enjoy very much his idea of starting every class with a commercial ad, which captures every student's attention from the very first seconds..Each time we find out interesting facts about the world, about what is going on in the real xxx business today in a fun and easy-to-understand way. Also, he always tries to convince us to read newspapers and always be informed of what is going on around us, which I find extremely encouraging. Going to xxx's class is an absolute pleasure, as we feel motivated because of the lovely atmosphere and friendly bond that he creates with his students...’ (STEA, 2011) ‘Up to date research reflected in training programme’. (NSS, 2011)

with contemporary work Helps in understanding new and recent initiatives (e.g. government initiatives) Real world connections Up to date research reflected in training Participatory approaches to teaching and learning Makes effective use of multi-media Provides interesting facts about the world

Well-researched and Appropriateness The well-researched teacher uses appropriate teaching content and is responsive, knowledgeable, experienced and competent. Their experience and knowledge is reflected in how they adapt this to aid student’s conceptual understanding. They are engaged in the research and the production of knew knowledge which they deploy practically and communicate well about. Good practice includes applying research-informed knowledge to teaching and elevating students to a level where they can learn deeply and make connections.

Example of Comments Emergent issues and themes

‘Solid knowledge combined with great social and teaching skills’ (EFEL, 2011) ‘Knowledgeable and responsive to the class’ (FEEL) ‘imparts a thorough understanding of his modules and their significance in the bigger picture of xxx...his passion and enthusiasm are infectious; his subject knowledge both detailed and broad. On top of this he sparks original thinking, takes any contribution you make in class seriously and considers where your idea may have come from.’ (STEA, 2011) ‘her expert knowledge and passion for her subject was shown by her ability to bring in extra snippets of information whilst teaching-she didn't just stick to her lesson plan, she was happy to be creative to

Content Knowledgeable Research background Tremendous experience Flexibility Originality Competent Well-informed Responsive Imparts a thorough understanding and significance of the bigger picture Didn’t mind being challenged Brought in extra snippets of information not sticking to lesson plan

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encourage our class to discuss and debate with each other’ (STEA, 2011) ‘Even when under the weather herself, she sparkles with the most up to date knowledge. She motivates students to push boundaries and explore innovation from within them. Every idea is acknowledged, valued and utilised. She has inspired and supported me from degree to masters. No contribution is too small and confidence of her students blossoms’ (STEA, 2011) ‘explaining and critically analyzing the widest range of current and relevant topics which brings xxx studies to another level for us students’ (STEA, 2011)

‘Most of the lecturers have extensive background knowledge and experience within various relevant industries upon which they are able to draw examples. This helps add more depth to some of the concepts and techniques studied’ (NSS, 2011) ‘they can apply real scenarios from the xxx world to the theory showing a comprehensive understanding of theory’ (NSS, 2011). ‘Very advanced material. Engaging’. (NSS, 2011) ‘Very international interesting subjects’. (NSS, 2011) ‘They have fresher knowledge, its not stagnant’ (NSS, 2011)

Fair and equal treatment of all students Explaining and critically analysing current and relevant topics Experience with relevant industries Applies real scenarios to theory Fresh knowledge not stagnant Discusses recent development Explores broader issues Is admired and respected intellectually

Effects on Students’ Frame of Mind The key feelings and actions excellent teaching invokes incorporates motivation, confidence, and an interested, knowledgeable, engaged and inspired mindset. Excellent teaching evokes a sense of preparedness and being able to cope with academic demands. The excellent teacher makes students feel motivated, valued and engaged with their learning. Good practice includes helping create a state of mind that is receptive to learning through interpersonal interactions and intellectually stretching students.

