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Working with your discipline’s National Subject Centre<br />Tim Bullough 	Dept of Engineering & UKCME<br />Adam Mannis 	UK...
Established in May 2004, to create “a single, central body to support the enhancement of learning and teaching in higher e...
 Based in York</li></li></ul><li>Annual Expenditure ~£25 million<br />(~100 staff at HEA York)<br />(c.f. University of Li...
The HE Academy:<br /><ul><li>“facilitates and supports” CETLs
manages the National Teaching Fellowship Scheme (NTFS)
coordinates a Professional Recognition Scheme for University teachers
accredits HEIs' programmes of training in teaching and learning.
develops accreditation frameworks to encompass CPD activity.
develops national professional standards in teaching and learning in HE.
“leads research and evaluation to improve the quality of student learning”
provides discipline-based support through the Subject Network of 24 Subject Centres:</li></ul>and<br />
24 HEA Subject Centres<br />Art, Design and Media <br />Bioscience <br />Built Environment (CEBE) <br />Business, Manageme...
How I started using SCs........ <br />Wanted advice on teaching & assessment<br /><ul><li> Group/teamwork assessment
 PBL
 Maths teaching for Engineers (TDG from Maths)</li></ul>Used outputs (reports etc) from TDGs: subject-specific, compliment...
UKCME’s Teaching Development Grants<br />Malasree Home<br /><ul><li> Resource development
 Outreach
 Curriculum development
 Skills and Employability</li></ul>59 TDGs supported (typically £2-5k each) at 26 HEIs and associated organisations since ...
Resource development TDGs<br /><ul><li> 22 projects; 9 produced ‘high-value’ outputs in the form of case studies or electr...
 Most successful were web-based simulations/teaching aids; and a science project at Tower of London.
 Some Resource packs, internet sites etc no longer work or no longer produced......... need to be kept up to date</li></ul...
Outreach TDGs<br />(Materials classified by HEFCE as a “strategic, but vulnerable” discipline)<br /><ul><li> 6 successes: ...
 Some tended to be short-term Institution-specific grants, not widely disseminated</li></ul>Case Study<br />‘Development o...
Curriculum development TDGs<br />15 projects about teaching methods: 	PBL<br />				Teaching using Case Studies<br />				La...
Skills and Employability TDGs<br /><ul><li> Teaching transferable skills in tutorials
 Work-based learning
 Foundation degree development
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Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject Centres

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Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject Centres. Slides from the University of Liverpool Learning and Teaching Conference 2009.

The Higher Education Academy was formed in 2004 as “a single, central body to support the enhancement of learning and teaching in higher education” in the UK. It currently spends about half of its ~£25million annual budget supporting a Subject Network of 24 National Subject Centres, designed to support teaching and learning across all the main subject disciplines in UK higher education. Although the Subject Centre network is well used by many academic staff, the majority probably have little contact with them. The aim of this session is to discuss ways in which teaching staff can work with, and potentially be supported by, the their discipline’s Subject Centre. Examples will include how staff at Liverpool work with their Subject Centre to develop teaching resources, help train and support fellow academic teachers and students, and even inform national policy.
Teaching Development Grants are a common way that Subject Centres support academic staff, providing funds to develop teaching resources or investigate teaching policy. A major study has just been completed by UKCME (the materials subject centre) analysing the characteristics of Teaching Development Grants which produced useful outputs for individual academics, departments and/or the discipline’s community. These will be discussed by UKCME researchers and colleagues in the History, Classics and Archaeology Subject Centre also based in Liverpool. The session should be of interest to any teaching staff at Liverpool who currently work with their discipline’s subject centre, or have thought about doing so but were not sure where to start.

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  • Ukcme one of 24 discipline subject centres supported by HEFCE via HEA: provide advice, events/workshops, resources, policy, funding (TDGs)
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  • Transcript of "Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject Centres"

    1. 1. Working with your discipline’s National Subject Centre<br />Tim Bullough Dept of Engineering & UKCME<br />Adam Mannis UKCME<br />Anthony Sinclair School of Archaeology, Classics and Egyptology & HCA<br />
    2. 2. Established in May 2004, to create “a single, central body to support the enhancement of learning and teaching in higher education.” <br />Mission: “to help institutions, discipline groups and all staff to provide the best possible learning experience for their students.”<br /><ul><li> Owned by: </li></ul> - Universities UK: members are the executive heads of UK universities, and <br /> - GuildHE: members are the heads of higher educational institutions such a LIPA, Royal Agricultural College etc<br /><ul><li> Funded ~80% by HEFCE et al; ~10% by HEI subscriptions: ~10% others
    3. 3. Based in York</li></li></ul><li>Annual Expenditure ~£25 million<br />(~100 staff at HEA York)<br />(c.f. University of Liverpool annual staff costs ~£150 million)<br />
    4. 4. The HE Academy:<br /><ul><li>“facilitates and supports” CETLs
    5. 5. manages the National Teaching Fellowship Scheme (NTFS)
    6. 6. coordinates a Professional Recognition Scheme for University teachers
    7. 7. accredits HEIs' programmes of training in teaching and learning.
