The Committee on Administration and Services Quality Improvement
An Coiste Feabhais Riarachán agus Seirbhísí
The Administration and Services Quality
Assurance Programme 2008–09
Review of
Centre for Excellence in Learning and Teaching
(CELT)
National University of Ireland, Galway
Final Report
July 2009
Executive Summary
This review represents the Centre for Excellence in Learning and Teaching’s (CELT)
first quality review as a single unit. A wide range of academic, administrative and
managerial staff were consulted during the review process and CELT received
considerable commendation from stakeholders.
The reviewers were cognisant of the current economic climate and concentrated on
recommendations which do not necessarily require allocation of additional resources.
The report outlines the key strengths and achievements of CELT and provides
feedback on its organisation and management. It identifies five key areas under which
a series of fourteen recommendations are included:
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Integration with the university’s structures
Prioritising, focusing & planning
Costing, monitoring and profiling
Internal structure
Student feedback
The review is timely given NUI Galway’s on-going strategic planning process, the
appointment of Vice-Deans for Teaching and Learning and the roll out of the
university’s Learning, Teaching and Assessment strategy.
1. Introduction to the Review
The report arises from a visit by the review group to CELT, 20 - 22 April 2009.
CELT had already prepared and submitted a comprehensive 'Self Assessment Report'
that, with other documentation, was made available to the review team well in
advance of the visit.
The review team consisted of Professor Sarah Moore, Dean of Teaching and Learning,
University of Limerick (Chair); Professor Greg Light, Director, The Searle Centre for
Teaching Excellence, Northwestern University, Illinois, USA; Professor Gearóid Ó
Laighin, Electrical & Electronic Engineering, NUI Galway; Mr Lewis Purser, Director
of Academic Affairs, Irish Universities Association and Ms Anna Cunningham,
Director of the Office for International Affairs, NUI Galway acting as Rapporteur.
During the review process, the review group met with a wide range of academic,
administrative and managerial staff of the University. At the request of the group
additional meetings, in some cases on an individual basis, were scheduled.
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2. Context and Background to Review
Since its establishment in September 2002, CELT has not undergone a Quality
Review as a single unit. The Community Knowledge Initiative (CKI) completed a full
scale quality review in 2007 with an external review panel and individual activities
and projects have reported progress to appropriate agencies and bodies. Feedback
from CKI’s review led to the University making a strategic commitment to fund future
activities from its core budget.
This review comes at an interesting time given that the University is currently in the
final stages of a strategic planning process which will set forth the priorities and
direction of the University for the next five years. The University has also undergone
major academic restructuring which has resulted in the appointment of Vice-Deans for
Teaching and Learning in each of the University’s five Colleges.
In addition, in February 2009 the first institution-wide ‘Learning, Teaching &
Assessment Strategy’ was formally adopted by Academic Council.
3. Approach to Review – Our Aims and Objectives
We agreed as a panel that we would approach this review in a constructive and
positive way, including when problems or issues were identified which required
attention from the panel. We wanted to encourage an open and honest dialogue with
the members of CELT, the users of their services and the various stakeholders.
In the current climate, we recognised that recommendations involving the allocation
of additional resources, however desirable, were likely to be unrealistic, and so our
emphasis was on looking at ways in which existing resources could be more
appropriately and more effectively utilised, given the scope, function and purpose of
CELT. The university needs to ensure that CELT is equipped to play a central role in
the implementation of the Learning, Teaching & Assessment Strategy. Where roles
core to that delivery are essential, all efforts should be made to ensure that those roles
are protected and indeed enhanced where possible, especially in this uncertain
economic climate.
4. Clear Strengths and Achievements of CELT
Throughout the entire quality review process, we were struck by the consistently
positive messages we received about CELT’s services, programmes and activities.
