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The University has announced its first ever winners for the Learning and Teaching Fellowships.
Since the mid-1990’s, the University has been recognising the importance of excellence in learning and teaching in providing a high quality experience for its students through the annual Learning and Teaching Awards scheme. For the first time this year the University has decided to establish Learning and Teaching Fellowships to recognise creativity and innovation in education activities.
The fellowships award a scholarship of up to £1,000 to support Learning and Teaching activities and development.
Professor Gavin Brown, Pro-Vice-Chancellor for Education, said “I am delighted that Senate supported the introduction of the Learning and Teaching Fellowships. They enable us to recognize the excellent initiatives that are happening across the University and help the winners develop and disseminate their work. The Fellows will share good practice within and beyond the University and I congratulate them all on their awards”.
The panel awarded the following with fellowships:
Dr Hogg is currently working on an e-textbook project, providing a ‘value-added’ resource for students. The Department of History plans to embed this resource into a newly revamped curriculum.
Paul Matthews is aiming to develop a more culturally informed and integrated ULMS cohort, providing opportunities for students to network with local small and medium-sized enterprises.
Pete Bridge and his team are introducing a new international collaborative peer learning activity into an undergraduate research methods module facilitating a collaborative experience of practical research methods.
Dr Stanistreet and members from the Department of Public Health and Policy, School of Medicine and CLL are developing guidelines for best practice in relation to monitoring and evaluating Widening Participation data in the form of a toolkit.
Dr Voelkel is enhancing the quality and consistency of feedback in the School of Life Sciences by producing staff guidance in the form of a collection of examples of feedback that students find helpful for their learning; guidance notes; and a series of short videos and visual aids.
Dr Marsland is identifying interventions that would support introverted students at the University and into graduate employment.
Professor Patterson is developing a pedagogy and delivery mode for online learning that enhances the learning experience for first year engineering students and delivers public understanding of introductory engineering topics.
Emma, Nic and Zelda are making the KnowHow workshops more inclusive with the workshop team attending external training and development sessions with the wider Library team.
Dr Gomez and Dr Lees from the Department of Politics are raising the quantitative skills of Politics graduates at Liverpool by developing new ways of embedding quantitative methods in substantive Politics modules.
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