Dear Colleagues
This is our fourth regular newsletter with news and updates around Teaching, Learning and
Assessment for the academic year 2014-15. Thank you for all your responses and feedback
concerning the previous communications in October and November 2014 and January 2015
and the regular CLT newsletters over the past two academic years. The newsletters are also
available as newsletters on the CLT website.
For this newsletter the CLT team has built on previous communications and has collated
further resources particularly on the themes of Internationalisation, Academic Writing,
Education for Sustainable, Development (ESD), Assessment and Feedback, Technology
Enhanced Learning (TEL), Student Transitions, Teaching and Learning Conversations
(TLCs) and Arts and Humanities Blogs and Publications (HEA) most of which are
‘lenses’ on the UG framework wiki. There is also some information on the EHU CPD
Scheme (UKPSF) and the awards of D1-D4 (Associate Fellow, Fellow, Senior Fellow and
Principal Fellow of the HEA).
First a reminder of the UG/PG Framework wiki which colleagues have requested direct
access to in recent weeks especially for preparation in validations or periodic reviews. The
wiki contains a series of lenses with resources as follows and all can accessed on the link
below:
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Inductions and Transitions
Learning Literacies
Personal Tutors
Teaching, Learning and Assessment
Internationalisation
Work-based and Work-related Learning
Personal Development Planning
Technology Enhanced Learning
Employability
Education for Sustainable Development
UG Framework wiki link:
https://go.edgehill.ac.uk/wiki/display/ufr/Home
NB: You will need your username and password to access the wiki.
The CLT professional development series
There are a number of forthcoming professional development sessions scheduled for
2015.The 2014/15 Programme of Events has been coordinated by the CLT in response to the
emerging themes and priorities highlighted by Faculties. The programme of events is
available to book through the on-line booking system.
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Internationalisation
Over recent years we have seen increasingly diverse student populations with more students
choosing to study UK degrees in the UK and overseas. And expectations from students and
employers for higher education providers to equip students with the skills to succeed in a
global community are rising.
A member of CLT recently attended an HEA event entitled ‘Internationalising higher
education: creating a globally interconnected society’ and the resources on topics such as the
academic outcomes of student mobility, community and identity, and translation including
the HEA’s framework on internationalising the curriculum can be found here:
https://www.heacademy.ac.uk/events-conferences/event1018
The presentations from the workshops including the dialogue sheet used during the
‘Preparing 21st century graduates to live in and contribute responsibly in a globally
interconnected society’ workshop are available on the HEA website and you can find them
here.
These HEA events are designed to give the opportunity to network and share best practice
among strategic leaders and colleagues from across the higher education sector. For those
working towards Fellowship of the HEA, each of the sessions has been mapped against the
UK Professional Standards Framework, allowing delegates to pick sessions best-suited to
their specific CPD requirements.
EHU CPD Scheme (UKPSF)
The aims of the EHU CPD scheme (UKPSF) are to:
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Align with and promote the Professional Standards Framework (UKPSF) and reflect
the aspirations of the Higher Education Academy (HEA)
Contribute to achieving, enhancing and developing the University’s strategic
objectives for learning and teaching and staff development
Be effective in supporting and enabling Faculty/Area/Departmental learning and
teaching strategies
Enable applicants to enhance and develop their professional practice by providing
opportunities to evidence that development where appropriate
Contribute to individuals’ career development by supporting and informing
innovative and reflective practice
Be collaborative and harness expertise from across the institution and beyond
Offer flexible and creative opportunities for staff to engage in professional
development that is meaningful to them and supports them in enhancing their practice
with a focus on continuous enhancement of the student experience
Provide opportunities for peer to peer learning, networking and dissemination within
the university and beyond
You can find out more on the CLT webpage here:
http://www.edgehill.ac.uk/clt/professional-development/edge-hill-university-cpd-schemeukpsf/
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English for Academic Purposes
Edited by Helen Basturkmen
Published February 2015 I 1,598 pages
Hardback: 978-0-415-71634-5
English for Academic Purposes (EAP) focuses on the types of English learners encounter
and use in academic or study situations, usually in higher education contexts, and on the
teaching and learning of academic English. It also focuses on the types of English and forms
of communication used by academics in research settings.