Example of Comments Emergent issues and themes

‘Makes you feel at ease’ (EFEL, 2011) ‘I and other students believe that xxx improves the student experience’ (EFEL, 2011) ‘What a truly inspiring teacher, gave me the courage to be a reflective self- autonomous learner, I wouldn’t have the breadth of knowledge about xxx without this mans facilitating!’ (EFEL, 2011) ‘and he keeps every member of the class engaged… I would like to say that he has inspired every single member of the class to do the best they could possible do, and the majority of us are looking to enter in to a xxx career. He is an incredible Lecturer and I will be sad to say goodbye to him’ (EFEL, 2011)

At ease Respond to the enthusiasm and passion/enthusiastic and passionate Improved student experience Self-reflective autonomous learner and knowledgeable Feel engaged Right push Motivated Determined Inspired Challenged Prepared for life and work Inspired

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‘An outstanding lecturer whose teaching brings out passion and enthusiasm in his students.’ (EFEL, 2011) ‘Expanded my interests in xxx’ (EFEL, 2011) ‘I went from being unmotivated to inspired in one talk. He never stops trying to educate on such a wide variety of fields as well as pushing us so hard to achieve our best. Though I may not be the brightest on my course but xxx always sparks my determination to work hard’ (STEA, 2011)

‘There has not been a single lecture or seminar of xxx's that has made

me wish I'd stayed in bed; which says a lot coming from a first year student. No matter how heavy the night before I always drag myself to xxx to hear xxx as I know everything he says is worth listening to. xxx has inspired me to look into so many sides of xxx that I had not even considered before. The sheer amount of knowledge that seems to just evaporate from him has encouraged me to work so much harder and it is xxx's own enthusiasm and passion for the subject that has really inspired me to delve deep into the world of xxx. xxx is also very caring about his students (despite asking me my name every week!) and regularly asks us if we found the lecture okay and easy enough to follow when we go into complex matters. (STEA, 2011)

‘I feel the xxx module taken as part of xxx specialism was thoroughly enjoyable and worthwhile. Preparing us for the unknown future of the xxx curriculum.’ (NSS, 2011)

Rewarding and pleasant experience Expands interest in the subject Enlightened Capable of achieving my goals Made a difference Valued Ignited Keen to attend and never miss a lecture Feel like I am always learning something Educated Want to carry on Want to work harder In my element Strength to carry on Energised Interested and interesting Improved my outlook on life Self-aware Life changing experience Self-development at a deep level supported Directed

Valued Quality and Qualities This subsection relates to both the quality of the teaching students liked and the qualities of lecturers valued by students which are presented separately below. Excellent quality of teaching is characterised as skilled and professional delivery of courses and appropriate academic and pastoral support. Good practice includes contributing positively to the learning environment by maintaining teaching professional standards and teaching/delivery to a high standard.

Example of Comments (Quality of teaching) Emergent issues and themes

‘The quality and content of his teaching is of high standards’ (EFEL, 2011) ‘There are numerous examples of her successes - pedagogic enhancements through a combination of elearning and personal attention - many of which I see adopted across the institution (EFEL, 2011). ‘The standard of teaching is very high but xxx is absolutely excellent. He has taught the syllabus in imaginative and engaging ways,

Developing a sound programme and course Pedagogic enhancements through e-learning and personal attention Precise/precision Thoroughness Modelling behaviours Good understanding of students Well planned and well - prepared Efficient Invites discussion

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modelling how we should behave as effective xxx and making us the whole group excited about the idea of teaching xxx, even though many of us would have approached the subject with reluctance and little confidence in our subject knowledge. I genuinely think that we will all be better xxx throughout our careers as a result of having worked with him (EFEL, 2011). ‘She has an understanding of students I haven't seen with any of my lecturers or teachers throughout my life, and I know other people in my seminar group agree’ (EFEL, 2011) ‘Inspiring and supportive tutor - invites discussion in lively way, incorporating students - I am a mature student and she is skilled at integrating teaching of theories to practical application and relate to real time events.’ (EFEL, 2011) ‘She makes every lecture come to life and does it in an easy accessible way. She can make any topic interesting, by mixing her sense of humor with incredible xxx topics and can inspire even the laziest students’ (STEA, 2011) ‘He would never discourage you when you present your idea for a project and would always find a way to explain where the weak points in your work are without making you feel less talented...Whenever you go to him with a specific issue, he would always respond quickly and help you solve it. With his help, I have personally grown a lot this academic year. (STEA, 2011) ‘xxx is an extremely passionate and knowledgeable lecturer, who continually inspires others with his approach to texts and teaching.. encourages us to invest the same level of emotional evolvement. Another equally important characteristic of xxx as a lecturer is his approachability and caring nature, leading students to seek his advice, guidance or support above all others. He is genuinely interested in our opinions and experience of the course, always available, punctual and prepared. (STEA, 2011) ‘I find her teaching technique, a relaxed, informative yet well structured. It is most exciting as it stimulates thought and involves you within the subject. By listening to our thoughts she leads us to further our interests in our topics and stimulates debates in the most amazing way..leading us to explore, pros and cons with arguments whilst still enabling thought provoking questions which enables us to conclude and attain our own personal opinions on the subject. (STEA, 2011) ‘They have managed to combine all the best aspects of a good, sound and successful xxx training.’ (NSS, 2011) ‘The small number of students is a definite bonus. You feel able to interact with your teachers have your comments heard’ (NSS, 2011)

