Our Services & Mission
CELT’s mission is to:
- Promote innovative, inspiring and supportive approaches to teaching and learning across the university for new and experienced staff.
- Enable the university to provide outstanding teaching that supports excellent outcomes for a diverse student body.
- Design and deliver innovative, creative and research-informed approaches to staff development and evaluate their effectiveness.
- Lead on the implementation of UEL’s HEA accredited Professional Standards Framework (PSF) and on a continuous professional development framework for Teaching Excellence.
- Develop and embed the use of Technology Enhanced Learning (TEL) activities across all Schools.
- Share best practice and expertise in learning and teaching excellence across UEL.
- Lead and contribute to pedagogic research on the scholarships of learning and teaching.
- Support the celebration of individuals and /or teams worthy of reward and recognition for their contribution to academic practice.
Staff Developments Opportunities
1. CELT Learning & Teaching Event Series
- Showcase UEL talent
- Share Best Practice and Innovative Approaches
- Promote dialogue about current issues at UEL
- Promote Excellence in Learning and Teaching
2. CELT Learning and Teaching Festival
Shout for Learning! Friday June 10th – Stratford Campus
CELT is pleased to announce the first annual Learning and Teaching Festival. This year’s event is being held in conjunction with the Civic Engagement Festival – Voices East.
The day will include:
- Interactive workshops showcasing best practice and innovation at UEL
- Hooray Sessions! – These themed hour long sessions will give a number of participants a chance to give a 5 minute presentation of innovative practice. This year’s themes are: Assessment; Moodle use; tablets. All presentations will be followed by a Q&A
- A forum on Education for All!. The aim is to gather a panel of experts from a different institutions to look at the particular opportunities and challenges facing young people living in the East End. The panel will include UEL VC John Joughin; Newham College Principal Di Gowland; Michelle Jennings from the Workers Education Association and Helen Fisher, Chair of Discover (a children’s story centre in Stratford).
- Video posters of Nominees for the Student Led Teaching Awards
- Video Interviews of Learning Enhancement Opportunity (LEO) award winners 2016
- Have your say on Moodle and the Tablets
- Showcase booths from UEL's Learning and Teaching services:
- CaSE; Quality Assurance & Enhancement; Language and Learning Support; Education and Community Partnerships
Click here for more information.
Click here to book.
Click here for Schedule for Shout for Learning
Learning and Teaching Events
CELT offers regularly scheduled staff development workshops on a variety of topics. If staff have difficulty attending scheduled sessions these are also offered on-demand at a convenient time when programme or subject area teams can attend.
In this workshop you will receive your Samsung tablet and explore how the use of tablets in teaching can help you improve:
- progression and retention
- student attainment
- IT literacy contributing to employability
The workshop will be organised into 5 parts:
- Setting up your tablet followed by a hands-on introduction to Office 365.
- Polling students: find out during contact hours what your students think, and have learned.
- Collaborative work: help your students to work together more productively, and in ways that are more visible to you.
- Using online resources: bring specialist resources (including databases and archives from UEL Library and Learning Services) into your teaching space.
- Audio and video: use recording tools to support student learning, by creating resources and offering feedback.
The pace of the workshop will be both practical and flexible so that you can get the most out of the session, and you will receive resources to take away with you.
Your tablet will be issued to you at the start of the workshop, so please arrive promptly at the starting time. You will sign for and receive your tablet, which will be pre-charged and ready to use in the workshop.
- Click here for full details of what the workshop will cover
- To book your place on a Tablet workshop click here
- Feedback and FeedForward techniques and strategies
- Developing effective multiple choice quizzes
- Promoting interaction in large classes
- Assessment Design
- Using E-portfolios for reflective practice
- Formative assessment as a learning tool
- Pedagogical considerations when flipping a classroom
Participants will form a community of practice (Wenger, 2006) with fellow academics and CELT staff to support evaluative reflection and provide a route for research into teaching and learning to inform practical change (Cox 2003; Warhurst, 2006). The benefits of developing one’s academic practice include increased student success, more satisfying contact with students and time saved as practices become more effective. The OPE will focus on a particular theme which relates to current issues in pedagogic practice in higher education, as well as institutional initiatives and/or priorities.
What does the OPE programme consist of?
1. Scheduled workshop sessions
The OPE will be meet 4 times/term for a three-hour workshop (see schedule below). These sessions are designed to be interactive, so that participants can share their expertise. This will allow participants to develop insights into how different individuals and disciplines approach learning and teaching issues at UEL.