This new 4 volume collection from Routledge highlights key research, thinking and
developments in pedagogy and document the concepts and debates that have impacted on
EAP over the last three and a half decades. The selection of articles enables readers to follow
the developments and to understand how contemporary perspectives and research interests
have emerged. The volumes include key material that has been influential and represents the
diversity of research interests and thinking in the area. Fully indexed, and with a new
introduction to each volume by the editor, this collection will be a valuable research resource.
Education for Sustainable Development in Higher Education: professional development
opportunities
I would like to share a report which may be of interest that has emerged from University
Educators for Sustainable Development (UE4SD), which is a 3 year European Commission
project funded through the Lifelong Learning Programme. UE4SD seeks to improve
professional development opportunities for university educators in Education for Sustainable
Development (ESD). It supports the development of professional competences and academic
leadership capabilities in ESD, to enable teaching staff to reorient curricula and prepare
students for understanding and applying their professional and global responsibilities in
sustainable development. The project is gathering best practice and developing new training
resources and professional development activities for ESD in higher education.
The report analyses the findings of four regional reports, which summarises the national
mapping exercises conducted by 53 UE4SD partner institutions in 33 countries across
Europe. This process identified existing policy developments and strategic commitments for
ESD in higher education across the different countries, and collected the examples of best
practice in supporting professional development in this area.
The report clearly shows that ESD has gained importance in higher education across Europe
and a growing number of universities have formal commitments to ESD as part of their
corporate sustainability activities. It reflects on the status of ESD professional development,
noting the variety of approaches in use, examples of innovative practice, and the need for
clearer focus on professional competences in ESD.
Findings from the report will inform the next steps of the UE4SD project, which include the
development of a leading practice publication and an online platform containing professional
development resources, as well as the creation of a training academy for ESD in higher
education. Further information about UE4SD can be found here: www.ue4sd.eu
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International Report (ESD)
You might be interested to know of an international report which has just been released by
the International Council for Science, and which provides an expert commentary on the
proposed 2015 Sustainable Development Goals. The full report may be found here (see p27
for Education):
http://www.icsu.org/publications/reports-and-reviews/review-of-targets-for-the-sustainabledevelopment-goals-the-science-perspective-2015/review-of-targets-for-the-sustainabledevelopment-goals-the-science-perspective-2015
and news coverage is here:
http://roadtoparis.info/2015/02/12/science-building-perfect-world/
Science http://www.sciencemag.org/content/347/6223/702.full.pdf?sid=1ba9e0a0-ced64a81-b008-30829c2dec43
Reuters Alert Net http://www.trust.org/item/20150212190135-jmtes/?source=fiTheWire
The report will now be used as part of the UN backed process of refining the SDGs before
they are agreed and launched later this year.
You may also find this of interest. Fittingly it coincides with the day that many university
sustainability networks from Africa, Asia, Europe and America meet at Leeds University and
contribute to the Challenging Connections Conference and COP21
https://www.eventsforce.net/assuredevents/frontend/reg/thome.csp?pageID=31473&eventID
=85&eventID=85
‘Topic Guide’ (ESD)
Also just a quick note to share details of a paper completed for the Department for
International Development on Education, Climate and Environment which might be of
interest. The paper is a ‘Topic Guide’ aimed at development professionals working on issues
related to environmental management, climate change and education. It sets out the important
two-way relationship between these key areas, including:
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The risks and opportunities posed by environmental and climatic factors on
educational supply and demand at all levels (primary, secondary, tertiary) and modes
(formal and informal).
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The role education and educational infrastructure can play in building the resilience of
communities (particularly poor and vulnerable population groups) to climate and
environmental change, and the potential opportunities provided by low carbon
technology and environmentally-sensitive construction and design in that process.
It draws together existing research on these areas and also makes recommendations about
how climate resilience can be encouraged within education systems, infrastructure, and
teaching and learning.
Place in Research: Theory, Methodology, and Methods
Eve Tuck and Marcia McKenzie
Series: Routledge Advances in Research Methods
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A new book on Place in Research co-written with Eve Tuck came out a few months ago and
may of interest to you, or your students or colleagues. The web link to info on the book can
be found here: http://www.routledge.com/books/details/9780415626729/.
