This space will be used to share examples of good practice from across all the TEIs in the Common Awards partnership. Examples of good practice will be identified from a range of sources, including Annual Self-Evaluation submissions, Periodic External Review reports, Quality Assurance Agency (QAA) reports, Common Awards Student Survey responses, TEI Forum discussions, and TEI Management Committee minutes. Resources will be shared here for the benefit of all TEIs.
In addition, we would welcome any examples of good practice that TEIs would like to share with us directly. Please contact the Common Awards Team if you have anything you wish to highlight to us. In particular, we would welcome examples of good practice in the following areas:
Please see below for examples of TEI Good Practice, and the more in-depth TEI Good Practice Stories.
This page collects examples of good practice highlighted by TEIs, External Examiners and ULOs over the past few years.
Below you can find more detailed examples of good practice within TEIs, as featured in the Common Awards bulletin as 'TEI Good Practice Video Stories'.
'A blank piece of paper is God's way of telling us how hard it is to be God.' - Sidney Sheldon.
In the second in our series of Common Awards’ Best Practice Videos, Dr Andrew Hayes, Director of the Centre for Discipleship and Theology at The Queen’s Foundation, discusses a writing mentoring scheme for students. Writing can be incredibly challenging, as testified to by even the world’s greatest writers. To help overcome these challenges, the scheme offers bookable one-hour slots with an experienced writing mentor to focus exclusively upon providing support to improve academic writing skills for the whole range of students, regardless of their current level of confidence and ability.
I wonder whether your experience of academic staff development in your TEI has been positive, negative, or even non-existent? Dr Alison Gray from Westminster College, part of the Cambridge Theological Federation (CTF), has been engaged in both research and development in this area. Alison’s work is built upon a core conviction that staff development within the context of a TEI must be shaped by its Christian ethos and mission. Alison has been implementing a collaborative curriculum of staff development within the CTF, not only to maximise staff engagement and foster a positive institutional culture of professional development, but more importantly so that the CTF can flourish as a community of faith and learning together.