Even when we encouraged service users to identify problems or issues, it seemed
particularly clear that CELT is almost unanimously seen as having operated as a
positive agent of change within NUI Galway and beyond. That this message came
from a wide range of different service users is something that was seen as an
extremely positive signal of the commitment of the CELT staff and the quality of
CELT’s activities. CELT’s key strengths and achievements include:
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High level of teamwork and dedication amongst management and staff of the
Centre
Strong leadership skills displayed by the Director and by management in the
Centre
Clearly transformative experience of participants on academic programmes
which is already beginning to represent a resource for the implementation of
the Learning, Teaching & Assessment Strategy
Strong research skills and some excellent national and international scholarly
outputs resulting in academic credibility
Director’s tremendous effort to drive the development of the Centre from the
beginning
A developing international reputation – both in terms of research and
publication record
CKI’s excellent contribution
5. Organisation and Management
5.1 Audio Visual & Learning technologies
It is clear that the growth in the number of students, programmes and teaching venues
has placed tremendous pressure on the A.V. unit. The installation of user friendly
systems has to a certain extent alleviated this pressure. There exists however, a real
need to introduce a comprehensive training programme for staff, which will empower
them to use systems such as the Smart Sympodium to its full extent and thus be less
dependent on the A.V. unit for routine support.
The review panel felt that the resources and expertise of the A.V. team might be better
deployed in other capacities as opposed to routine maintenance which currently
accounts for a large percentage of their workload. The possibility of transferring
responsibility for routine maintenance to another administrative unit, possibly the
Buildings Office or Computer Services, should be explored. Synergies could be
achieved by closer alignment between A.V. and learning technologies.
CELT has been centrally involved in the development and roll-out of Blackboard
across NUI Galway. Indeed, it was CELT which first introduced this particular
learning technology to the university and which has championed its use for the
development of teaching, learning and general pedagogical improvements ever since.
While the maintenance of Blackboard has now formally passed to NUI Galway’s
Computer Services, CELT has a key role to play in the ongoing development of
Blackboard use for improved pedagogy. Evidence presented to the review team
suggested that there was considerable scope and need across the university for such
development, and that CELT were responding effectively to needs where and when
these were expressed.
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However, CELT staff continue to provide helpdesk and basic support services to staff
and students across the university in all aspects of Blackboard. The review team was
repeatedly informed of the excellent quality of these services, with the rapid and
effective responses provided by CELT staff often highlighted. Given the need for
enhanced use of many functions of Blackboard across NUI Galway in ensuring the
implementation of the recently-approved NUI Galway Learning, Teaching and
Assessment Strategy (LT & A Strategy), the team recommends that CELT resources
be focused more tightly on the roll out of Blackboard’s enhanced pedagogical
potential across the university, rather than on basic support services. This would
involve a multi-strand approach including:
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Encourage a focus on the active promotion, encouragement and facilitation of
the basic utilisation of Blackboard for all users.
Specialised training and support services for specific groups
Monitoring the use of Blackboard across NUI Galway to inform CELT
activities in promoting pedagogical developments
Access to “step-by-step” web-based training on Blackboard so that staff can
educate themselves on the rudimentary aspects of Blackboard
CELT has inherited, through An Teanglann, the management and development of
three language laboratories. Two of these labs have been substantially renovated and
modernised, and similar upgrading for the third one is planned. Users of the labs, who
come from across the university, including An t-Acadamh, and obviously include core
groups from modern languages, spoke in the highest terms of the services available
and the helpfulness of CELT staff in providing these.
CELT also manages and develops a multi-media recording studio, for users across the
university. In addition, the studio is frequently used by external groups, often linked
to NUI Galway through the CKI or ALIVE initiatives. The team was informed by
users of the high quality of the facilities and services provided. It would appear that
greater use could be made of these facilities within the university, particularly in terms
of developing digital “learning objects”, such as podcasts based on interviews with
visiting scholars or special guests, for the benefit of wider audiences.
A common feature of these services is the highly skilled CELT staff currently
involved in basic duties, including one-on-one entry level training for NUI Galway
staff members, daily fire fighting and problem solving. The services provided by
CELT staff in these areas are highly appreciated and valued across the University.
Nevertheless the question arises as to whether the role of CELT is to provide such
services, particularly in terms of basic entry-level Blackboard supports, which could
easily be defined, costed and delivered alternatively, as part of a University-wide rollout and maintenance of other IT functions.
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In delivering on the new NUI Galway LT & A Strategy, the University will need to
avail of the expertise of CELT in a wide variety of areas linked to the improvement of
learning and teaching, rather than in providing basic technical support services.