    8. 8. develops accreditation frameworks to encompass CPD activity.
    9. 9. develops national professional standards in teaching and learning in HE.
    10. 10. “leads research and evaluation to improve the quality of student learning”
    11. 11. provides discipline-based support through the Subject Network of 24 Subject Centres:</li></ul>and<br />
    12. 12. 24 HEA Subject Centres<br />Art, Design and Media <br />Bioscience <br />Built Environment (CEBE) <br />Business, Management, Accountancy and Finance (BMAF) <br />Economics <br />Education (ESCALATE) <br />Engineering <br />English <br />Geography, Earth and Environmental Sciences (GEES) <br />Health Sciences and Practice <br />History, Classics and Archaeology <br />Hospitality, Leisure, Sport and Tourism (HLST) <br />Information and Computer Sciences <br />Languages, Linguistics and Area Studies (LLAS) <br />Law (UK Centre for Legal Education - UKCLE) <br />Materials (UK Centre for Materials Education) <br />Maths, Stats & OR Network (MSOR) <br />Medicine, Dentistry and Veterinary Medicine (MEDEV) <br />PALATINE - Dance, Drama and Music <br />Philosophical and Religious Studies <br />Physical Sciences <br />Psychology <br />Sociology, Anthropology and Politics (C-SAP) <br />Social Policy and Social Work (SWAP) <br />
    13. 13.
    14. 14.
    15. 15.
    16. 16. How I started using SCs........ <br />Wanted advice on teaching & assessment<br /><ul><li> Group/teamwork assessment
    17. 17. PBL
    18. 18. Maths teaching for Engineers (TDG from Maths)</li></ul>Used outputs (reports etc) from TDGs: subject-specific, complimentary to CLL<br />
    19. 19. UKCME’s Teaching Development Grants<br />Malasree Home<br /><ul><li> Resource development
    20. 20. Outreach
    21. 21. Curriculum development
    22. 22. Skills and Employability</li></ul>59 TDGs supported (typically £2-5k each) at 26 HEIs and associated organisations since 2001 <br />
    23. 23. Resource development TDGs<br /><ul><li> 22 projects; 9 produced ‘high-value’ outputs in the form of case studies or electronic resources for wider dissemination.
    24. 24. Most successful were web-based simulations/teaching aids; and a science project at Tower of London.
    25. 25. Some Resource packs, internet sites etc no longer work or no longer produced......... need to be kept up to date</li></ul>Case Study <br />‘Electronic Resources: Metals and Alloys’ and ‘Production of new electronic resources on ‘Fabrication’<br />2004 and 2005 (University of Cambridge)<br />Two projects to produce web-based Metallurgy research and teaching aids, including overviews of subjects, lecture notes and presentations. <br />Web resources now freely available, royalty free and easily downloadable. Incorporated into the DoITPoMS project Micrograph Library, and Teaching and Learning Packages (TLPs), also funded through the UKCME’s Supported Change Programme.<br />
    26. 26. Outreach TDGs<br />(Materials classified by HEFCE as a “strategic, but vulnerable” discipline)<br /><ul><li> 6 successes: Widening Participation scheme at Leeds; PBL at QueenMary; Tower of London
    27. 27. Some tended to be short-term Institution-specific grants, not widely disseminated</li></ul>Case Study<br />‘Development of a portfolio of case studies to support recruitment and teaching on Undergraduate Materials courses’<br />2001 (University of Bath)<br />To address local and national Materials recruitment concerns. <br />5 electronic case studies commissioned from UG students and recent graduates, explaining Materials at a level appropriate for schools (especially Biomedical Materials and Sports Materials). <br />No longer used at Bath, but partly re-purposed as material for UKCME’s website for schools: www.whystudymaterials.ac.uk.<br />
    28. 28. Curriculum development TDGs<br />15 projects about teaching methods: PBL<br /> Teaching using Case Studies<br /> Lab-based teaching<br /> VLEs<br /> Peer tutoring<br /> Ethical issues<br />Case Study<br />Case Study<br />‘The development of Materials Evaluation techniques for the Ethical designer’ 2003 (University of Derby)<br />Very little experience incorporating ethical perspectives into the design curriculum. <br />Developed materials and processes to introduce ethical evaluation methods into Architecture, Engineering and Product Design<br />Has subsequently been built into QAA standards.<br />‘Tutoring Large Groups – a web-based approach’, <br />2003 (University of Southampton)<br />Aim to provide academic tutorial support in Materials modules of 200+ students. <br />Development of online tutorial sessions, supplemented by MCQs and random question sets, and supported by pg students. <br />
    29. 29. Skills and Employability TDGs<br /><ul><li> Teaching transferable skills in tutorials
    30. 30. Work-based learning
    31. 31. Foundation degree development
    32. 32. Accreditation of prior/experiential learning</li></ul>Case Study<br />‘Strategies for improving the writing skills of Undergraduate Materials students’2003 (David McPhail, Imperial College, London)<br />Aim to improve poor writing skills of UK and international Materials ug students. <br />Organised a student English writing skills workshop; developed exercises based around writing letters for job applications etc; arranged language sessions.<br />[‘Incorporating Skills Teaching into Science Degrees: A review and case study’, in Proceedings of the 2003 WFEO/ASEE e-Conference, American Society for Engineering Education.]<br />