Typically, workshop sessions will involve:
• A workshop element based on current challenges at UEL
• Input, from organisers, about best practice elsewhere in the sector, and how educational research, can be used to move practice forward.
• Interactive activities/discussion.
• Participants presenting examples from their own experience.
2. Peer observation
In addition to the sessions, participants will form peer observation triangles. Each participant will be observed by, and observe 2 of their peers at some time during the programme. Observations will not be graded or form part of an assessment; nor are they part of any review process for participants. Rather, they are intended to be developmental, by encouraging dialogue and reflection about approaches in the classroom. (Reflections on the observation process and its impact on the participants’ practice can be included in the teaching portfolio.)
3. Developing a Teaching Portfolio
Participants in the OPE programme will develop a teaching portfolio in order to capture critical reflections on the OPE theme and reflect on the impact to the participants’ practice. The teaching portfolio can be used to showcase participants’ strengths, evaluate changes to their practice and to articulate their teaching philosophy and approach in particular contexts or classroom settings.
An E-portfolio using Mahara will be created which allows participants to use a variety of media for their reflections, and to ability to share the E-portfolio with others for formative feedback and developmental conversations. The E-portfolio can include components which are not straightforward reflective/evaluative writing (e.g. audio reflection, diagrams, Moodle activities, annotated lesson plans). However, for general guidance: a word count of around 500 words per piece/equivalent content is suggested.
OPE Learning Outcomes
On successful completion of this programme participants will be able to:
1. Critically reflect on their engagement with OPE (focusing on the nature of the learning environment and culture within their specific disciplinary context) to develop their teaching practice.
2. Participate in developmental discussions with peers after observing, and being observed in the classroom.
3. Produce a critical narrative in their teaching portfolio, which demonstrates the impact of their engagement with OPE on their practice and its impact on the student experience.
OPE Dates for 2015-16
Autumn 2015 – Theme: Managing the Learning Environment
Session 1: Managing large group contact hours; 2-5pm, Wednesday 14th October.
Session 2: Managing smaller group contact hours; 2-5pm, Wednesday 4th November 2015.
Session 3: Managing virtual spaces; 2-5pm, Wednesday 2nd December 2015.
Spring 2016 – Theme: Engaging Students through Assessment
Session 1: Devising effective assessment.
Session 2: Stages of assessment.
Session 3: Feeding back.
Session 4: Marking and beyond.
Please note: Participants are expected to attend all 4 sessions in the term they sign up for. Also each term is self-contained as a programme.
To book a place for this programme please contact the CELT team: CELT@uel.ac.uk
Cox, M. D. (2003) ‘Fostering the scholarship of teaching through faculty learning communities’Journal on Excellence in College Teaching, 14 (2/3), pp.161-198.
Warhurst, R. (2006). “We really felt part of something”: participatory learning among peers within a university teaching –development community of practice. International Journal for Academic
development, 11(2), 111-122.
Wenger,E. (2006). Communities of practice: a brief introduction. Available at: http://wenger-trayner.com/theory/ (Accessed: 5 Dec 2014)
Which? (2014) A degree of value: value for money from the student perspective. London: Which?
Available at: http://www.wonkhe.com/wp-content/uploads/2014/11/Which-A-degree-of-value-Nov-2014.pdf (Accessed: 5 Dec 2014)
Learning and Teaching Workshops
Technology Enhanced Learning at UEL
CELT provides staff support to a number of institutionally supported platforms for Technology Enhanced Learning (TEL) at UEL. These include:
- Online Submission and Feedback – Turnitin
- Virtually Learning Environment – MOODLE
- Video Recording Platform- Panopto
- E-Portfolios – Mahara
- Voting App – ResponseWare
The LTA team offers various kinds of support including: workshops, LTA Pop-up and how-to guides
CELT runs 3 types of workshops 1/ Scheduled, 2/ On-demand and 3/ Bespoke workshops to support staff in their innovative use of TEL (see below).
The Learning Technology team run the following regurarly scheduled TEL workshops at both the Docklands and Stratford campus throughout the year.
E-Submission, Feedback and Online Marking using Turnitin - Duration: 2 Hours
This two-hour session looks at the use of Turnitin in both formative and summative assessment. Specifically it focuses on how it is used by the students as part of drafting assignments, correcting references and avoiding plagiarism using the Originality Report and submitting; and how it is used by staff in setting up the correct type of links for students and marking online via Grademark
Introduction to Moodle - Duration: 2 Hours
This two-hour session is designed for new staff or those with very little experience of using Moodle so that you can provide your students with online information, learning resources and interaction. It ensures that staff can populate their own Moodle course sites with at least the QAE's minimum required content. There is a short pre-session task to be completed before you come.