It should also be noted that the CELT staff currently providing these services, because
of high levels of demand on their time, are not being given suitable development
opportunities for their own careers, or able to focus on the roll-out of more specialised
academic skills and pedagogy training across the university. Such specialist delivery
should certainly remain a core function of CELT, and would include a greater focus
on academic creativity in the use of Learning Technologies.
Although not part of the review team’s specific remit, it may be useful for the
university to consider, as part of its broader investment in academic and pedagogical
developments, and given the current restructuring processes underway, that a
university-wide audit of learning technologies be undertaken, to identify those
currently in use across various parts of the university, including An t-Acadamh, the
Centre for Adult and Continuing Education and the Library, as well as those planned
or needed in different parts of the institution in the future. This would signal a more
pro-active approach to identifying potential needs and planning the delivery of
suitable and coherent responses to these needs.
5.2 Academic Programmes, Activities and Research
The review team felt that the host of activities which can generally be categorised
under academic programmes, activities and research represented the core mission of
CELT. These included:
 Post-graduate courses in academic practice,
 Workshops, seminars, consultations and other training activities,
 Conferences and symposia; curricular reform and policy development and
research.
The various stakeholders in the university unanimously praised CELT for the
expertise and leadership of the staff involved in this work, as well as quality and depth
of these activities and the extensive and transformative impact they were having on
the university learning and teaching culture. This was supported by the evidence
which the team also examined. It was also recognised that the success of these
activities brought with it important demands on CELT resources. To expand this core
area - at a time when the LT & A Strategy will need support, when post-graduate
training in teaching and learning is expected to grow, and when financial restrictions
mean additional human resources will be difficult to come by - CELT will need to
examine carefully and strategically its financial and human resources.
While supporting the implementation of the LT & A strategy will provide a challenge,
it may also, through the construction of appropriate new operational channels (e.g.
with Vice-Deans for Teaching & Learning), provide an opportunity for more
systematic planning and management of demand from the Schools and Colleges.
Nevertheless CELT will need to be entrepreneurial in developing resources in the
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present climate through grants, collaborations and the development of even closer
synergies and economies of scale with other areas of the centre (CKI and Learning
technologies)
A Note on CELT Research
The review team found that CELT research efforts and initiatives were of national and
international quality and to be regarded as an important university resource both in
terms of the contribution it made to the university research enterprise and in terms of
the role it plays in informing CELT’s academic programmes and activities on behalf
of the university. The review team found a rather paradoxical response from general
academic staff and senior university administrators with respect to CELT research
activity. While most were unaware of the extent or nature of the research, all felt it
was an important activity in which CELT should be engaged. They felt that it
provided CELT with additional academic credibility in the university; informed the
important academic programs and services they provided; supported research efforts
of academic staff in terms of both the scholarship of learning and teaching and with
respect to wider research methods and enhanced both CELT’s and the university’s
external reputation. It was felt, however, that the balance of research and academic
programmes needed to be carefully scrutinized to ensure maximum efficiency and
impact of both. It was also considered that CELT should be motivated to ensure that,
on balance, their research activities do result in improved pedagogical practice on
campus in NUI Galway and that students on the ground at NUI Galway benefit from
CELT’s research output.
A small concern was that the expertise of CELT was being “shared” nationally in a
very open and extensive manner through attendance at workshops, conferences etc.
While engagement with the T&L community is obviously very important, and critical
for staff who are actually employed by multi-institutional collaborative projects, care
should be taken to ensure reciprocity with other institutions when the skills of CELT
members are utilised throughout the sector. Sharing of resources and expertise across
the sector in general, is to be commended and supported, however when IP is shared
externally, it should be done in accordance with best practices and university
agreements and policies.
5.3 CKI and ALIVE Volunteering Programme
The review team acknowledged the genuine passion and commitment which staff
brought to this function of CELT. Considerable progress has been achieved and the
benefits of CKI’s contribution are evident university-wide. Given NUI Galway’s focus
on engagement, the concept of service learning as a distinctive pedagogical approach,
assumes tremendous importance.
It is clear that demand for service learning will continue to grow and this function will
require careful management to ensure quality is not sacrificed for quantity. Plans by
Colleges e.g. the College of Engineering & Informatics to embed service learning into
all of its undergraduate programmes will lead to increased demand for provision of
this service.