Bridging environmental and indigenous studies and drawing on critical geography, spatial
theory, new materialist theory, and decolonizing theory, this volume examines the sometimes
overlooked significance of place in social science research. The book explores how
researchers come to terms - theoretically and practically - with place in the context of settler
colonialism, globalization, and environmental degradation. It outlines a trajectory of critical
place inquiry that furthers empirical knowledge, and ethically imagines new possibilities for
collaboration and action. Critical place inquiry mobilizes research methods which address
place explicitly and politically.
Numeracy and Clinical Calculations for Nurses
Numeracy and Clinical Calculations for Nurses was published in November 2014 and
according to Routledge they are getting great feedback from the inspection copies that were
sent out - you can read a selection of these below.
Numeracy and Clinical Calculations for Nurses
Neil Davison
176pp, ISBN:9781908625243, £11.99
Special Offer - £10.00 and post-free via our website (scroll down for
details)
Numeracy and Clinical Calculations for Nurses is a user-friendly introduction to the subject
which guides the reader from the basics through to the core calculations required in a
healthcare setting. Using extensive worked examples the author links the abstract
mathematics to real-world situations to help the reader understand the subject in the context
of their nursing practice.
Contents: 1 Numeracy and calculation skills in the clinical environment; 2 Back to basics; 3
The SI system; 4 Calculating drug doses; 5 Other clinical calculations; 6 Tests Appendices:
Administering medicines safely, Routes of administration, Medication administration
records, Drug glossary, Multiplication grid Self-assessment test answers; References
HEA published research:
Mapping student-led peer learning in the UK (27 November 2014);
The HEA’s UK Engagement Survey (UKES) 2014 (12 November 2014) and;
Managing the undergraduate student experience in the new HE landscape (4 November
2014).
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Academic Writing
CLT has been asked to reissue the following details on Academic Writing Support. This
section from the previous CLT newsletter notes some of the issues which international
students can find particularly challenging in academic writing and suggests ways that
teachers can assist international students to become successful writers.
You will find additional resources relevant to teaching academic writing in other entries in
this resource. See Language, Reading and note-making, Assessment and feedback,
Supervision and Avoiding plagiarism sections.
Theme: Click on each theme to directly access HEA resources
Literacy skills
Study skills
Written assessment
Essays
Reports
Dissertations
Theses
Internationalisation
International students
Internationalising higher education framework
Preparing 21st century graduates to live in and contribute responsibly to a globally
interconnected society:
https://www.heacademy.ac.uk/internationalising-higher-education-framework
Internationalisation is of growing importance to higher education (HE) within the United
Kingdom (UK) and across the world, driven by political, economic, educational, social and
technological advances. This is evident in the diversification of academic communities and
the provision on offer, as well as the content, mode, pace and place of learning. In this
changing context, it is timely that the Higher Education Academy (HEA), the leading
national body for learning and teaching in the UK, has developed this strategic framework
with the purpose of inspiring and assisting the sector in a key aspect of internationalising HE:
Preparing 21st century graduates to live in and contribute responsibly to a globally
interconnected society. The framework has been developed for the UK sector, but may also
have relevance for HE systems throughout the world.
Theme: Click on each theme to directly access HEA resources
Curriculum
Curriculum design
Curriculum development
Internationalisation
Global citizenship
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Interculturalism
Internationalising the curriculum
Transnational education
Students
International students
Further HEA Resources
The HEA constantly seeks new ways to enhance learning and teaching and thus the student
experience. The wealth of resources represents ten years of work in the sector and the
holistic, forward-thinking approach to improvement and achieving strategic goals.
In response to demand from our partner HE organisations, we have identified four
distinct work streams to help you navigate through our research and resources.
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Curriculum design addresses graduate attributes, inter-culturalism, digital literacy
and sustainable development, discipline-specific skills and interdisciplinary learning.
Innovative pedagogies explores inclusive and diverse student engagement.
Student transitions focuses on inclusivity, flexibility, widening access, equality and
diversity. It also explores retention and student mobility and examines the impact of
policy reform.
Staff transitions promotes the HEA’s work on teaching excellence,
professionalisation, reward and recognition, including the use of the UKPSF.