Introduction to Video Capture. Getting Started with Panopto - Duration: 2 Hours
The video recording platform Panopto is a highly flexible resource that can be used to capture whole lectures, special events or guest lectures. It can also be used to record short videos that can provide various types of classroom input to be used in a ‘flipped classroom’ approach. It can also be used for peer and self assessment. - or many other possible uses. This workshop should equip you with the ability to get started with confidence on your chosen projects with Video Capture.
Introduction to E-Portfolios. Getting Started with Mahara - Duration: 2 Hours
MyPortfolio is an online portfolio which allows students to store a wide variety of documents and media which they have produced themselves throughout their career at UEL. They can then use all these resources to create collections for specific purposes such as for a job application, to show their skill development or for an assessment. This two-hour workshop looks briefly at the teaching, learning and assessment potential of MyPortfolio and supports you in learning to use the software yourself for your own specific purposes.
To access the schedule and book a place for any of these workshops or webinars please go to the Workshop page on the CELT staff development MOODLE site.
For further information contact the CELT Mailbox email@example.com
2. On-Demand TEL workshops
Do you find it difficult to attend CELT’s TEL workshops due to schedule conflicts? Any of the above workshops can also be scheduled ‘on-demand’ for your programme or subject area team. To schedule an On-demand session contact CELT@uel.ac.uk.
In addition to the 4 TEL workshops above the following workshops can also be scheduled On-Demand:
- Creating Formative Feedback Tasks Using PeerMark (1hr)
- Interactive Moodle Workshops (2 hr)
- Online Assessment – An introduction to Moodle Quizzes (2hr)
- Communication-based Activities using Blogs and Wikis in Moodle (2hr)
- Utilising Twitter and RSS Feeds in Moodle (1hr)
3. Bespoke TEL workshops
Looking for something else for your programme team or subject are? CELT can provide a bespoke TEL workshop to suit your needs. Contact the Learning Technology team by email LTA@uel.ac.uk to discuss your requirements
Technology Enhanced Learning
Academic Staff Induction
This half-day workshop is essential training for all new academic staff, and has been designed to complement the university and local induction programmes. At the workshop you will meet members of the Learning, Teaching and Student Engagement Directorate and learn about the work of their teams and the kind of support they can offer you. You will also have a chance to explore the new Learning and Teaching Strategy (September 2015) with PVC Dr. Stella Cottrell and the concept of ‘Learning by Doing’ in the UEL context.
Prior to attending the half day programme you will be asked to complete a number of self-study components and watch video tutorials that can found by following this link to the Academic Induction area on the CELT staff Development MOODLE site.
The self study material will provide specific information and guidance on academic related matters, such as understanding the requirements of the Academic and Quality Framework, the Assessment Cycle and ensure you know where to seek further information and guidance.
Academic Staff Induction
CELT Module Consultations
CELT offers confidential, individual consultations to colleagues concerning any teaching issue, large or small. For example, consultations can help to:
- design or re-design a module,
- identify effective teaching strategies aligned with your learning outcomes,
- effectively implement research-based teaching strategies,
- generate creative ideas for assessments, projects and classroom activities,
- develop assessments and rubrics to measure and provide feedback on learning outcomes
- Map your assessment practices across a module
- Experiment with different ways to give student feedback
- review the effective ways to use a VLE (MOODLE) for your module
- generate ideas on how to incorporate TEL to create different types of learning environments
CELT can also assist with more complex teaching problems by gathering relevant information, helping staff interpret it, and working with staff to generate effective solutions. Our goal is to tailor the module consultation to meet your needs.
Typically the module consultation process involves:
- Consultation Request - Please fill in the Module Consultation Form and email it to CELT@UEL.ac.uk. Please put in the subject line of your email – Module consultation request. An academic developer will be assigned to your request by CELT.
- A meeting with the academic developer to scope out the issue you would like to explore.
- Some form of data gathering relevant to the issue. This could be classroom observation, reviewing your MOODLE page, assessment practices or other.
- Discussion of the information gathered.
- Developing an action plan
- Post-plan check-in after 4 weeks.
Note these consultations are voluntary and confidential. CELT does not disclose any information from the consultations to other staff. CELT does, however, document the consultation process for the staff, to help them make the most of the experience.If you would like any further information on module consultations please contact CELT@uel.ac.uk
CELT Staff Development Moodle
CELT Staff Development Moodle Site
What do we offer?
The CELT Staff Development site offers all staff a range of support services; from resources, examples of good practice and practical How-to guides, our Moodle site is full of information to nurture high quality teaching across the University of East London (UEL).
