Developing partnerships for educational development from a CETL perspective Pamela McKinney CILASS: Centre for Inquiry-based Learning in the Arts and Social Sciences

What is CILASS? Centre for Excellence in Teaching and Learning Promote and extend ‘learning through inquiry’ at the University of Sheffield Core themes of collaborative inquiry, networked learning and information literacy An Inquiry-based approach to educational development

Centre for Excellence in Teaching and Learning

Promote and extend ‘learning through inquiry’ at the University of Sheffield

Core themes of collaborative inquiry, networked learning and information literacy

An Inquiry-based approach to educational development

What does CILASS do? Create technology rich space for collaborative Inquiry-based Learning

Create technology rich space for collaborative Inquiry-based Learning

What does CILASS do? Fund strategic departmental IBL curriculum development projects in the core faculties of Arts, Social Sciences and Law E.g. Hispanic Studies support for student presentations

Fund strategic departmental IBL curriculum development projects in the core faculties of Arts, Social Sciences and Law

E.g. Hispanic Studies support for student presentations

What does CILASS do? Fund curriculum individual IBL curriculum development projects across the University e.g. Human Communication Sciences induction week activity

Fund curriculum individual IBL curriculum development projects across the University

e.g. Human Communication Sciences induction week activity

We don’t work alone……… Academic champions and student ambassadors working with and for the core team Teaching and Learning Support Unit Learning Development and Media Unit Library Audio-visual services Corporate Information and Computing Services Careers service Student Union

Academic champions and student ambassadors working with and for the core team

Teaching and Learning Support Unit

Learning Development and Media Unit

Library

Audio-visual services

Corporate Information and Computing Services

Careers service

Student Union

How do our partners help us? Provide technical expertise for learning spaces Ensure a holistic approach to development activity across the University Provide technical and pedagogical support to project leaders Facilitate information literacy support for projects Give a student voice in our developments

Provide technical expertise for learning spaces

Ensure a holistic approach to development activity across the University

Provide technical and pedagogical support to project leaders

Facilitate information literacy support for projects

Give a student voice in our developments

Who forms part of your academic development teams? What inter-professional relationships do you need to establish for effective educational development?

A community of practice approach Bring together people who have a common interest in a subject or problem to collaborate over an extended period to share ideas, find solutions, and build innovations. Wikipedia 2006

Bring together people who have a common interest in a subject or problem to collaborate over an extended period to share ideas, find solutions, and build innovations.

Wikipedia 2006

The Information Literacy Network Bring together expertise from the Library, Department of Information Studies and CILASS Promote the development of information literacy across the institution Draw on current research in the field (DiS) existing practical approaches (Library) and resources and knowledge (CILASS) Feed into development of Departmental Learning, Teaching & Assessment Strategies responding to the “Sheffield Graduate” capabilities relating to IL

Bring together expertise from the Library, Department of Information Studies and CILASS

Promote the development of information literacy across the institution

Draw on current research in the field (DiS) existing practical approaches (Library) and resources and knowledge (CILASS)

Feed into development of Departmental Learning, Teaching & Assessment Strategies responding to the “Sheffield Graduate” capabilities relating to IL

The Information Literacy Network Lack of a focal point for discussion between the Library and the Department of Information Studies Lack of debate on a university wide model of Information Literacy Bidding process for the CETL brought both sides to the table and created agreement on model of IL Strong desire to build on this engagement Creation of my post as coordinator and link through ‘neutral’ agency

Lack of a focal point for discussion between the Library and the Department of Information Studies

Lack of debate on a university wide model of Information Literacy

Bidding process for the CETL brought both sides to the table and created agreement on model of IL

Strong desire to build on this engagement

Creation of my post as coordinator and link through ‘neutral’ agency

Building communities Develop a close and collaborative relationship with staff in other professional services departments Develop a ‘can-do’ attitude with partners Exploit existing synergies and constantly look for new linkings and partnerships Create opportunities for informal encounters

Develop a close and collaborative relationship with staff in other professional services departments

Develop a ‘can-do’ attitude with partners

Exploit existing synergies and constantly look for new linkings and partnerships

Create opportunities for informal encounters

Challenges and enablers This is the way we’ve always done things Go ahead with the innovation with the backing of key community members Prove the worth of the new approach through positive feedback Create demand through effective dissemination in the community

This is the way we’ve always done things

Go ahead with the innovation with the backing of key community members

Prove the worth of the new approach through positive feedback

Create demand through effective dissemination in the community

What are your institutional barriers to pedagogical development? What are the enabling factors that break down these barriers?

What are your institutional barriers to pedagogical development?

What are the enabling factors that break down these barriers?