You may also search resources by theme, discipline or keyword.
Making feedback work involves more than giving feedback – Part 1 the assessment
context
Idea 27 Part 1 of Graham Gibbs’ 53 Powerful Ideas All Teachers Should Know About is
available on the SEDA website and blog.
You can follow discussions about this on Twitter using #53ideas
Diagnostic tests to assess individual learning styles
Here are two good books reviewing much of the research on intellectual styles:
“The Malleability of Intellectual Styles” (Zhang, 2013; Cambridge University Press).
Forthcoming: “The Value of Intellectual Styles” (Cambridge University Press).
The title of the first book raises the issue of malleability, depending on context etc. Research
into student approaches to learning and teachers approaches to teaching is consistent with the
idea of malleability. The real question is, are different learning styles more appropriate for
studying different disciplines, and if so, how do we support students to adopt an appropriate
style for the discipline they wish to study? Some people have described teaching approaches
– information transmission/teacher focused and conceptual change/student focused as
different teaching styles.
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Student transitions
The HEA's student transitions work stream explores the reasons for differing levels of student
success and helps national policy-makers, institutions and individuals adopt strategies,
policies and practices to address associated issues.
https://www.heacademy.ac.uk/workstreams-research/workstreams/student-transitions
Supporting Student Transitions
Approaches to teaching and learning
By John Bostock and Jane Wood (2014)
eInspection Copy
Drawing out and critically analysing the key features of both pedagogy
and andragogy, the book presents the best elements of each to provide all
tutors and practitioners involved in the teaching of 14-19 learners with clear strategies for
supporting this group. Practical advice backed by sound theory will provide readers with a
clear understanding of the requirements and needs of learners in the school, college and
university. Topics explored include:
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The role of the teacher/Lecturer in supporting student transitions
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Understanding transition focused approaches
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Emotional and social factors involved
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Recognising difficulties and helping students prepare
Read more... | August 2014 | Pb: 978-0-415-82287-9
In addition, a CLT team member attended the recent HEA conference on student transitions:
‘Student transitions: journeying into, through and beyond higher education’ in London on
February 19th 2015. The presentations from the keynote and workshops are on the HEA
website, and you can find them on the event webpage.
For FOE colleagues in Early Years
Teaching and Learning in the Early Years 4th Edition
Edited by David Whitebread & Penny Coltman
eInspection Copy
This text is fully revised and updated in light of recent changes to the
Early Years curriculum, with brand new chapters on assessment,
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communication, writing, creativity and diversity, the contributors address a range of
fundamental issues and principles, including:
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an analysis of research into how children learn;
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discussions of issues such as classroom organisation, curriculum management, and
assessment;
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a detailed section on play and language;
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chapters covering individual curriculum areas, including new chapters on music and
PSHE.
Read more... | February 2015 | Pb: 978-0-415-72253-7
Teaching & Learning Conversations (TLCs)
TLC is an exciting cross-institutional collaboration organised by the Manchester
Metropolitan University to provide open CPD opportunities for everybody teaching and/or
supporting learning in Higher Education. TLCs bring together colleagues from different
disciplines, institutions and countries. TLCs are also open to students in HE and students’
contributions to the programme are welcomed.
Together, there is discussion and debate on a variety of current teaching and learning topics
in a series of webinars which provide a great opportunity to reflect on and share good practice
and to find out what is happening beyond your own institution in the more global HE
landscape.
All webinars are open to the wider community to join.
Please feel free to share the link to the TLC programme and individual webinars with others
who might also be interested. Further information can be found at:
http://www.celt.mmu.ac.uk/flex/tlc.php
From the HEA Arts and Humanities blog posts
Please click on the title to take you to the website and the respective blogs:
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Flexible learners for a global future by Dr Alison Le Cornu
Enhancing employability through enterprise education by Maureen Tibby
‘To see us as others see us’ - Embedding modern languages across the disciplines
by Dr Catriona Cunningham
Re-assessing innovative assessment by Dr Erica Morris
Publications and resources
The following publications have been released by the HEA during recent months:
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Dancing with Interdisciplinarity: interdisciplinary strategies and practices in HE
performing arts
This report investigates the strategies and practices of interdisciplinary learning, teaching
and assessment in HE performing arts.