    33. 33. University of Liverpool Learning and Teaching Conference, 23 June 2009<br />‘Making Change Happen’ in my Department<br />
    34. 34. University of Liverpool Learning and Teaching Conference, 23 June 2009<br />Evolving Practice at UKCME<br />For individuals or groups (focuses on national & regional agendas);one or two days in length<br />Awareness-Raising Events: workshops / conferences<br />For target groups (of same position / role) in the subject community;focused residential weekend<br />Dedicated Courses: (e.g. for New Lecturers)<br />For enthusiastic individuals within a Departmental context; 1 year maximum<br />Teaching Development Grant scheme<br />Supported Change Programme<br />At the full Department level; 2 year commitment<br />
    35. 35. University of Liverpool Learning and Teaching Conference, 23 June 2009<br />Critical Review of all TDGs – since UKCME inception<br /><ul><li>Easy to underestimate the extent that ongoing support is needed (since individual Grant-Holders are generally working alone).</li></ul> Essential that contact for practitioners is ongoing!<br /><ul><li>Need to judge in relation to the capacity to deliverchange, and not simply in terms of a final report or resource outcomes.</li></ul> What of using UKCME’s Supported Change Programme?<br /><ul><li>Need to use pre-grant & post-grant workshops (to highlight good practice that had already evolved by UKCME) to assure implementation within and beyond the institution.</li></ul> Various mechanisms are needed for wide implementation.<br />
    36. 36. University of Liverpool Learning and Teaching Conference, 23 June 2009<br />Shifts in UKCME Emphasis: from traditional to new strategy<br />
    37. 37. University of Liverpool Learning and Teaching Conference, 23 June 2009<br />Examples at Partner Institutions<br />
    38. 38. University of Liverpool Learning and Teaching Conference, 23 June 2009<br />
    39. 39. University of Liverpool Learning and Teaching Conference, 23 June 2009<br />Usage of TLPs beyond Cambridge<br />Source: TW Clyne et al – Euromat 2009 International Conference<br />
    40. 40. University of Liverpool Learning and Teaching Conference, 23 June 2009<br />Usage of TLPs within Cambridge<br />“The great thing about the TLP is not just that they provide an alternative approach – helping you visualise, e.g. what can be mathematically-based concepts. They also let you work through things, construct things in your own time, and you can do it step-by-step yourself.” <br />“Students attend lectures and listen. They take notes at a furious pace sometimes, but go away not fully grasping the concepts… The TLP is to support students by clarifying things, by helping them make sense of the concepts.”<br />“The fact that there has been student involvement and ownership… you feel if the students who wrote the TLPs understand the content, then you as a learner should be able to understand it.” <br />
    41. 41. University of Liverpool Learning and Teaching Conference, 23 June 2009<br />The Way Forward<br />“The driver is the Supported Change Programme. This has enabled us to go beyond individual projects, to develop strategies that otherwise we wouldn’t have been able to do. So, that’s gathering momentum, with other agencies beginning to work together, and pulling in the same direction.”<br />
    42. 42. Teaching Development Grants in History, Classics and Archaeology<br />
    43. 43. Grant History in HCA<br />7 rounds of grants <br />77 grants awarded in total<br />up to £5000 maximum<br />
    44. 44. Funding Level<br />Total spend on TDGs £202,849<br />approx. 10% of total SC grant<br />
    45. 45. Forms of Teaching Development Grant<br /><ul><li>Curriculum
    46. 46. includes curriculum design, assessment development and feedback, pedagogic surveys of attitudes and effectiveness of learning technologies
    47. 47. Resource
    48. 48. preparation of teaching materials in all forms
    49. 49. Outreach
    50. 50. Continuing education, adult learning, non HE groups
    51. 51. Skills and Employability
    52. 52. includes study skills</li></li></ul><li>Forms of Teaching Development<br />No. of Grants<br />
    53. 53. Teaching Development Form by discipline area<br />
    54. 54. Where to now?<br /><ul><li>Curriculum ‘change projects’
    55. 55. Landscape Interpretation Skills
    56. 56. Material Culture Interpretation
    57. 57. Archaeological Theory (Critical Thinking & Research Skills)
    58. 58. Bring together academics, professional groups, employers, students
    59. 59. Develop new curricula, forms of assessment, new resources to support learning</li></li></ul><li>If you had the opportunity to receive £5k for a Teaching Development Grant, what issue(s) would you like to address, and what would you do to address it? <br />
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