Collaborative Awards for Teaching Excellence

  • A team of 16 academics teaching on the BSc Biomedical Sciences programmes came together to eliminate the compartmentalised approach to learning experienced by students on modular programmes and to reduce the assessment load for staff and students.

  • The Central Teaching laboratory (CTL) is the UK’s first shared teaching laboratory for physical, environmental and archaeological sciences and is internationally acknowledged for innovation in undergraduate science education. Key to its success is the recognition that successful teaching and operations in a shared facility requires multi-disciplinary academic support.

  • The Centre for Interdisciplinary Science at the University of Leicester comprises a strongly collaborative teaching team delivering the University’s innovative Natural Sciences undergraduate programme. Over 12 years the team has developed a unique programme of interdisciplinary modules taught by problem-based learning (PBL) that integrates employability skills through authentic assessments.

  • Chinese Whispers is a collaborative project involving academics from two disciplines (Music and Languages), diverse cultural backgrounds and international institutions (Tianjin Normal University and the Confucius Institute), various professions (e.g. a Beijing Choir Master, composers and music conductors, teacher trainers, technicians) and different stages of the educational journey (students, trainee and qualified teachers, lecturers and professors).

  • The Studio Learning Project (SLP) is highly innovative curriculum project aimed at designing unique, industry-immersive undergraduate programmes in the creative industries. As with all Pearson College London degrees, students, industry and academics work in partnership to co-create the curriculum. Four different ‘Studio Projects’ were created to try out different approaches to structure and delivery of the knowledge and skills required in the creative industries, with a particular focus of the ‘employability/professional’ skillset often deemed to be lacking in graduates.

  • Pietro Spanu is a keen and innovative teacher and Professor of Molecular Plant Pathology at Imperial, Moira Sarsfield is Senior Faculty Learning Technologist and Kate Ippolito is Senior Teaching Fellow in Educational Development. Together they work to translate educational strategy and theory into practical applications.   

  • Hope Challenge is our response to creating ambitious, resilient, adaptable and highly employable teachers who are retained in the profession.  We developed a highly innovative collaboration involving schools, OFSTED inspectors and Local Authorities whose central aim was to influence emerging practice of students through expansive learning and a community of practice that builds upon knowledge and context.

  • Gaining awareness of the needs of an expanding ageing population is important for university students from all academic backgrounds. Student interns and older people collaborate with faculty members to design, deliver and evaluate this module, which has now run annually since 2013.

    “Collaboration with module leaders allowed me to gain first-hand experience into the intricate and intense planning involved in organizing meaningful sessions.” (NUAGE student intern).

  • The relationship between Plymouth University Peninsula School of Dentistry and our community partners is truly symbiotic. We help to address oral health inequalities in areas of need, while our partners provide unique learning environments which take our students out of traditional learning environments and into unfamiliar situations.

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