How to find us online?
Visit the CELT Resource Area
We have a range of support resources available in this section. When you visit the landing page please click on any of the colourful buttons (as shown in the example on the right) to take you to the topic of your choice. You will find examples of best practices across UEL, Online self-study material, reports, how-to guides, application materials and much more.
UEL Professional Standards Framework
Demonstrate your commitment to learning, teaching and supporting learning – gain recognition from the Higher Education Academy
The UEL Professional Standards Framework (UELPSF) enables you to gain national recognition of your commitment to professionalism in teaching and supporting learning in higher education.
It offers colleagues opportunities to gain qualifications, credits or recognition for their participation in professional development, supported at the core by a process of personal reflection and planning.
The UELPSF was re-accredited by the HEA in September 2012 and again in September 2015 and is based on the UK Professional Standards Framework, operated by the HEA on behalf of the HE sector.
There are 4 Awards (referred to as ‘Descriptors’) – you can achieve the one that is most appropriate for you and can use the Framework to think about how you may wish to progress your career.
- D1 Associate Fellow (AFHEA)
- D2 Fellow (FHEA)
- D3 Senior Fellow (SFHEA)
- D4 Principal Fellow (PFHEA)
The UELPSF consists of 2 strands:
- The accredited PG Cert in L&T in HE - for further information, contact the Programme Leader, Warren Kidd within the Cass School of Education and Communities. Suitable for those new to learning and teaching in HE who are UEL teaching staff.
- CPD Route - it is this option that is suitable for most existing colleagues and we would urge every colleague to apply. Full details are available from the PSF pages on the CELT Staff Development Moodle site.
We run regular registration and training events leading up to a range of different panel dates through the year (these panels are notionally around December, Easter and Summer each academic year). Full dates and details of how to apply are on the PSF Pages of the CELT Staff Development Moodle site.
All enquiries should be directed to your school/service Leader in Learning and Teaching (LiLT) or the CELT PSF Manager, Warren Kidd: firstname.lastname@example.org
Recognising Excellence in Learning & Teaching
What are Student-Led Teaching Awards?
These awards allow students to nominate UEL staff who have made a real difference to their learning and development.
UEL’s awards build on highly successful initiatives between the Higher Education Academy and the National Union of Students to create award schemes in 21 Universities in the UK.
Who is organising the awards?
UEL Students are working with the Students’ Union and the Centre for Excellence in Learning and Teaching team to organise and deliver the awards.
Who can be nominated for an award?
Any member of staff who you feel has made a real difference to your learning at UEL can be nominated:
- Who brings your subject to life?
- Whose teaching always makes you want to learn more?
- Who listens when you need to ask that ‘obvious’ question?
- Who makes you feel valued as a learner?
- Who gave you that really helpful feedback that helped you to move on?
- Who helps to keep your project or dissertation on track?
NOMINATIONS ARE OPEN AND CLOSE ON MARCH 21st 2014
Student led teaching awards are your awards. You can nominate staff in these categories.
- Best Personal Tutor
- Best Dissertation or Project Supervisor
- Best Feedback
- Best Lecturer
- Most Innovative Teaching
- Best Support Staff (Non-Academic)
Videos of the 2012-13 Student Led Teaching Awards
Videos need updating
Student-Led Teaching Awards
UEL Teaching Fellowship Scheme
Context and Background
We wish to recognise and reward excellence in teaching and the support of learning and to encourage colleagues to share effective practice in this regard within our institution and across the sector. A Teaching Fellowship Scheme for our University provides both the recognition of excellence in teaching and support for learning, and the standards for excellence by which we would wish to assess teaching performance.
Since inception in 2005, our UEL Teaching Fellowship scheme is reviewed annually to reflect that of the Higher Education Academy National Teaching Fellowship Scheme (NTFS).
The old assumption that ‘if colleagues know their subject they can teach it’ is now past. Teaching has a professional status, as evidenced by the Professional Standards Framework launched in 2006 and developed by the Higher Education Academy, Universities UK, the Standing Conference of Principals and the four funding councils. Professional status must have an identifiable development process that can lead to excellence. Our Teaching Fellowship Scheme will reward an exceptional contribution made to student learning by both colleagues in Academic Schools and those from Services. Reward in the areas of research and knowledge transfer is based on a peer review of published work or business outcome and it is appropriate to have equal status for performance in another of our University’s key activities – that of teaching and facilitating learning.
We believe that excellence in teaching is exemplified by a set of values and behaviours that are enshrined in the criteria that we will use for selection of our UEL Teaching Fellows.
