Celebrating Excellence in Learning & Teaching

"Celebrating Excellence in Learning & Teaching"
Friday 5 September 2003

This seminar, which was attended by over 60 colleagues, highlighted the high quality in learning and teaching in the University, especially the 56 projects funded by the Developing Learning & Teaching (DLT) and Innovations Funds.
Keynote speakers were Graham Gibbs, Professor of Higher Education Practice and Director of the Student Support Research Group at the Open University and Dr Vicki Tariq, National Teaching Fellow and Senior Lecturer in the School of Biology and Biochemistry. Presentations from and background information on each of the speakers can be viewed by clicking here. Information on many of the DLT and Innovations projects was made available through an exhibition of posters which along with project summaries can be viewed here.

Download copy of seminar programme here.

With the support of the Higher Education Funding Council for England (HEFCE), the University established two funds: the Innovations Fund and the Fund for Developing Learning and Teaching (DLT Fund). These initiatives aimed to support staff and Schools in enhancing the quality of their teaching and learning. A Fund Panel was set up for each of the two Funds and applications were approved by the Panel against a list of agreed criteria.

The intention in setting up the Fund for Developing Learning and Teaching (DLT Fund) was to make available funds of up to £10,000 to support School/Department initiatives in the University priority areas of student skills development and work-related learning. The DLT Fund was available over three years in the first instance (until end July, 2002). School/Departments are expected to complete an evaluation of their project for the Learning and Teaching Committee (LTC).

The Innovations Fund made funds of up to £5,000 available to individual members of staff seeking to introduce and research innovations on a smaller scale, for example, within a particular module, on a particular topic, or on an aspect of their own practice. Where feasible, staff were supported to undertake small Action Research projects, on developments in which they were engaged, to evaluate the outcomes.