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CKI has undoubtedly benefited from its location within CELT and continues to work
well within this structure. A perfect opportunity exists for a closer alignment and to
embed CKI more firmly within CELT. In particular, it was felt that the work of the
Educational Developer could dovetail with CKI. Consideration should be given to
integrating CKI and ALIVE projects into the core functions of the centre.
6. Recommendations
The Group recommends the following options should be explored:
6.1
CELT to be more fully integrated in and linked to the university structures
Though it is clear that the ‘organic’ development of a commitment to quality
teaching and learning among faculty has been enormously successful, it seems
particularly timely that CELT would now be encouraged to connect firmly with
the emerging organisational structures and to leverage its considerable capacity for
influence through the formal channels that are part of NUI Galway’s new formal
structures.
i.
The Director needs to develop strong collaborative and formally endorsed
partnerships with newly appointed Vice-Deans for Teaching and Learning.
CELT needs to be responsive to the needs of the Vice-Deans and a two-way
alignment should be established. Vice-Deans will be responsible for setting
targets e.g. associated with their College and will liase with CELT on setting
these targets. The development of the College’s Learning, Teaching and
Assessment Strategies will be carried out in close collaboration with CELT.
CELT has the capacity and should have the authority to guide and to inform
these developments in active collaboration with the Vice-Deans of each of
the Colleges.
ii.
An empowered Teaching Committee, similar in structure to the University
Research Committee should be established. This committee should comprise
Director of CELT, senior representatives from relevant functions including
Adult and Continuing Education, an t-Acadamh and Vice-Deans for
Teaching and Learning. The Committee should be chaired by the Registrar.
6.2
iii.
Prioritising, Focusing & Planning
Identify core mission of CELT and ensure that resources are mobilised to
achieve that mission. Aligned to the new Learning, Teaching and
Assessment Strategy, and to emerging College strategies, CELT needs to
identify its core mission and priority activities within that, allowing it to
respond to existing and new demands for its expertise. The current resource
situation will require greater focus on certain activities, and considerably less
focus on others.
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iv.
Review time devoted to sectoral activities. In establishing itself, and building
a reputation at institutional, national and international levels, CELT has been
generous in sharing its time and expertise with a broad range of partners and
interlocutors. Given the new demands now emerging across NUI Galway
and the key role of CELT in responding to these, CELT may need to
recalibrate the level of its national and international activities.
v.
Encourage reluctant academic staff. The review team formed the opinion
that most of the university staff that availed of CELT’s teaching
development activities in recent years came forward willingly to do so. In the
coming period, CELT will need to assist in providing training for those staff
that have not yet availed of such activities. These requirements will need to
be identified and articulated by the respective Colleges, with an important
role for CELT in assisting Colleges in this process. CELT will also need to
play an important role in ensuring coherence of response to such needs
across the university, in terms of pedagogical, human and financial
resources, as well as in assisting Colleges in the follow-up and monitoring of
these enhancement-oriented activities.
The link to effective roll out of a university-wide student feedback system, discussed
in section 6.5 in this report will be critical in ensuring the success of these pedagogical
development opportunities.
6.3
Costing, Monitoring and Profiling
vi.
With the support of NUI Galway’s Management Accounting department,
CELT should develop a financial model for how its services are delivered
and paid for. The review team considers that a substantial increase in
demands on CELT services can be expected over the coming few years, for
example from the Colleges and from the Graduate Studies office. Clarity
around costing and resourcing will be needed in order to respond to these
increased demands.
vii.
In order to assist with the implementation of the Learning, Teaching and
Assessment Strategy, CELT should put in place a more systematic
monitoring system. Areas which would benefit from such active monitoring
include; an effective learning outcomes approach across the University, the
use of Blackboard and its various functions in the development of teaching
and learning activities, the take up and impact of CELT’s pedagogical
training and development activities across the university, and the impact of
CELT research activities on pedagogical developments in NUI Galway and
further afield. Such monitoring will be of strategic importance in the overall
evaluation of the NUI Galway’s Strategic Plan, but will also provide
arguments for the sustainable funding of key CELT activities.
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viii.
As the concept of excellence in teaching assumes greater importance across
NUI Galway and the needs of the broader University in this area become
more explicit, CELT needs to assert its expertise and leadership role in
teaching and learning issues across the university community in a more
directive way. This expertise is already recognised and CELT now has the
standing and credibility to lead in this area, taking clear positions to support
best practice and enhanced quality of teaching in all parts of the university.