* Please note: the UEL TF scheme is open to all colleagues who: hold a full time or part time employment contract with UEL; have worked at UEL for a minimum of one year's duration and are Higher Education Academy Fellows.
Introduction to the Process for Making a Claim for 2014
We are pleased to announce the process by which any colleague in Schools or Services who either teaches and/or supports the learning of our students can become a UEL Teaching Fellow. A selection panel will consider the evidence provided in support of Claims. Our UEL Teaching Fellowships will be conferred on the recommendation of that selection panel. Our concept of excellence is based on the demonstration of a set of values that underpin the criteria and which lead to an excellent learning experience and achievement of learning outcomes for our students. The criteria and some examples of appropriate types of evidence are provided as an Appendix in the Claim Form. Hourly paid colleagues who are interested in the UEL Teaching Fellowship Scheme must contact the Centre for Excellence in Learning and Teaching before preparing for their Claim. Each Claim will be considered on a case-by-case basis.
- Colleagues may nominate themselves or other colleagues.
- Each nominee (with the help of colleagues who have nominated them, if this is the case) will make a Claim for a Fellowship by drawing on evidence from their own practice. This might include peer support, student feedback or commendations and academic management successes. See ‘Making a Claim’ below for further details of the Claim.
- A panel will consider the Claims and may ask for further supporting evidence.
- All Claimants will receive feedback on their application.
The panel will comprise of:
- The Vice Chancellor
- Nominee from Centre for Excellence in Learning and Teaching
- Two Leaders in Learning and Teaching
- One Dean of School/Director of Service
- A National Teaching Fellow and/or a UEL Teaching Fellow
- The External Assessor (an external member who is either a National Teaching Fellow or leads the operation of a Fellowship Scheme at another University).
Staff development will be provided on request or through School discussion sessions organised by LILTs for those interested in making a Claim and feedback will be provided to those who are unsuccessful.
- a Personal Statement which must demonstrate excellence in all three criteria using no more than 5000 words* (see below)
- a List of the Supporting Evidence quoted in the Personal Statement, and must be able to produce the evidence they quote should the panel request it (see below) (no more than 2 sides of A4)
- a Financial Proposal identifying how the £5000 award will be spent (no more than 2 sides of A4). This must include a proposal, outlining how you intend to spend your award and the associated deliverables (full details are provided below)
- a brief cv (no more than 3 sides of A4)*
- a Cover Sheet which includes signatures by the Leader in Learning and Teaching or another member of the School/Service Learning and Teaching Committee and by the Dean of School or Director of Service (see below)
* all Claims must be word processed, and presented as a Word Document, Arial, 12pt font size, 2cm margins and 1.5 line spacing.
In keeping with the HEA NTFS, the criteria for excellence are as follows:
Criterion 1. INDIVIDUAL EXCELLENCE
Evidence of promoting and enhancing the student learning experience by:
- arousing curiosity to stimulate and inspire learning
- organising and presenting resources cogently and imaginatively
- recognising and supporting diversity of student learning needs
- drawing upon the results of the relevant research, scholarship and professional practice, including from the established literature of your own evidence base
- recognising and actively supporting the full diversity of student learning needs
- engaging with and contributing to the established literature or to the nominee’s own evidence base for teaching and learning
Criterion 2. RAISING the PROFILE of EXCELLENCE
Evidence of supporting colleagues and influencing support for student learning in (and if appropriate beyond) our institution, through demonstrating impact and engagement beyond your immediate academic or professional role by:
- contributing to the development of colleagues’ professional development to promote student learning
- contributing to departmental/faculty/institutional/national initiatives to facilitate student learning
- contributing to and/or supporting meaningful and positive change with respect to pedagogic practice, policy and/or procedure
Criterion 3. DEVELOPING EXCELLENCE
Commitment to your ongoing professional development with regard to teaching and learning by:
- ongoing review and enhancement of individual practice, including professional development activities
- evidence of improvements to the student learning experience resulting from engagement in review and enhancement of individual practice
- specific contributions to significant improvements in the student learning experience
Evidence may come from a number of sources including reviews of teaching or learning materials, teaching or learning schemes or support strategies, peer reviews and observations, student feedback, commendations e.g. from external examiners, institutional, regional or national colleagues. It should not include references collected for the purpose. With this exception, the type of evidence is not prescribed in any way but should be evaluative rather than descriptive and include reflection on your practice, responses to feedback and planned actions. Please note that the examples of evidence quoted above are by no means prescriptive or exhaustive as they will be different for each colleague.
