Centre for Quality Support and Development. Celebrating TEACHING AND LEARNING SUCCESS 2016

Transcription

1 Centre for Quality Support and Development Celebrating TEACHING AND LEARNING SUCCESS 2016

2 MESSAGE FROM THE VICE-CHANCELLOR In visits and discussions around the University, I am always struck by the relentless commitment there is to improve the quality of teaching and learning. That energy is being generated by innovative, creative and passionate colleagues whose personal commitment is only matched by a similar desire to share expertise and knowledge widely. With the imminent arrival of the Teaching Excellence Framework (TEF), there will be an inevitable focus on what it means for the University. However, I am very clear that our motivation to improve is not driven by external factors. Rather, our focus is on improving what we do for the benefit of our students. That includes everything from offering a demanding curriculum to cultivating a scholarly, research-informed approach to learning. The University continues to support the work being done in individual academic schools. At the same time, we are seeking to stay at the forefront of new initiatives and developments. It is a genuine partnership approach as we act together to ensure that our well-deserved reputation for excellence in teaching and learning is maintained and enhanced. I warmly congratulate all those who have been nominated for awards today. Thank you for the example you set in teaching and learning and the rich contribution you make to the University of Reading. Sir David Bell KCB Vice-Chancellor University of Reading MESSAGE FROM THE PRO-VICE-CHANCELLOR (TEACHING AND LEARNING) Our annual teaching and learning awards recognise and celebrate the remarkable achievements of talented and committed members of our staff whose contributions do so much to enhance students experience here at Reading. Recognising and rewarding the outstanding contributions of colleagues to teaching and learning are key elements of the University s T&L Strategy and are fundamental to the fulfilment of our vision. The award schemes, coordinated by the Centre for Quality Support and Development (CQSD), are one way that we can formally acknowledge the strength of the University s teaching and learning culture and the continuing innovative, imaginative and inspirational work provided by staff in Schools and Services. Forthcoming changes planned for the higher education landscape, such as the introduction of the Teaching Excellence Framework, will present new challenges for all institutions, including Reading, and being able to evidence the excellence of our teaching and learning, e.g. via our T&L award schemes, will be pivotal in ensuring we perform well in that exercise. I am delighted to take this opportunity to congratulate all the award winners and pay tribute to their exceptional contribution of the very best in teaching and learning practice and the impact they have had on students learning experience and the wider T&L community. Professor Gavin Brooks Pro-Vice-Chancellor (Teaching and Learning) University of Reading 2 3

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4 UNIVERSITY TEACHING FELLOWSHIP SCHEME (UTFS) The University Teaching Fellowship is a prestigious and competitive award conferred on an individual who has demonstrated individual excellence and contributed to the development of teaching and learning within the University and beyond. The Fellowship is designed to support staff to further progress in this area. This year, five individuals have been recognised with this award as follows: Dr Rachel Pye Lecturer and Director of Teaching and Learning, Psychology Rachel joined the University in 2014 and became Director of Teaching and Learning for the Department of Psychology in August of that year. Rachel has been a leading advocate of Team Based Learning (TBL) throughout her time at Reading, representing the University at the 2nd European Team Based Learning Conference in With colleagues, she recently won Maxi Project funding from the TLDF to research and develop materials to support the teaching of large classes with diverse composition. This, as well as her membership of one of the teams awarded a University Collaborative Award for Outstanding Contribution to T&L this year, illustrates her passion for improving the student learning experience beyond the normal requirements of her role. Dr Rhi Smith Director, Heritage and Creativity Institute Rhi became the Undergraduate Learning Officer for the Museum of English Rural Life in 2005 as part of the Centre for Excellence in Teaching and Learning in Applied Undergraduate Research Skills. The aim of the project was to develop teaching with collections, which enhanced student research. The resulting modules proved to be so successful with students that joint BA Museum Studies programmes were developed with the Departments of Classics and Archaeology. Rhi took on their management as Museum Studies Programme Director in Rhi is now combining her existing responsibilities with a new role as the first Director of the Heritage and Creativity Institute. Dr Laura Bennett Associate Professor, Law After eight years as a City solicitor, Laura joined the College of Law in 2005, designing, delivering and managing vocational law programmes. She joined Reading in 2012, becoming School Director of Teaching and Learning in Laura uses her practice experiences in her teaching, and was nominated for the RUSU Faculty Teaching Excellence Award and the Personal Tutor Award in Laura is seconded to the Curriculum Framework Project in CQSD, advising a pilot department and preparing online toolkit materials on feedback, and diversity and inclusion. She is a Senior Fellow of the HEA. Dr Andrew Charlton- Perez Associate Professor, Meteorology Andrew was a student at the University of Reading between 1997 and 2003 before working as a post-doc in the USA. He rejoined the University in early 2006 as a NERC Research Fellow before being promoted to Lecturer in 2008 and Associate Professor in He was awarded the PGCAP prize for best research project in 2010/11 for his work on problem-based learning (which was later published in a pedagogic journal) and the RUSU Personal Tutor Gold Star award in He is the director of teaching and learning for postgraduate programmes in Meteorology and has been a member of the Curriculum Framework Project focusing on enquiry-based learning and assessment and feedback. Dr Philippa Cranwell Teaching Fellow, Chemistry Philippa joined the Chemistry Department at the University of Reading in 2013 directly from postdoctoral studies in Switzerland. Her work revolves around three key themes: inspiring students so they excel in research, nurturing students to achieve their full academic potential, and making learning enjoyable. One area where these three themes merge is in her work towards enhancing the undergraduate practical course, allowing students to develop both the academic skills required for university success, and the softer skills required beyond graduation. Philippa has been awarded TLDF funding to support her work which has been disseminated at national conferences and in the Journal of Chemistry Education. Philippa was recently nominated for the RUSU Personal Tutor and Teaching Excellence Awards. Dr Laura Bennett, Dr Philippa Cranwell, Dr Rachel Pye, Dr Andrew Charlton-Perez, Dr Rhi Smith. 6 7

