What is ‘excellence’ in teaching?: the role of Learning Development Practitioners (LDPs) in supporting independent learning

In recent years ‘excellence’ in teaching has become an integral part of the strategic aims of most Higher Education Institutions. This has also impacted research agendas. Indeed, the HEA has recently invited proposals for new commissioned research projects to clarify the definition of ‘excellence’ in teaching. Both HE Learning and Teaching strategies and scholarly research associate ‘excellence’ in teaching with motivating and inspiring students, student-centred learning, and giving students the tools to become independent learners. Yet, recent research has suggested that the aims and practices of Learning Development Practitioners (LDPs) are not generally aligned to broader Learning and Teaching Strategies. Indeed, some researchers have suggested that the study skills support offered by LDPs actually contributes towards creating a generation of dependent learners, quite at odds with the strategic aims of most universities. This paper will argue the importance of aligning the aims and values of LDPs with broader Learning and Teaching strategies. It will do this by outlining practices currently adopted by the Centre for Achievement and Performance (CfAP) at the University of Northampton. These include marketing strategies, managing student expectations, encouraging students to take ownership of tutorials, nurturing confidence, and developing online material. Using a case study approach, the paper will highlight both the challenges and the instances where the centre has successfully aligned itself with broader Learning and Teaching strategies with positive outcomes for students. It will use these experiences to open up discussion on how to promote and achieve ‘excellent’ teaching in Learning Development departments across institutions.