ULTRA has been developed to recognise and enhance learning and teaching practice across the University. The Framework will support and encourage staff to engage in continuing professional development, and to provide a mechanism for recognition of experience and expertise in learning and teaching. ULTRA enables staff to demonstrate their professional skills, knowledge and values, and to have these recognised against national standards. Fellowship of the Framework can be used as evidence of excellent teaching for promotion, teaching awards or specific learning and teaching roles within the University.
Continue reading Accreditation of ULTRA
Reverend Dr David Taylor has become the first member of University of Liverpool staff to achieve Principal Fellowship of the Higher Education Academy (HEA).
Principal Fellowship is awarded to teachers in Higher Education that demonstrate sustained and effective impact at strategic level in teaching and enhancing the student learning experience. Dr Taylor’s Principal Fellowship is recognition of his considerable experience in learning and teaching as well as his leadership and influence both within Liverpool and beyond, and is a major achievement.
Dr Taylor, who is a Reader in Medical Education in the School of Medicine, said:
“I am delighted by this external recognition, and very grateful to my students and colleagues in the Medical School and wider University who have supported my development as an educator over the years. I would encourage all of my colleagues to look at the HEA’s professional standards, and apply for professional recognition.”
Continue reading Congratulations to the first Principal Fellow!
New in this blog post: Dr Camille Kandiko Howson video recording (added May 2014)
This blog will offer some key points and highlights from Dr Camille Kandiko Howson’s lucid and engaging presentation on “Student expectations and perceptions of higher education in the UK” a QAA-funded report based on the voice of over 150 students across the UK. If you weren’t able to come to the session, I would urge you to read the summary report and the recommendations.
My seven highlights were:
1. A key observation is that students are looking for their experience to offer ‘value for money’, which poses the challenge (and need) for the university to communicate to students how this money is spent.
2. Students’ benchmarks of a quality student experience comprised a number of factors ranging from environmental (physical spaces and technological access), through organisational aspects of their course (course structure and timetabling) to scholarly standards. For students, it was seen as extremely important how knowledgeable and motivated academics were in the subjects they were teaching and to have a minimum level of provisions in the environmental and organisational aspects, such as good learning spaces and wi-fi access.
Continue reading “Student expectations and perceptions of higher education” – a QAA-funded report