5 POSTGRADUATE CERTIFICATE IN ACADEMIC PRACTICE (PGCAP) AWARDS Since the inception of the PGCAP in 2001, the programme s Board of Studies has each year had the pleasure of awarding a number of PGCAP Prizes. Projects and Portfolios submitted during the year which have been awarded the mark of Distinction by the PGCAP Examination Board are eligible for consideration. The PGCAP Project Prize is awarded for the project which is considered most likely to influence practices within the School and/or discipline area, whilst the David Malvern Portfolio Prize is awarded for the portfolio which best demonstrates a commitment to continual improvement and development. 8 PGCAP Project Prize David Malvern Portfolio Prize Dr Nicola Abram & Dr Stephane Girod Dr Nicola Abram & Dr Stefan Smith The prize was this year shared between Dr Nicola Abram, School of Literature and Languages, for the project Towards a Postcolonial Pedagogy and Dr Stephane Girod, Henley Business School, for the project Reconciling Management Education and Management Development in the International Business Module of the Henley Flexible Executive MBA. The David Malvern Prize was this year shared between Dr Nicola Abram, School of Literature and Languages, and Dr Stefan Smith, School of the Built Environment. The David Malvern Portfolio Prize honours Professor David Malvern, who was the first Programme Director of the PGCAP and, through his energy, expertise and passion for teaching and learning, made an outstanding contribution to the development of the programme and more widely to the enhancement of teaching and learning across the University. The David Malvern Portfolio Prize will, in future, become the annual prize for the Academic Practice Programme (APP), which was introduced in 2014 as the new development programme for new academic staff. 9

6 UNIVERSITY COLLABORATIVE AWARDS FOR OUTSTANDING CONTRIBUTIONS TO TEACHING AND LEARNING This is a highly competitive scheme that recognises and rewards select groups of staff who have made significant and ongoing contributions to the student learning experience and who have demonstrated an integrated team approach to enhancing teaching and learning. Three awards are made to the following cross-disciplinary teams: THRIVE Career Mentoring Scheme, pictured l-r: Natalie Tarling (Careers) Dr Becky Thomas (Ecology and Evolutionary Biology) Tania Lyden (Careers) Dr Philip Dash (Biomedical Sciences) Dr Karen Ayres (Maths and Statistics) Not pictured: Dr Orla Kennedy (Faculty of Life Sciences) Guja Bandini (has now left the University) GRASS - Generating Resources and Access to Screen capture Software, pictured l-r: Dr Cindy Becker (English Literature) Dr Emma Mayhew (Politics and International Relations) Dr David Nutt (Chemistry) This project enables and supports the use of screen capture technology to underpin innovative teaching and learning projects. It directly addresses high demand from staff and students to increase the use of screen capture technology as a fundamental strand of the University s commitment to Technology Enhanced Learning. The venture has had a significant impact on the student learning experience through a variety of initiatives including: the development of numerous student support screencasts across several Schools and Services; a suite of skills-based screencasts to replace standard lectures in English; a highly successful video feedback trial for a Part Three module and the introduction of flipped learning into advanced Chemistry modules. Developing subjectspecific academic language and literacy skills for Psychology, pictured l-r: Dr Graham Schafer (Psychology) Dr Juliane Honisch (Psychology) Karin Whiteside (International Study and Language Institute) Dr Rachel Pye (Psychology) This collaboration has resulted in a unique module facilitating assimilation of both international and national students with weaker writing skills to the subject-specific expectations of academic writing at university level. By embedding academic English classes into the curriculum, the perceived status of this provision, as well as students academic performance, has been greatly enhanced. At every stage in developing the Part One module, constructive collaboration and knowledge-sharing between Psychology and ISLI ensured the course married appropriately discipline-specific content with best practice in terms of academic literacy development. This Scheme supports student transition from university into the world of work through a team of dedicated and trained University alumni. Since becoming firmly established within the School of Biological Sciences and Department of Maths and Statistics in 2014/15, the programme has been adopted in a further four Departments resulting in a total of 185 mentor/mentee pairings. The benefits which the Scheme brings to students include an increased self-belief in their ability to undertake graduate-level work, the development of sector knowledge and the ability to more easily secure work experience/ shadowing

7 CELEBRATING TEACHING AND LEARNING SUCCESS 2016 For more information,please contact: Centre for Quality Support and Development Tel (0118) blogs.reading.ac.uk/engage-in-teaching-and-learning B