A list of the main items of evidence should accompany the Claim and the panel may request some items for confirmation. You should not include these items with your application.
UEL offers an award of £5000 to successful UEL Teaching Fellows. The award is provided to the individual, to support his/her personal, professional and pedagogic development. As part of the UEL Teaching Fellowship Application, you are required to produce a proposal which will outline how you intend to spend your award (within the 1 year period of the financial award) and the associated deliverables. In identifying how you will spend your award, you must provide a reasoned explanation of how the activities undertaken as part of scholarly activity/project/research/personal development are in keeping with broad institutional strategies and priorities, together with the current Learning and Teaching Strategy. The list below offers some examples of how the award may be spent (the list is not exhaustive; alternatives not listed may be included, providing a reasoned justification is provided and accepted):
- Buying out of UEL Teaching Fellows’ time (All costs will be in accordance with standard pay scales: https://uelac.sharepoint.com/HRServices/Pages/Payroll.aspx)
- Buying in of expertise (e.g. consultants)
- Appointment of assistants (e.g. research assistant or clerical assistant)
- Paying for travel to national and international events including conferences
- Course fees and/or conference registration fees that would not otherwise be covered by staff development
- Travel for example to conferences for dissemination or to other institutions for research
- Subsistence (e.g. refreshments for an event or appropriate expenses during travel)
- Consumables (e.g. books, stationery and small ad hoc items)
- Purchasing IT Equipment and Hardware (e.g. iPads, MacBooks, laptops, e-readers and Kindles) may also be purchased providing consideration is given to maintenance and upkeep, including any requirements that may extend beyond the life of the UEL Teaching Fellow proposal
- Purchasing software - please ensure that all implications e.g. license, long term funding and support, programme compatibility, etc., have been discussed with IT, and Dean of your School/Director of Service, and attach evidence supporting their approval
- Scholarly, developmental and/or research projects that explore issues related to aspects of learning, teaching and assessment (provide an outline of the purpose, methodology and anticipated outcomes, remembering that if approved, all usual expectations of a project including ethical approval will need to be subsequently undertaken).
Your Financial Statement must explain and justify your reasoning for the expenditure and demonstrate that you have considered ALL relevant issues involved: e.g. if software is to be purchased, consideration must be given to both its compatibility with UEL systems and to the cost of any license continuation (additional funding will not be available to support this); consideration of the need for ethical approval for project outlines should be indicated etc.
Buying out of staff time and the appointment of assistants will attract employer’s on-costs of National Insurance & possibly superannuation contributions. An estimate of costs can be obtained from Anna Brimson in Financial Services – Ext. 2436.
Please note that all equipment purchased will remain the property of UEL should the individual leave the Institution, though may be identified for sole use of the Teaching Fellow whilst a UEL employee, should this be appropriate. It is also the responsibility of the UEL Teaching Fellow and that of their School/Service, to code expenditure correctly and to ensure that there is no overspend as any expenditure over & above the allocation will be charged to the Teaching Fellow’s School/Service. In addition, the award must be spent in full by 31st July 2015, as there is no facility to carry over any surplus funds.
The feasibility of the Financial Statement MUST be agreed by your Dean of School, and a signature on the Cover Sheet will confirm this.
The panel, the constitution of which is indicated above, will score the Claim against each criterion. If the panel feel an award may be possible, the Claim will be reviewed by an external panel member appointed by our University and the nominee may be invited to attend an interview. The panel reserve the right to investigate the evidence further or to ask for additional evidence.
The purpose of an interview would be to:
- query issues still outstanding from the written Claim;
- take full account of the School or Service view of your application;
- probe your potential to assist and lead your colleagues in developing their learning and teaching practice and values.
UEL Teaching Fellowships will normally only be awarded to colleagues who evidence excellence in all criteria.
The decision of the panel will be final.
Question and answer sessions for interested colleagues can be arranged on request.
Advice can be obtained from:
UEL Teaching Fellows will have responsibility for undertaking leadership roles in Learning and Teaching, disseminating your good practice and supporting colleagues in developing their professional practice. You would be required to:
- Engage in further evaluation and dissemination activities to ensure that the reasons for your excellence are clearly promulgated and shared as exemplars to colleagues within your School or Service and across UEL, including presentations at UEL’s Learning and Teaching Conference, for example
- Work together to share good practice and cross-fertilisation of ideas
- Work with your LILT to ensure maximum contribution to the School or Service staff development programme in Learning and Teaching
On completion of the 2 year duration of your award allocation, produce a report of your activities as a Teaching Fellow, including an explanation and summary of your financial expenditure. This report will be required by the end of the March in the relevant year. UEL Teaching Fellows will be supported towards submitting a proposal to become one of our UEL nominations for a National Teaching Fellowship and/or for promotion to Reader or Professor on the basis of excellence in teaching as part of their case.
