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\nTable of Contents  \nIntroduction ............................................................................................................................ 1  \n1. Student Agency ................................................................................................................... 2  \n2. Inclusive Learning................................................................................................................ 4  \n3. Valid Assessment ................................................................................................................ 6  \n4. Effective Teaching and Feedback ........................................................................................ 8  \n5. Course Identity .................................................................................................................. 10  \n6. Course Coherence ............................................................................................................. 12  \nA Guide to Student Continuation, Completion and Success: Course Principles  \nThe Centre for Learning and Teaching (CLT), Leeds Beckett University  \nPreface  \nUK HE faces significant financial challenges alongside rapid technological developments and increasing regulation of student continuation, completion and success. Our long-term sustainability depends on continuing to assure the integrity of our academic awards, whilst at the same time being able to reduce costs and develop more impactful approaches to learning and teaching (L&T) .  \nThis year, we have seen rapid developments in Generative AI which threaten our traditional academic practices. At the same time, new policies including those relating to academic freedom, free speech and managed boundaries are invariably impacting on learning and teaching.  \nThis guide will help Schools make decisions about what to prioritise. The decisions we make over the next few years about our courses, what and how we teach, and what and how we assess will have significant implications for the quality of student outcomes. These decisions also have long-reaching implications for student and staff experiences.  \nThis guide directly challenges current practice. Colleagues may be uneasy about stopping longestablished L&T practices. Learning and Teaching is complex, and change is not without risk. The questions the guide poses may seem overwhelming. This guide is not advocating that we do more – we cannot do more with less. To be able to adopt more impactful practices we need to ask, ‘What can we stop doing?’ To be more impactful with reduced resources, we need to work differently and think differently about L&T. This guide is designed as a practical resource to support course teams to reflect on practice, identify activities that make the biggest difference to student continuation, completion and success, consider what they could stop doing, and increase L&T effectiveness.  \nCLT works with course teams, and alongside academic and professional services, to develop areas of practice aligned with the course principles identified in this guide. These principles are research informed. But our greatest asset is the knowledge and experience of our colleagues who work with a constantly changing student demographic and L&T context. CLT welcomes feedback on this guide and on the challenges that course teams are facing. We are at our best when we work together developing and implementing new approaches to L&T.  \nProfessor Ruth Pickford, Director of CLT, Leeds Beckett University (July 2025)  \nIntroduction  \nCLT’s approach to course design is guided by six principles. This document briefly outlines each principle and provides sets of questions to aid reflection. The principles are connected, and questions overlap in places. Whilst the sets of questions may be used together, this guide has been structured to support colleagues’ reflection around partic","cbCaillsnTImk8Hr","https://ap.wps.com/l/cbCaillsnTImk8Hr","pdf",481023,16,"English","# Introduction\n## Student Agency\n## Inclusive Learning\n## Valid Assessment\n## Effective Teaching and Feedback\n## Course Identity\n## Course Coherence","[{\"question\":\"What is the main purpose of the course guide?\",\"answer\":\"The guide aims to support students to learn and enable reliable assessment of attainment on their courses, strengthening continuation, completion and success through a coherent set of principles.\"},{\"question\":\"Which six course principles are covered?\",\"answer\":\"The guide covers student agency, inclusive learning, valid assessment, effective teaching and feedback, course identity, and course coherence.\"},{\"question\":\"How does the guide help course teams make improvements?\",\"answer\":\"It provides sets of reflection questions aligned with each principle, enabling teams to review priorities, identify high-impact activities, consider what to stop doing, and enhance the effectiveness of learning and teaching.\"}]","A Guide to Student Continuation, Completion and Success - Course Principles | PDF"]