CONCLUSION AND THE WAY FORWARD The restoration of normality subsequent to the worst of the pandemic permitted for active work to expand on the reimagining initiated by the pandemic in 2020 and 2021. In 2022, the Division’s work saw a continued focus on innovations in teaching and learning, on curriculum transformation, and on quality and capacity development more broadly. In addition to the focus of the previous years, added significance was given to the sustainability of initiatives identified as valuable to learning and teaching engagements, without losing the push for creativity and innovation. In 2022, the University’s responses to and management of the COVID-19 pandemic was consciously extended into continuing to leverage the advantages of enhanced communication about teaching and learning generally. Sharing among staff continued, and an extended variety of forums provided academics with opportunities to continue to debrief on their new experiences, to share lessons learned, develop new approaches and, more generally, actively engage across a range of collaborative activities designed to sustain and develop capacity and enjoyment of the teaching and learning process across a range of modalities and contexts. Opportunities to acquire new skills, interrogate current and new, innovative practices were held and academics and academic support staff actively engaged each other in these sessions. The attendance figures and feedback received across the board indicate that these sessions remain worthwhile for participants, and the extent of repeat attendees (and new attendees) demonstrates the continued need for these platforms and opportunities. In summary, it is clear that the Division continues to contribute significantly to the achievement of the University’s strategic objectives in Excellence in Teaching and Learning. The truth of this assertion is evident in the positive way in which the Council on Higher Education’s institutional audit was experienced by staff, students, and panel alike. Staff across the Division and in both Centres were able to work collaboratively to find new and additional ways to support academics and each other. It is clear that the many and varied engagements provided meaningful input into and extensions of nuanced areas of importance in the teaching and learning domain in the 2022 academic year. 2022 ANNUAL REPORT: DIVISION FOR TEACHING EXCELLENCE 91
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