Skilled at integrating theories and their practical application Effective Good quality feedback Facilitation Range of resources Stimulating High quality Expertise Presents illuminating lectures Creates a positive learning environment through well planned and well prepared lessons Invites discussion Encourages students to think for themselves Expertise/skilled at teaching A joy to listen to and learn from Checks that the class understands Charismatic Presents material in an interesting and challenging way changing outlook Enthusiastic and passionate facilitator Having your comments heard

The qualities of an excellent teacher that inspire students include leadership, integrity, honesty and fairness.

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Good practice includes exuding commitment to the academic process that motivates students to learn through displaying qualities:

Example of Comments (Teacher’s qualities) Emergent issues and themes

‘Exceptional leadership qualities’ (EFEL, 2011) Thorough approach, but approachable demeanour, infectious enthusiasm for deeper learning ‘Just a really kind, calm and helpful human being’(EFEL, 2011) ‘The ability to form an instant, open relationship with students. xxx demonstrates a massive, seemingly effortless ability to open lines of communication with an entire class almost immediately; a charismatic approach which manages to engender the maximum amount of learning by creating an atmosphere conducive to that objective. It seems to come naturally to xxx - she was born to teach’ (EFEL, 2011) ‘Really good lecturer. Makes lectures seem fun, and through his light-hearted approach, students feel more at ease’ (STEA, 2011) ‘The University sessions lead by xxx have consistently been thought-provoking, energetic, surprising and, above all, useful’ (STEA, 2011) ‘I found her lectures inspiring and motivating, she taught in a way that showed real compassion and humanity’ (I) (STEA, 2011) ‘is the perfect combination of academic and management’ (STEA, 2011)

‘xx has many fine qualities as a lecturer making his subjects

interesting and enjoyable. He has a formidable knowledge and treats all students fairly and with respect. He makes himself very accessible for students needing support and is proactive at dealing with problems’ (STEA, 2011) ‘I cannot fault their communication and social skills.’ (NSS, 2011)

Leadership qualities Thoroughness Encourages deeper learning Calmness Rapport Concise advice Kindness Committed Friendliness Modelling behaviours A good understanding of students Lovely Genuine Dedicated Genuine Well-prepared Hard working Efficiency Integrity Dynamic Openness Communication Good mentorship Charismatic Compassionate Always with a smile Support and enthuse Honest with professionalism Approachability Teaching by example/setting the standard Personal stakeholder in the learning process Collegiality

Confidence building The excellent teacher instils confidence through encouraging, guiding and stretching their students academically. It involves instilling belief in self through providing a safe environment for students to explore and grow and feel supported. Good practice involves pointing out how improvements can be made, praising and critiquing constructively and providing practical tips or exercises.