It summarises what the current situation is regarding interdisciplinary strategies and practices
in relation to HE dance, drama and music. It identifies institutional enablers and inhibitors
and provides recommendations about measures institutions might take in order to prepare for
and implement these practices.
A pilot study: engaging academics through industrial scholarships
This study reports on the findings of a HEA funded project with Aston, Edinburgh and
Nottingham Universities to inform the curriculum and support graduate employability. The
pilot programme has examined key issues affecting the area of research, curriculum design
and relationship building related to both the internal and external environment.
This study is relevant as it makes a series of recommendations which are intended to
strengthen the university-business engagement opportunities in the areas of collaborative
practice, teaching and learning quality enhancement and university – work student
transitions.
Enhancing employability through enterprise education
Enterprise education equips students with the attributes, capabilities and skills that enhance
their employability and enable them to be entrepreneurial in a range of settings including
employment. It is “the process of equipping students (or graduates) with an enhanced
capacity to generate ideas and the skills to make them happen”. (QAA 2012).
This HEA resource seeks to share, disseminate and encourage good practice in enterprise
education across the disciplines. The case studies provided represent higher education
providers (HEPs) across the UK and provide diverse and innovative approaches to addressing
enterprise education at a discipline and university level. Profiles of organisations that can
support HEPs in addressing enterprise education are also included.
The publication was released at an enhancement event that took place on 4th December 2014
in Cardiff. Further details of this event including presentations are available on the HEA
event webpage.
HEA Learning and Teaching Blog
The newly-expanded blog brings together the HE learning and teaching community to debate
and share innovation. Available here: https://www.heacademy.ac.uk/blog
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Shifting academic careers: implications for enhancing professionalism in teaching and
supported learning
This HEA-commissioned report provides a brief review of literature focusing on the changing
nature of academic careers in the higher education sector, including any shift towards
‘teaching only’ contracts. It also identifies key issues in terms of teaching and learning,
continuing professional development and reward and recognition arising from these
developments.
The report identifies two trends that have been central to the shifting careers of academics
over the past two decades: the increasing differentiation and diversity of the profession and
the gradual unbundling and disaggregation of academic work.
Theme:
Institutions
Staff
Academic staff
Staff development
Continuing professional development
Staff retention
Career progression
Staff role
Research
Teaching and research
HEA Work Area:
Published Research
Staff Transitions
The role of HEFCE in teaching and learning enhancement: a review of evaluative
evidence
This report was commissioned by the Higher Education Academy (HEA) at the request of the
Higher Education Funding Council for England (HEFCE). The report was produced by the
Centre for Higher Education Research and Evaluation at Lancaster University. The views
expressed in the report are those of the authors.
The report evaluates HEFCE-funded learning and teaching enhancement initiatives between
2005 and 2012. As the authors point out in the summary, the HEA receives limited attention
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in the report because a parallel review was being undertaken of the HEA, the Capita Report
(published 3 June 2014). Drawing on a detailed literature review and telephone interviews
with key stakeholders, it reviews a range of options for HEFCE’s future involvement in
enhancement activity.
HEA Work Area:
Published Research
And Finally
A Handbook for Teaching and Learning in Higher Education: Enhancing academic
practice Paperback – 12 Aug 2014 by Heather Fry (Author, Editor), Steve Ketteridge
(Author), Stephanie Marshall (Author, Editor)
This entirely new edition of a very successful book focuses on developing professional
academic skills for supporting and supervising student learning and effective teaching. It is
built on the premise that the roles of those who teach in higher education are complex and
multi-faceted. A Handbook for Teaching and Learning in Higher Education is sensitive to the
competing demands of teaching, research, scholarship, and academic management.
The new edition reflects and responds to the rapidly changing context of higher education and
to current understanding of how to best support student learning. Drawing together a large
number of expert authors, it continues to feature extensive use of case studies that show how
successful teachers have implemented these ideas. It includes key topics such as student
engagement and motivation, internationalisation, employability, inclusive strategies for
teaching, effective use of technology and issues relating to postgraduate students and
student retention.
The CLT team hope that you continue to find our regular newsletters useful in supporting
Teaching, Learning and Assessment.
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