Working with your discipline’s National Subject CentreTim Bullough Dept of Engineering & UKCMEAdam Mannis UKCMEAnthony Sinclair School of Archaeology, Classics and Egyptology & HCA

Established in May 2004, to create “a single, central body to support the enhancement of learning and teaching in higher education.” Mission: “to help institutions, discipline groups and all staff to provide the best possible learning experience for their students.” Owned by: - Universities UK: members are the executive heads of UK universities, and - GuildHE: members are the heads of higher educational institutions such a LIPA, Royal Agricultural College etc Funded ~80% by HEFCE et al; ~10% by HEI subscriptions: ~10% others Based in York

Owned by:

Funded ~80% by HEFCE et al; ~10% by HEI subscriptions: ~10% others

Based in York

Annual Expenditure ~£25 million(~100 staff at HEA York)(c.f. University of Liverpool annual staff costs ~£150 million)

The HE Academy:“facilitates and supports” CETLsmanages the National Teaching Fellowship Scheme (NTFS)coordinates a Professional Recognition Scheme for University teachersaccredits 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:and

“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:

24 HEA Subject CentresArt, Design and Media Bioscience Built Environment (CEBE) Business, Management, Accountancy and Finance (BMAF) Economics Education (ESCALATE) Engineering English Geography, Earth and Environmental Sciences (GEES) Health Sciences and Practice History, Classics and Archaeology Hospitality, Leisure, Sport and Tourism (HLST) Information and Computer Sciences Languages, Linguistics and Area Studies (LLAS) Law (UK Centre for Legal Education - UKCLE) Materials (UK Centre for Materials Education) Maths, Stats & OR Network (MSOR) Medicine, Dentistry and Veterinary Medicine (MEDEV) PALATINE - Dance, Drama and Music Philosophical and Religious Studies Physical Sciences Psychology Sociology, Anthropology and Politics (C-SAP) Social Policy and Social Work (SWAP)

How I started using SCs........ Wanted advice on teaching & assessment Group/teamwork assessment PBL Maths teaching for Engineers (TDG from Maths)Used outputs (reports etc) from TDGs: subject-specific, complimentary to CLL

Group/teamwork assessment

PBL

Maths teaching for Engineers (TDG from Maths)

UKCME’s Teaching Development GrantsMalasree Home Resource development Outreach Curriculum development Skills and Employability59 TDGs supported (typically £2-5k each) at 26 HEIs and associated organisations since 2001

Resource development

Outreach

Curriculum development

Skills and Employability

Resource development TDGs 22 projects; 9 produced ‘high-value’ outputs in the form of case studies or electronic resources for wider dissemination. 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 dateCase Study ‘Electronic Resources: Metals and Alloys’ and ‘Production of new electronic resources on ‘Fabrication’2004 and 2005 (University of Cambridge)Two projects to produce web-based Metallurgy research and teaching aids, including overviews of subjects, lecture notes and presentations. 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.

22 projects; 9 produced ‘high-value’ outputs in the form of case studies or electronic resources for wider dissemination.

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

Outreach TDGs(Materials classified by HEFCE as a “strategic, but vulnerable” discipline) 6 successes: Widening Participation scheme at Leeds; PBL at QueenMary; Tower of London Some tended to be short-term Institution-specific grants, not widely disseminatedCase Study‘Development of a portfolio of case studies to support recruitment and teaching on Undergraduate Materials courses’2001 (University of Bath)To address local and national Materials recruitment concerns. 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). No longer used at Bath, but partly re-purposed as material for UKCME’s website for schools: www.whystudymaterials.ac.uk.

6 successes: Widening Participation scheme at Leeds; PBL at QueenMary; Tower of London

Some tended to be short-term Institution-specific grants, not widely disseminated

Curriculum development TDGs15 projects about teaching methods: PBL Teaching using Case Studies Lab-based teaching VLEs Peer tutoring Ethical issuesCase StudyCase Study‘The development of Materials Evaluation techniques for the Ethical designer’ 2003 (University of Derby)Very little experience incorporating ethical perspectives into the design curriculum. Developed materials and processes to introduce ethical evaluation methods into Architecture, Engineering and Product DesignHas subsequently been built into QAA standards.‘Tutoring Large Groups – a web-based approach’, 2003 (University of Southampton)Aim to provide academic tutorial support in Materials modules of 200+ students. Development of online tutorial sessions, supplemented by MCQs and random question sets, and supported by pg students.