Examples of Comments Emergent issues and themes

‘Through her facilitation style she has encouraged students to grow Facilitation style that supports

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in their confidence both in theory and practice’ (EFEL, 2011) ‘Supervision: she goes above and beyond and has made all the difference over the last three years for me at Brighton University: with their support I feel confident and encouraged to learn and continue to study. Just the right amount of supervision, always available, always gets back to you, very approachable, very knowledgeable’. (EFEL, 2011) He gives his students the confidence they need to succeed’ (EFEL, 2011) ‘For going above and beyond in teaching xxx, giving me advice, time, patience and guidance when i needed it and for making me believe in myself in this subject’ (EFEL, 2011) ‘I have always had a problem with the theory side to my course but with the help and encouragement of xxx, my written work has improved and my grades have gone up. My achievement has excelled with great confidence and I believe this was with the help of xxx (A)’ (STEA, 2011). ‘He has inspired me to question things and stand up for my beliefs. Through his own example, leading new modules and setting out a new approach to learning, he has inspired me to form my own values and beliefs’ (STEA, 2011) ‘After having a tutorial with xxx, I felt a lot more confident about my writing as rather than just saying where I have gone wrong, xxx praises students as well. This gave me a boost and I went on to write my assignment confidently, I earned a first for this essay thanks to xxx (A. (STEA, 2011) ‘Helped understand practical exam requirements and gave us confidence for both practical and written exams’ (STEA, 2011) ‘Generally both through the teaching and encouragement of individual study I am found the course stimulating and my confidence and knowledge within my subject area has flourished. I feel like the tutors pick up on areas of interest for each student and can assist to tailor their learning appropriately’ (NSS, 2011)

confidence building and promotes students self discovery Encouragement during challenging periods or moments of being stuck Helps unlock confidence through appropriate pushing and stretching of student Support Praises students Boosts Guidance Pick up on different interests of students Nurtures Firing passion Instils belief in self Raising awareness and boosting understanding to encourage confidence Relating course to real world situation boost understanding and confidence

Impact and Lifelong Learning The creation of long lasting impacts is the key message relating to what excellent teaching inspires students to take on into their career. Good practice includes maintaining contact with alumni and others in the field and/or industry, promoting personal and professional development, raising awareness of the connections between academic practice and the world of work.

Examples of Comments Emergent issues and themes

‘Unstinting dedication to encouraging, facilitating and supporting Long lasting impact and recognition

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mentoring between current students and professionals (many of whom are alumni) to ensure a fulfilling and valuable experience for both sides of the mentoring relationship’ (EFEL, 2011) ‘xxx has given up many, many hours of his free time in order to help us (his students) to develop a fundamental understanding of the law ahead of our lives as event managers. This will prove invaluable and will no doubt remain with us throughout our careers. The learning experience was not only enjoyable, but instilled in us all a thirst for knowledge which will help us to go on learning and thinking, far into the future’ (EFEL, 2011) ‘As someone who is chronically unwell and who hasn't been able to work for many years she has given me my life back, a new life where I believe I can do anything I want with a little hard work. If I graduate, as I hope to do, I am going onto start a Masters at UCL and I would never have thought in a million years that I could possibly achieve a Bachelors let alone a Masters - xxx has helped me achieve’ (STEA, 2011) ‘Is very passionate about her subject of interest and this passion radiates in her lectures and the way she teaches. she has really inspired me to look into a career in the xxx research area. (I).’ (STEA, 2011) ‘There have been many instances where he 'took a chance' on me, including allowing me to present a session to another group of students. He is an excellent tutor; if it wasnt for him I wouldnt have gone on to study for my MSc in xxx. (I)’ (STEA, 2011) ‘This course has provided a solid foundation to become a xxx’ (NSS, 2011) ‘overall has boosted my self-confidence and artistic ability provided me with skills transferable to my chosen future career path’ (NSS, 2011) . ‘Yes the tutors really put a lot of time into teaching students as individuals as well as in a group. The professional development that we've received has been good’ (NSS, 2011)

‘Life changing experience’ (NSS, 2011)

Inspiring to undertake further learning Direction Mentorship development with alumni to sustain links with field/industry Thirst for knowledge Memorable learning experiences New lease of life Professional development opportunities Life changing experience

Academic and Pastoral Care The caring teacher enables student’s success through creative problem solving that overcomes obstacles to learning that might otherwise subvert learning, and empowers students. Good practice involves guiding students through problem solving processes that aid students to grapple with the ideas they need to develop their own understanding, signposting them to referral services, addressing needs of diverse students such as international students, and exhibiting collegiality and a strong sense of commitment to the learning community.

