Minimum Standards for Education Practice

1.1

During onboarding/induction, clearly communicate email address and student office hours. Share details on email signature and on office door, and keep them updated. These hours should be within normal teaching hours at a time that fits into relevant student timetables. Two separate office hours should be offered a week, suitably scheduled across the week during term time.

1.2

Staff should endeavour to respond to student emails during normal working hours and within two working days. If more time is needed, acknowledge email, and provide a response timeframe. When absent, staff must use an out of office to indicate to their students, tutees and project students, who should be contacted and be provided with a contact e-mail address.

1.3

Where possible, give as much notice and at least 24 hours’ notice for cancelled lectures and communicate any suggested independent learning or reading.

1.4

Minimise last minute changes to timetables and agree a consistent format across the Faculty to communicate any changes to students efficiently.

2.1

Ensure Canvas course pages meet the minimum standards and expectations as set out in the Digital Learning Platform: Minimum Standards and Expectations Policy.

2.2

Full module information is available on Canvas at the start of the academic term detailing teaching schedule, methods, topics to be covered, full reading lists, and any other relevant details such as contact details. This information should be published one week before term starts.

2.3

Learning materials for each session is made available at least 48 hours in advance in an accessible format.

2.4

Record all teaching activities and post recordings within two working days. Please see Swansea University Lecture and Content Recording Policy for more details. Exemptions can be made for certain activities such as field courses, practicals, workshops and seminars, or failures of the IT system. Where there has been an IT failure, consider posting previous years material or directing students to additional supportive resources.

2.5

Ensure student specific learning requirements, including Welsh-language study or communication choices, are checked at the start of, and throughout the teaching term, so staff are aware of the reasonable adjustment requirements for students on their modules.

2.6

Engage effectively and consistently in processes designed to maintain and enhance quality and standards such as providing updates on module proformas, assessment moderation and module evaluations.

2.7

Ensure students are informed of the module evaluation feedback model, alongside other feedback opportunities, why it is important and how it is used, and are invited/encouraged to provide ongoing feedback on learning methods and materials, modules, and programmes. All student feedback is responded to at appropriate times within the module delivery to ensure the feedback loop is closed.

2.8

Supportive online resources should be made available for all students including where appropriate lists with technical language, symbols and key terms that are clearly defined.

2.9

Before teaching starts, staff should visit their teaching spaces and become familiar with the AV and lecture recording equipment.

2.10

Staff should leave the room in a state that allows the next teaching activity to be delivered efficiently (e.g. do not turn off PCs or remove HDMI cables, clear the board, place microphones into their chargers). Teaching activities should stick to the allotted time and allow for turnover (e.g., lectures start on the hour and finish at ten to).

2.11

Any issues with AV and recording equipment should be reported to ensure following lectures can be delivered efficiently. Phone ext. 4000 (if there is a fault that requires immediate action e.g. breakdown of lecture room equipment). For non-urgent enquiries email avsupport@swansea.ac.uk. See AV Services - Swansea University

2.12

All teaching staff must participate in the peer observation process at least once a year.

3.1

For each module, provide a clear outline and breakdown of how the module is assessed and the marking criteria. Where possible, provide marking rubrics. Clear guidance should be provided on how to undertake each assessment and how feedback should be accessed and used.

3.2

Assessments and submissions are not set outside of teaching hours, over the weekend or when the University is closed. Consideration should also be given to students that require extensions due to Extenuating Circumstances when setting the submission deadline.

3.3

Ensure students are aware of specific assessment rulings or regulations, for example, attendance regulations or non-redeemable modules.

3.4

Assessment deadlines should not be moved, including when students receive their unratified mark and feedback, unless to meet specific and legitimate student needs. Changes should be clearly communicated with the students and teaching teams.

3.5

Provide positive, constructive, good quality, useful feedback within 15 working days. Avoid derogatory comments and expressions. If you are unable to meet a marking deadline, inform the Programme Director as soon as possible. Inform students of the expected release date once a date has been agreed by all relevant stakeholders.

3.6

Students should have access to some prior exam papers or alternative assessments, or a set of ‘typical’ exam questions.

4.1

Contact tutees during enrolment/induction to arrange your first engagement and introduce yourself, ensure they know how to contact you, understand your role and its expectations, and to discuss with them the format and frequency of the sessions. A minimum of four sessions should be held throughout the academic year and should be an appropriate mix of 1-2-1 and group sessions.

4.2

Actively promote Swansea University’s commitment to the importance of the Student Voice and Student Partnership. Explain the different ways that the student can feed back at any time of the year and have their voice heard, supporting a dialogue between staff and students, including during your Personal Tutoring 1-2-1 session.

4.3

Project students should be met with as early as possible to get them started and set the supervisory expectations and engagement with the project. Appropriate guidance and levels of support should be provided throughout the project and a draft submission should receive constructive feedback comments. Dissertation students should be made aware of any leave of absence as early as possible.

4.4

Fill in the Personal Tutoring attendance system even if students do not engage or attend.

4.5

Use the Cause for Concern Button to let the Student Experience & Information Team (SEIT) know if you have any concerns about a student. They will follow this up with the student and offer support.

5.1

Staff should be respectful to others and act in a professional manner.

5.2

Staff will aim to deal with issues that students raise in a timely manner and to feedback on any actions that were taken.

5.3

Staff should be aware of all relevant policies and regulations and make students aware of the relevant health and safety regulations: Policies - Swansea University. Staff should also be familiar with, an adhere to external legislation and policy such as the Equality Act (2010) and QAA Benchmarks.

5.4

If students are late to an on-site session, staff should allow students to enter with minimal disturbance.

5.5

The University email system is the primary mechanism of communication.

5.6

Staff are required to be available for supplementary periods if they have assessments running. If staff are not available, agreement should be gained from the School/Faculty. An appropriate replacement should be sought, and the name provided to the relevant teaching team (e.g. Programme Director, Head of Year).

5.7

All staff involved in teaching delivery should attend the relevant Boards of Study and Examination Boards.