Skills and Employability TDGs Teaching transferable skills in tutorials Work-based learning Foundation degree development Accreditation of prior/experiential learningCase Study‘Strategies for improving the writing skills of Undergraduate Materials students’2003 (David McPhail, Imperial College, London)Aim to improve poor writing skills of UK and international Materials ug students. Organised a student English writing skills workshop; developed exercises based around writing letters for job applications etc; arranged language sessions.[‘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.]

Teaching transferable skills in tutorials

Work-based learning

Foundation degree development

Accreditation of prior/experiential learning

University of Liverpool Learning and Teaching Conference, 23 June 2009‘Making Change Happen’ in my Department

University of Liverpool Learning and Teaching Conference, 23 June 2009Evolving Practice at UKCMEFor individuals or groups (focuses on national & regional agendas);one or two days in lengthAwareness-Raising Events: workshops / conferencesFor target groups (of same position / role) in the subject community;focused residential weekendDedicated Courses: (e.g. for New Lecturers)For enthusiastic individuals within a Departmental context; 1 year maximumTeaching Development Grant schemeSupported Change ProgrammeAt the full Department level; 2 year commitment

University of Liverpool Learning and Teaching Conference, 23 June 2009Critical Review of all TDGs – since UKCME inceptionEasy to underestimate the extent that ongoing support is needed (since individual Grant-Holders are generally working alone). Essential that contact for practitioners is ongoing!Need to judge in relation to the capacity to deliverchange, and not simply in terms of a final report or resource outcomes. What of using UKCME’s Supported Change Programme?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. Various mechanisms are needed for wide implementation.

Easy to underestimate the extent that ongoing support is needed (since individual Grant-Holders are generally working alone).

Need to judge in relation to the capacity to deliverchange, and not simply in terms of a final report or resource outcomes.

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.

University of Liverpool Learning and Teaching Conference, 23 June 2009Shifts in UKCME Emphasis: from traditional to new strategy

University of Liverpool Learning and Teaching Conference, 23 June 2009Examples at Partner Institutions

University of Liverpool Learning and Teaching Conference, 23 June 2009

University of Liverpool Learning and Teaching Conference, 23 June 2009Usage of TLPs beyond CambridgeSource: TW Clyne et al – Euromat 2009 International Conference

University of Liverpool Learning and Teaching Conference, 23 June 2009Usage of TLPs within Cambridge“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.” “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.”“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.”

University of Liverpool Learning and Teaching Conference, 23 June 2009The Way Forward“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.”

Teaching Development Grants in History, Classics and Archaeology

Grant History in HCA7 rounds of grants 77 grants awarded in totalup to £5000 maximum

Funding LevelTotal spend on TDGs £202,849approx. 10% of total SC grant

Forms of Teaching Development GrantCurriculumincludes curriculum design, assessment development and feedback, pedagogic surveys of attitudes and effectiveness of learning technologiesResourcepreparation of teaching materials in all formsOutreachContinuing education, adult learning, non HE groupsSkills and Employabilityincludes study skills

Curriculum

includes curriculum design, assessment development and feedback, pedagogic surveys of attitudes and effectiveness of learning technologies

Resource

preparation of teaching materials in all forms

Outreach

Continuing education, adult learning, non HE groups

Skills and Employability

includes study skills

Forms of Teaching DevelopmentNo. of Grants

Teaching Development Form by discipline area

Where to now?Curriculum ‘change projects’Landscape Interpretation SkillsMaterial Culture InterpretationArchaeological Theory (Critical Thinking & Research Skills)Bring together academics, professional groups, employers, studentsDevelop new curricula, forms of assessment, new resources to support learning

Curriculum ‘change projects’

Landscape Interpretation Skills

Material Culture Interpretation

Archaeological Theory (Critical Thinking & Research Skills)

Bring together academics, professional groups, employers, students

Develop new curricula, forms of assessment, new resources to support learning

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?