Learning and Teaching Development

This course enables you to develop as an inclusive and compassionate Higher Education teacher who is able to understand the needs of the learners you work with. For more information, please see the MA Learning and Teaching in Higher Education course page 

Castle (Celebration and Accreditation Scheme for Teaching and Learning Expertise) is Winchester’s programme for obtaining Associate Fellowship, Fellowship, and Senior Fellowship of the HEA. It involves workshops, mentoring and writing development to support you through the process of completing your application. 

TEL is implemented in an evidence-based and systematic way at Winchester, in spite of the rapidly changing environment. The purpose of using technology is central to any innovation we support - the use of TEL at Winchester starts with why. Students play an active role in shaping the digital environment, and in supporting innovation at Winchester.

For more information on TEL please email tel@winchester.ac.uk

TEL Champions Scheme

TEL Champions are students that have an interest in technology and how it can be used in education. They promote and share best practice with staff and students, look out for new innovations, and take part in technology focused projects. TEL Champions don’t need to be a tech genius – the TEL team will help them develop their digital skills – and they receive training on how best to use online tools and support their fellow students.

For more information on TEL please email tel@winchester.ac.uk

CANVAS

The University of Winchester uses Canvas as its virtual learning environment. Canvas has been designed with current students in mind and features an intuitive user interface and a range of mobile apps for both staff and students. Completely cloud-based, Canvas ensure that students studying at the University of Winchester always have access to their course content as long as they have an internet-enabled device.

For more information on TEL please email tel@winchester.ac.uk

Transforming the Experience of Students through Assessment (TESTA) is an evidence-based approach to assessment and feedback design across whole degree programmes and informs a holistic approach to assessment enhancement. All taught programmes at Winchester engage with TESTA as part of the periodic review process (revalidation). TESTA began as a National Teaching Fellowship Project (2009-12). TESTA collects evidence about programme assessment patterns, providing a student-centred yet collegiate approach to enhancing student learning, based on assessment principles. More than a 100 programmes in over 50 universities in the UK, Greece, India, Australia, and the USA have participated in TESTA.

TESTA has enabled many programme teams to rethink programme assessment patterns. To find out more visit the TESTA website.

Alfred is the University of Winchester’s student journal. It showcases some of the incredible work from students across the university, in order to celebrate the exciting academic contributions from students and provide a platform for officially publishing their work. Students are invited to submit essays, creative pieces, book reviews, critical commentaries etc. Each volume contains a plethora of fantastic work from students from various disciplines exploring inspiring, insightful and thought-provoking topics. 

Read the latest copy and discover previous editions:

Read ALFRED e-Journal

ALFRED is currently closed to submissions.

The Senate Awards for Learning and Teaching recognise and reward learning and teaching excellence. They raise the profile of learning and teaching champions, at Winchester, and highlight innovative practice.

These awards aim to celebrate individual success and collaborative learning and teaching initiatives that positively impact the student experience in creative and innovative ways. Each award will recognise an individual or team who have enabled a positive change, in practice, for colleagues and/or students across a variety of institutional contexts.

This funding stream is designed to support colleagues who wish to undertake an activity to enhance learning and teaching. While it has been in existence for a number of years, we have now revised this process to allow for greater variety in terms of the size and scale of projects. It is also intended that this new approach will help applicants make a more dynamic case for their proposal and facilitate speedier starts to initiatives.

Decolonising the curriculum (DtC) is a process that requires us to interrogate the ways in which the legacies of colonialism and the impacts of racism (in all its forms) shape our knowledge about the world, as well as how that knowledge is taught, learnt and disseminated through our universities. The University of Winchester supports the Decolonising the Curriculum movement and is committed to embedding decolonial practice across our curricula.

The Learning and Teaching Development team (LTD) supports academic staff to develop decolonial practice and approaches within their subject areas in the following ways:

• Embedding principles of decolonial practice into our curriculum design model, as incorporated into the new programme validation process
• Offering bespoke programme workshops on decolonial practice and approaches, in partnership with colleagues in the University’s Widening Participation team
• Incorporating learning about decolonial practice into our MA in Learning and Teaching in Higher Education (MALTHE)
• Hosting the University’s annual Decolonising the Curriculum conference event
• Offering bespoke support for the development of local decolonial practice and approaches, including through dissemination and funding opportunities.

Students work with academic staff as an assistant for research in their discipline. Students are paid a bursary for their time and can work with the tutor for between 1 and 4 weeks. This is coordinated in the faculties individually.