Principles

Our Principled Approach

The University of Salford is proud to offer an enriched learning experience that is not only of high quality but also innovative and digitally-forward. In the wake of the pandemic, we have embraced the opportunity to incorporate valuable insights and new methods of delivery into our evolving strategies for learning, teaching, and employability. This ensures a robust development of our human, physical, and technological resources.

At the core of our approach is the University strategy, which has been instrumental in fostering a post-pandemic pedagogy that emphasizes dynamic, interactive, and professional experiences both on-campus and online. Our commitment to providing a personalized educational journey puts students at the forefront of all our endeavours.

We are excited about the progress we’ve made towards a flexible pedagogic model that adapts to the needs of our students and prepares them for the challenges and opportunities of the future. To underpin this approach LTEC developed a series of Learning and Teaching Principles, ratified by the University Education and Student Experience Committee.

These principles coordinate and anchor University-wide approaches to teaching and learning and have served as a basis for an emergent framework of principles for education technology use, assessment and feedback, and learning design. They align practice across these domains, ensuring a student experience which is inclusive, collaborative, interdisciplinary, authentic, flexible, digitally enabled, career-focused and life-wide. Underpinning these principles is the enablement of key student characterizes and behaviours including belonging, purpose, self-efficacy, resilience, and high engagement.

• Delivery that is diverse and inclusive to promote authentic learning and assessment, with an assessment for learning approach.
• Our enriched learning approach combines the benefits of in-person learning and on-demand high quality digital resources with externally-engaged interdisciplinary collaborative problem-based learning and real-world experiences which articulate the University’s ESS vision.
• We provide co-created environments within and outside the core curriculum to develop autonomous learners.
• Our learning and teaching have flexible and inclusive design that aligns to the University values for ethical behaviour.
• Students develop digital fluency through our blended delivery, which provides research-informed, sophisticated, flexible, formal and informal learning environments using specialist facilities to provide a transformative student experience which will hold value and a clear path to professional, life-wide and life-long learning.