NTFS Projects Funded in 2010

The following projects were awarded National Teaching Fellowship Scheme (NTFS) funding in 2010:

A Dynamic Laboratory Techniques Manual for Physical and Biological Sciences 

The laboratory based skills of incoming first year undergraduates in the sciences in the UK is highly variable. Virtual environments have been developed in other disciplines which have allowed students to rehearse the practical techniques before entering the laboratories. This project will seek to develop a Dynamic Laboratory Techniques Manual (DLTM) for Physical and Biological Sciences.

Led by the University of Bristol

Literacies Supporting Learning and Enhancing Employability in a Diverse Undergraduate Population 

This two-year innovative inter-disciplinary project will explore how a framework of ‘learning literacies’ can support learning and enhance employability in a diverse undergraduate population.

Led by the University of Central Lancashire

The project links pedagogy with recent technological advances to help incorporate ICT into field experiences via the development of personal and group learning environments.

Led by the University of Chester

This proposal aims to transform institutional practices and assessment strategies through creative solutions for developing accessible alternative honours projects to meet the needs of students from different backgrounds, different subjects and different kinds of institution.

Led by the University of Gloucestershire

Hybrid PBL; a scalable approach to 'sustainability education'? 

‘The environment’ and ‘sustainability’ are major issues for government, HEFCE and universities; all universities now include such considerations in their strategic planning, and many HEIs have made a commitment to improving the ‘sustainability literacy’ of their students.  This project aims to explore some of the ways of achieving this, based on a hybrid PBL approach using ‘wicked problems’ or projects.

Led by Keele University

The drive to connect research and undergraduate teaching to create a productive and progressive pedagogical framework has become one of the most significant areas for academic development in higher education. The Student as Producer project develops this connection by re-engineering the relationship between research and teaching. 

Led by the University of Lincoln

The Forgotten Year: Tackling the 'Sophomore Slump' 

Preliminary analysis of institutional data on student performance at Liverpool John Moores University has identified a dip in performance in the second year, mirroring research in the USA that has identified a phenomenon referred to as the ‘sophomore slump’. This study aims to investigate Level 2 performance dip as an aspect of the student experience that has been neglected in UK research.

Led by Liverpool John Moores University

Formations of Gender and Higher Education Pedagogies 

This project would contribute to the development of higher education (HE) pedagogy by looking specifically at gendered experiences of teaching and learning in undergraduate level studies in the context of widening participation (WP) policy, and more specifically, the recent panic about men’s HE participation.

Led by Roehampton University

Beyond competence - enabling and inspiring healthcare students to engage confidently with the transition from classroom to workplace learning 

This collaborative project between Southampton and Leeds aims to facilitate smooth transitions for students moving from university-based teaching to workplace learning. The particular focus is on healthcare education and the project examines the experiences of audiology, medicine and nursing students as they enter ever-changing healthcare environments.

Led by the University of Southampton

ACTS - Development of a pedagogic model using authentic assessment to drive development of higher order cognitive skills 

The aim of this project is to develop and research the efficacy of a pedagogic model designed to enhance a student’s ability to discriminate effectively in their use of online resources.

Led by the University of Westminster

Disparities in Student Attainment 

This project uses quantitative and qualitative approaches to explore the degree attainment gap between Black minority ethnic (BME) students and white students across two Midlands Universities. 

Led by the University of Wolverhampton