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Sample Comments Emergent issues and themes

‘Clear and concise teaching and care for student understanding’ (EFEL, 2011) ‘He has a restless desire to facilitate learning and improve the culture of learning not just for his own students but for the entire HE community at xxx’ (EFEL, 2011) ‘Always goes beyond to ensure his pupils do the best they can. He is inspirational and definitely the most caring of lecturers I have ever met. He really wants us to do well and so we do...someone who empowers us to learn and is able to facilitate learning...’. (EFEL, 2011) ‘Despite being incredibly busy always makes sure she is available for advice/discussion, is always enthusiastic about teaching and encouraging students and cares deeply about the role she performs’ (EFEL, 2011) ‘xxx has the best interest of the students at heart. He always tries his best to resolve any academic related issues students might be having. He also has the enormous patience to teach and listen to students complaints’ (STEA, 2011) ‘xxx has helped me throughout my course face many challenges and ultimately succeed in the course. I could not have done it without his support (A)’ (STEA, 2011) ‘xxx has been my personal tutor from year 1 and has been there for me 100 % every time I was lost in the course work. She is the most supportive tutor you can wish for, she has always got time to see you, and responds to your emails within half an hour. Every time I have been desperate and on the verge of tears she has been there to help me through the tough areas of my course. Coming to Brighton university and being an international student can be very confusing, but xxx has helped me through every encounter and listen to every complaint I have made. She is always trying to make the system better for students, and has truly been the best tutor I could have wished for’ (STEA, 2011). ‘He is also so supportive and caring to each individual student and this allows a strong relationship between student and lecturer to be formed. If ever I have a concern about the course or any private matters, I feel that I could trust xxx completely to give me honest and practical advice. He is a true credit to the University and I feel my course has been made so special because of him (STEA, 2011) ‘Tutors genuinely care about the students’ (NSS, 2011) ‘Almost all members of staff at the faculty xxx are committed and passionate about the subjects that they teach and treat students respectfully’ (NSS, 2011) . Social support is extremely good. Students are treated as people and not number’ (NSS, 2011). ‘Staff are extremely helpful, they know you by name, and you can see them whenever you need, very supportive faculty. Staff help you improve

Takes care to ensure that students understand by being clear and concise Passionate about student learning Cares and supports students Dedicated to student learning Stretching to reach potential Helpful Loving Kindness Championing students Consideration Students best interest at heart Patient Supportive Encouragement Works at it Trustworthy Give good academic and practical advice Respectful Puts the students interests first Knows you by name Goes out of their way to make sure students are happy with their learning Listening skills Responds to email promptly

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your essay writing skills, they will sit with you and explain things you could do better and what you have done well, as a result I have become a much better writer over the course of the degree’. (NSS, 2011)

Managed Accessibility The key message is that excellent staff are those who give individual attention, are accessible and responsive to students needs and concerns. The responses here also refer to other non-teaching staff that work with and support students. Good practice includes making time for students, providing timely and good support and advice, empathising where appropriate and maintaining civility and respect.

Sample Comments Emergent issues and themes

‘Has been helpful and encouraging, taking the time to come and see me to discuss my course options, took the trouble to check that I was OK and still able to start the course, and came to find me to let me know my module choices (I hadn't been there when the class was given them).’ (EFEL, 2011) ‘Always inquires how rest of courses are going and is willing to offer expertise in these if needed. Very approachable’. (EFEL, 2011) Listens to students and goes above and beyond what is expected. Very helpful and always wanting to do more. (EFEL, 2011) He is never too busy for a student. Always willing to help and not just with his module. (EFEL, 2011)

‘Someone who is always there for his students. Offers a good amount of

support’ (STEA, 2011)

‘xxx keeps an ‘open door’ approach while he is working. This means he is

always there for students, he is the most approachable and down to earth person in the university, he is quick to reply to emails with good quality advice. Because of the way he is, he has encouraged hundreds of students to aim high and achieve more than they might otherwise have done. His work and cheerful personality provides a source of inspiration for many students and colleagues’ (STEA, 2011) ‘Nothing is ever too much for xxx and he is ALWAYS there for you, whether it is just listening to your worries or giving you advice on assignments and jobs’ (STEA, 2011) ‘providing constant feedback and noticing the positive sides of my work; this had a positive impact on my grades and consequently enabled me to successfully apply for a post-grad scholarship. He also provided excellent references and helped me get the job I wanted’ (STEA, 2011) ‘Almost all staff members available whenever you need them and always willing to help you with any academic or personal problems’ (NSS, 2011)