The Learning and Teaching Committee will evaluate the selection process, the effectiveness of Teaching Fellowships on student learning, staff motivation and commitment to Scholarship in Learning and Teaching at School and institutional levels.
UEL Teaching Fellowship Scheme
University of East London Teaching Fellowship Scheme
The University of East London presents Teaching Fellowship Awards annually to recognise and reward excellence in learning and teaching at the University and to celebrate outstanding contributions to teaching and the support of learning.
The awards are open to all those involved in teaching, research supervision and providing academic support. Our UEL Teaching Fellowship Scheme was updated in 2007 to more closely reflect that of the Higher Education Academy National Teaching Fellowship Scheme.
Our current UEL Teaching Fellows
- Femi Bola MBE - Director of Employability, External & Strategic Development Services
- Dr Narmala Halstead - Senior Lecturer, School of Business and Law
- Stephanie Sandland - Senior Lecturer, School of Business and Law
- Helen Mitchell - Principal Lecturer, Cass School of Education and Communities
- Annette Odell - Learning Technology Advisor, Centre for Excellence in Learning and Teaching
- John Clarke - Senior Lecturer, Cass School of Education and Communities
- Hedley Roberts - Principal Lecturer, School of Arts & Digital Industries
- Professor Jean Murray - Professor of Education, Cass School of Education and Communities
- Professor Molly Andrews - Professor of Sociology, and Co-director of the Centre for Narrative Research, School of Social Sciences
- Cathy Walsh - Director of Library & Learning Services
- Warren Kidd - Senior Lecturer (Post Compulsory Education and Training), Cass School of Education and Communities
- Dr Helen Powell - Senior Lecturer & Leader in Student Experience, School of Arts & Digital Industries
- Ian Wells - Lecturer, School of Psychology
- Dr Gerry Czerniawski - Senior Lecturer, Cass School of Education & Communities
- Professor Rachel Mulvey - Associate Dean, School of Psychology
- Dr Stephen Maddison - Principal Lecturer, School of Arts & Digital Industries
Current UEL Teaching Fellows
Learning Enhancement Opportunity (LEO) Projects 2016
Congratulations to the successful bids for the LEO Projects 2016
CELT received 23 bids this year that encompassed a wide range of creative ideas. The competition was fierce but these successful bids were exemplary in how they addressed the goals of this year’s theme. Please follow this link for details of Learning Enhancement Opportunity (LEO) award winners 2016.
Learning Enhancement Opportunities (LEO) project grants offer colleagues an opportunity to innovate and evaluate aspects of academic practice. LEOs offer a vehicle by which colleagues (individually or in teams) may advance innovations in learning and teaching, by undertaking a small scale, 6-month project.
This year’s round of bidding will focus on concentrated work to re-focus a current module to address and reflect student diversity and to target increased attainment at UEL.
Possible approaches to re-focusing a module include:
- incorporating innovative instructional strategies (e.g., active learning, group work, peer evaluation, "flipping" the classroom);
- implementing educational technologies (e.g., online/blended formats, collaboration tools, video/screen capture; e-portfolios);
- creating instructional materials (e.g., assignments, case studies, syllabi, classroom activities, performance rubrics);
- collecting and analysing data on student learning to improve course design (e.g., via learning analytics, pre/post-tests, analyses of student work, student surveys or focus groups);
- integrating new content (e.g., global or multicultural perspectives, ethics, sustainability, interdisciplinarity - simply updating disciplinary content is not sufficient)
Applications for LEOs will need to include the following:
- How the aims of the project address the theme of attainment for diverse student groups in relation to the Learning and Teaching strategy (2015).
- The expected project outputs/outcomes and how they will benefit student attainment.
- A plan for the monitoring and evaluation of the project.
- An explanation of how any ethical considerations will be met.
- Future plans for disseminating the outcomes of the project to UEL staff and students.
- Costing and resourcing for the project.
LEO project funding will be made on a competitive basis and the projects must be completed by the end of 2016.
How to apply
Advice on this process, including information on the application process and obtaining UEL Ethics Committee approval if appropriate is available from the Leader in Learning and Teaching (LILT) within your School/Service or from CELT Academic Developers
Learning Enhancement Opportunities (LEO) Projects 2016
HEA National Teaching Fellowship
This scheme is run by the Higher Education Academy (The Academy) and recognises and rewards individual excellence in teaching in higher education. It is open to all staff involved in supporting the student learning experience in higher education in England and Northern Ireland.
