Parallel - Integrating scholarship of teaching and learning into institutional culture through a dynamic approach to developing LTA strategy. Karen Strickland, Rowena Pelik (Edinburgh Napier University)

The production of institutional Learning, Teaching and Assessment (LTA) strategies are considered central to setting the direction for the continuing development of LTA practice and setting that ongoing development firmly within the context of the strategic objectives of the institution.

In 2009 started devising a learning and teaching strategy. There was widespread consultation with School staff, services and students and this was undertaken using appreciative inquiry. There were focus groups with all 9 schools and each service as well as students. This was to ensure the strategy was meaningful, influenced practice and had ownership.

This led to the following development:

• Level 1: a short framing statement/set of statements set across the University which set strategic

direction and remain fixed over the five-year period. There were 10 key statements developed

• Level 2: School, Professional Service and Student Association responses to the key themes

(can be changed as required). The 10 statements had to be used but could be made more local so all could identify this with these.

• Level 3: A resource bank of case studies of good practice and LTA resources specifically designed

to underpin the institution’s LTA strategy. This resource bank has a range of materials all are available through open commons license and contain case studies, policy resources, practice resources and a collaboration site. This is all used through a portal and sounds like our educational vignettes blog but has tagging into these four areas as well as themes we might use.

They also wanted to explore engagement with this not, just hits but how was this used by people and so undertake an institution wide survey. This was interesting with both negative comments with I did not know about this as well as positive comments about use.