Learning and Teaching

The aims and objectives of our courses are supported by a range of learning and teaching methods. We emphasise learning and discovery through studio and workshop practice, critical reflection and experimentation with ideas, processes and materials. Other learning and teaching methods include lectures, individual and group tutorials, placements and work-related learning, alongside technical demonstrations, exhibition practice and other presentations of students' work.

Students' progress is assessed in a number of ways. All of our courses provide clear information about the work required for assessment, and the criteria which are used in assessment. Courses make considerable use of group critiques where students present their work for discussion. Courses also use self-evaluation and peer evaluation to complement the assessment of work by tutors.

Students come into contact with a wide range of staff, all of them committed to supporting learning. As well as academic staff, these include staff in technical workshops, the Library and Careers Service, and Student Administration and Support.

Independent learning

Independent learning complements and builds upon the teaching you receive on your course. Key aspects of learning develop through the acquisition of research skills, the generation and development of ideas, and independent study. Learning Agreements are used by courses to support independent study and to enable students to focus, direct and negotiate their individual pathway through the course.

At undergraduate level, an increasing emphasis is placed on independent learning as students progress through their course. This enables them to make the best use of the College's resources in support of individual creative development. Independent learning may be based on projects or assignments set by staff, or it may be self-initiated. There are significant opportunities for self-initiated study on our courses at both undergraduate and postgraduate levels.

PAL scheme

Each undergraduate degree course has a system of peer support known as Peer Assisted Learning or PAL. This means that first year students have ready access to trained second year students from their course, from before they arrive through to the end of the first year.

The advice and support given by the ‘PALs' is directly relevant to first year students and is delivered by second or third year students who have had similar experiences themselves. This extra layer of support for first year students has been found to be very effective in helping to smooth the transition to higher education.

Graduate Teaching Assistants

Postgraduate students are eligible to apply for a Graduate Teaching Assistantship (GTA) to undertake appropriate teaching duties overseen and mentored by Course Leaders and Subject Tutors on undergraduate programmes. The GTA scheme enhances the interaction between Norwich University College of the Arts undergraduate and postgraduate students and provides valuable experience for those considering teaching as a career.

Collaboration

One of the most exciting aspects of study at Norwich University College of the Arts is the opportunity for students to concentrate on their art and design discipline. However, there are also valuable opportunities to learn from the experience of working collaboratively or as part of a team with students on other courses. Collaborative projects may form part of the approved content of a course unit, with the outcomes of the collaboration being formally assessed, or they can be negotiated as part of a learning agreement.

The chief benefit of collaborating in this way is that it reflects the realities of professional practice in the creative industries, and thus it enhances students' understanding of the professional context for their work.

Work-related learning

Our courses offer students opportunities to undertake periods of work placement in order to reinforce their professional development and awareness. Other types of work-related learning emphasised by courses include: guest lectures or workshops led by visiting artists and designers; ‘live' projects or commissions for external clients; mentoring by practising artists and designers; and projects which simulate professional practice in the creative sectors. In addition, students are encouraged to participate in regional and national competitions for artists and designers such as the Starpack Packaging Awards and Design & Art Direction Awards, often achieving significant success.

Students also undertake voluntary projects, for example in schools, hospitals and the wider community. This experience is particularly valuable for those who want to pursue a career in teaching or community work. We are developing mechanisms by which such activity can be accredited towards a degree.

We regularly take advice from the creative and cultural industries in order to maintain the currency of our courses and to ensure that the learning experience is relevant to future employment, freelance work, and progression to postgraduate study.

International Exchange

The University College has a policy of strengthening and extending its present participation in European student exchanges and links and in facilitating student mobility.

Partnership exchange schemes are in operation with a range of European academies and it is our aim to continue to develop the network of art and design colleges in the European Community.

Erasmus/Socrates partners include:

Ecole Regionale des Beaux-Arts de Saint-Etienne, Ecole Regionale des Beaux-Arts de Rouen, I.A.V. Institut d'Arts Visuels (Institute of Visual Arts) and Ecole Supèrieure des Arts in France; Staatliche Akademie der Blindenden Künste Karlsruhe, Muthesius - Hochschule and Fachhochshule Aachen in Germany; Koninklijke Academie van Beeldende Künsten - The Netherlands, Universidade do Porto and Faculdade de Belas Artes da Universidade de Lisboa - Portugal; School of English and American Studies - Hungary.

Student and staff exchanges exist with Kansas State University. Students from Illinois University study at Norwich University College of the Arts as part of their international programme and there are possibilities of exchanges with California State University. The College also has links with Osaka Seikei University and Asagaya College of Art and Design, in Japan.

 Learning and Teaching Strategy

 All of these features of learning, teaching and assessment are underpinned by our Learning and Teaching Strategy, a key document which sets out our principle aims and the ways in which we will enhance learning and teaching at the College up to 2010. Academic and other staff involved in teaching and the support of learning regularly identify and share good practice with colleagues within the College and nationally. Each year we recognise the contribution made by staff through the award of a Teaching Fellowship and a number of Teaching and Student Support Awards. Staff are able to apply for small grants for the development of new approaches to learning and teaching, and for funding to promote the application of their research and creative practice to inform and update their teaching. The University College is committed to a learning environment in which traditional forms of learning and teaching are complemented by e-learning, and which was significantly enhanced by the opening of our new Library and Learning Resources Centre in September 2007.