6.4 Strategic and critical analysis of internal structure of CELT
CELT needs to re-examine critically and strategically its internal structures, with a
view to alignment and consolidation around its core mission and key higher level
academic and service functions. To ensure a smooth transition, consideration
should be given to developing a strategy which can be implemented in stages with
short term/medium term/long term goals. The following are regarded as key:
ix.
Audio Visual and Learning Technologies should be merged into a single
unit. Higher level functions of this unit which align with the centre’s core
academic and service mission should be maintained and developed to
capitalise on existing synergies with other centre units. The possibility of
transferring responsibility for basic maintenance and dealing with emergency
situations to either Computer Services and/or buildings office should be
explored and undertaken. Day to day lower-level maintenance and training
of Blackboard should be transferred to Computer Services. To manage
routine demand, Computer Services should provide basic Blackboard
upfront training, which would be useful for new users and staff who wish to
register as Blackboard users, with enhanced training support service for
specific groups. Computer Services should also assume responsibility for
monitoring the use of Blackboard across NUI Galway. There are issues
regarding structure and delivery of services that seem somewhat out of kilter
and may need more intensive strategic attention by CELT and by the system
as a whole. CELT should consider focusing on better ways of engaging with
the higher level teaching and learning functions of Blackboard, collaborating
with networks of experienced Blackboard users and taking a multi-strand
approach to delivery of Blackboard – e.g. training the trainers with CELT
focusing on specialist assistance.
x.
Consider integrating CKI and ALIVE projects even more closely with the
core learning and teaching work of the centre, in particular aligning with
work of Educational Developer. Leverage the strengths and achievements of
CKI and ALIVE (where possible) to develop even more robust and
innovative approaches to curriculum development. Develop strategic and
valid learning outcomes for this engagement.
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xi.
Reconsider management roles with a view to devolving more responsibility
for ongoing operational management to senior centre staff. Free up time for
the Director to engage at a more strategic and policy level with the Colleges
and the University.
xii.
CELT needs to develop a more robust and efficient research strategy which
is informed by the needs of the university, external research community and
in the context of the LT & A strategy. This strategy should articulate more
fully internally what CELT is doing now. Research should be developed
more widely and disseminated through evaluation and assessment of CELT’s
own activities – publications and collaborating with faculty on research
projects e.g. CKI work. The Centre should ensure that research continues to
be relevant and inform CELT practice and the practice of faculty campuswide. All of the worthwhile research that takes place within CELT should
demonstrate to the academic community how this activity positively impacts
on higher education learning and teaching within NUI Galway and
throughout the sector. CELT staff should endeavour to profile and showcase
their work, making explicit the nature, benefits and applications of CELT’s
research activity.
6.5
xiii.
Capturing, Validation and Use of the Student Voice to enhance Teaching
and Learning Programmes
A key element in the successful implementation of the university’s LT & A
Strategy will be the development of valid feedback mechanisms. A change
of culture is required University-wide with respect to assessing and
incorporating the student voice. Capturing student feedback, possibly via
Blackboard, which would then be used in a supportive, encouraging way will
be essential to improving teaching and learning. Active consideration should
be given to how Heads of Schools, with guidance from the Human Resource
Department, can best use this feedback. College specific surveys could be
developed and agreed between CELT and the respective Vice-Deans for
Teaching and Learning.
7. Concluding remarks
Since its inception in 2002, CELT has made an enormous contribution to the
development of a commitment to quality teaching and learning across the university. It
is widely acknowledged that CELT has acted as a positive agent of change within the
university and beyond. The dedication and high level of team work which exists
amongst management and staff has impacted across the university and resulted in
improved learning outcomes for the student body.
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The university is now at an interesting juncture both in terms of its strategic planning
process and the current economic climate. Now is an opportune moment for CELT to
reconsider its mission and priorities particularly in terms of asserting its position
within the university structures. It is hoped the recommendations outlined will steer
CELT to a more integrated and empowering place.
Professor Sarah Moore (Chair)
Professor Greg Light
Professor Gearóid Ó Laighin
Mr Lewis Purser
Ms Anna Cunningham (Rapporteur)
15th July 2009
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