Support for students Helpfulness Willingness Promptness Responsive Flexibility Listens Always there Encouraging Highlights the positives Provides good quality advice

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Friendly staff who are usually very keen to help’ (NSS, 2011)

Examples of Helpful Practices Helpful practices singled out include:

Buddy or peer-mentor systems where students help each other to learn in areas where they are strongest

Production of excellent learning materials and guides and their placement on VLEs. Giving excellent insightful lectures with key hand-outs with the necessary information broken down into specific topics in manageable chunks to aid learning. Reinforcing of key issues in different in different ways

Effective use of a range of media, including power point presentations, MP3 pod casts, remote controlled answer pads in fun quizzes, hands on methods such as drawing, posting blogs, videos, podcasts, and good descriptive passages which accompany slides designed to stick in one’s memory, and which use graphs, diagrams and real-life examples

Combination of e-learning and personal care and attention to make most of what new learning technologies have to offer

Time allowed to answer students’ concerns and incorporate them into the lesson Innovative and creative teaching practices that students have identified include:

Use of ads at the beginning of a lesson to capture minds

The use of props e.g. ‘He has made learning exciting with the use of mini turtles in the learning of

how to write a program and in the use of props such as a long curtain railing in bringing across the issues of control theory’ (EFEL, 2011).

Promotion of learning resources though innovative means

Incorporation of new ideas (for example, from the Learning and Teaching conferences) into classroom teaching and learning

The new ‘labprentice’ teaching method Confidence building practices include:

Encouraging students to think independently and explore their own creativity

Exploring a wide range of ideas and facilitating open discussion of diverse opinions

Guiding students through critical thinking and problem solving through intellectual and personal developments

Observations and Concluding Remarks There are some differences of emphasis across the three sets of comments that are worth noting:

Confidence and the achievements they inspired arise particularly with the STEAs. Also there is more discussion about the help and support rather than the teaching methods.

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NSS comments are framed more as directed towards the course and learner’s experience rather than the teacher per se which is the case for STEA and EFEL. Although teaching is mentioned, the tone, detail and discourse are different. For example, when students talk of organisation it is about the course organisation and others behind it rather than an individual teacher. In the case of STEA and EFEL it is couched in terms of lessons and course arrangements

There is the sense that it is the helpfulness, support, pastoral care, approachability and accessibility etc. that students value more than knowledge (as this is expected and/or implicit). However, ‘knowledgeable’ as a key attribute is referenced particularly in the NSS comments.

Notwithstanding some of these different emphases, by and large, similar facets of excellent teaching are consistently highlighted across the three sets of comments. The resultant discourses uncovered on teaching excellence in this analysis reflect the many attributes and roles of an efficient and effective teacher as perceived by learners. Excellent teaching is an art and science that reflects academic processes that motivate students to learn, influencing how they think, act and feel. The excellent teacher intuitively understands or works at developing these processes and their own professional development. The excellent teacher is proactive and adapts their teaching to aid understanding and meet different learner needs. There is a consistency in how they apply pedagogical process, techniques and tools to ensure that key messages are absorbed and learning enabled through use of different material, media, props and examples to reinforce the learning. The report is the product of cooperative working between the SU sabbatical officers, Student engagement and other post sabbatical post holders, and the CLT higher education research team. It present a rich picture of ways in which excellent teaching and support for learning is appreciated throughout the university and so offers a rich range of expressions of appreciation and recognition of excellence, and definitions of categories of excellence generated by student awareness and response. Team: The team who devised the research in the first place are Emily-Ann Nash, Anthony Lewis, Amy Ruddock, Gina Wisker and in the CLT the Research Officer who has conducted the analysis and produced the report is Rachel Masika.