The individual awards aim to raise the profile of learning and teaching, recognise and celebrate individuals who make outstanding impact on the stCudent learning experience and provide a national focus for institutional teaching and learning excellence.
Individual awards of £10,000 will be made to recognise individual excellence and the award may be used for Fellows' personal and/or professional development in teaching and learning aspects of pedagogy.
If you feel that you, or colleagues in your department, might like to apply then please contact our office soon as possible for an informal chat on taking an application forward.
Centre for Excellence in Learning and Teaching is happy to assist you in the preparation of your application.
Thinking of placing a bid for NTFS or CATE?
First, please register your bid with CELT (email@example.com) to ensure your nomination is within the submission limits set by the HEA. Each university is limited to three individual NTFS nominations and one CATE team nomination. For more information on the NTFS or CATE, click the button "Best Practices" on the CELT Moodle at: https://moodle.uel.ac.uk/course/view.php?id=12844
HEA National Teaching Fellows at UEL
- Femi Bola MBE, Director of Employability, External and Strategic Development Services, HEA National Teaching Fellow 2008
- Professor Jean Murray, Professor of Education, Cass School of Education and Communities, HEA National Teaching Fellow 2011
- Dr Gerry Czerniawski - Senior Lecturer, Cass School of Education & Communities, HEA National Teaching Fellow 2012
- Professor Rachel Mulvey, Associate Dean, School of Psychology, HEA National Teaching Fellow 2013
HEA National Teaching Fellowship Scheme
Meet the CELT team
Head of the Centre for Excellence in Learning and Teaching: Dr Michele W Milner.
Professional Standards Framework (PSF) Manager: Warren Kidd
The Academic Development Team
CELT has three full-time academic developers who work with academic and professional services colleagues across the university. They are assigned to work with specific schools and services (see below).
- School of Social Sciences
- CASS School of Education and Communities
- School of Architecture, Computing and Engineering (ACE)
- School of Business and Law
- School of Psychology
- Library and Learning Services
- School of Health, Sport & Bioscience (HSB)
- School of Arts and Digital Industries (ADI)
What kinds of activities do the academic developers do?
- Attend School Leaning and Teaching meetings
- Attend subject area meetings to consult on issues to do with assessments; personal tutoring; curriculum innovation and development and the use of TEL
- Teach on CELT workshops and programmes such as Ongoing professional Enhancement; New to Teaching for PGR students; Bespoke workshops and others
- Provide module consultations to UEL staff
- Support colleagues to think about embedding TEL in their classroom practice
- Participate as panel members on the PSF panels
- Represent CELT on various committees and working groups
Please note - this list is not exhaustive but gives an idea of the range of their activities.
Learning Technology Team:
The Learning Technology team is centrally placed and works with colleagues across the university to give advice and support on using technology in your teaching practice.
Learning Technology Advisors:
What kinds of activities do the Learning Technology advisors do?
- Deliver face: face Technology Enhanced learning (TEL) workshops – these are regularly scheduled on both campuses but can also be delivered on demand to our programme or subject area team.
- Provide 1:1 support for TEL by email; phone; or Pop-up LTAs.
- Provide online support for MOODLE and Turnitin through monthly webinars surgeries.
- Support colleagues technically to embed TEL in their classroom practice
- Represent CELT on various committees and working groups
Please note - this list is not exhaustive but gives an idea of the range of their activities.
CELT Administrative Team:
Meet the Team
General information: Please email the CELT@UEL.ac.uk mailbox for the following types of queries:
- Questions about PSF applications or to submit documents and applications
- Information about workshops and events
To book CELT workshops:
Please go to the CELT Staff Development MOODLE where you will find all of our workshops and events listed by date and title. They can be booked using the eventbrite system. Just find the workshop you would like to attend, click on the link, and then follow the instructions to make your booking. Once we have received your booking your will receive a calendar invite with additional information for the workshop.
If we need to cancel: If we do not have the minimum number needed to run a workshop we may have to cancel it. We will let you know 48 hours in advance and will contact you to book you into another workshop or book an individual session.
If you need to cancel: if you find you have made a mistake or that you need to cancel the booking please contact our admin team at CELT@UEL.ac.uk
Please note that cancelling a workshop could incur a fee to your school in accordance with UEL policy.
Teaching with Technology queries:
By Email: The Learning Technology Advisors Mailbox is monitored during business hours Monday – Friday. Please email your queries about MOODLE, Turnitin, Panopto, Mahara or the tablets to LTA@uel.ac.uk