| CETL name |
Host institution |
Brief description (from website) |
Resources
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| CLIP CETL (Creative Learning in Practice Centre for Excellence in Teaching and Learning) |
University of the Arts London |
Creative Learning In Practice means that the tutors and course teams devise imaginative and realistic ways to help students to become practitioners in their chosen subject areas. |
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| ArtsWork: Learning Labs |
Bath Spa University |
Extending the University’s innovative approach to arts learning and teaching, Artswork defines new models of arts education, enhancing the employability and self-employability of creative industries graduates |
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| Bridges |
University of Bedfordshire |
Over the five years of its existence, Bridges worked with many colleagues from across the University and the HE sector to bring innovative, student-centred and sustainable approaches and developments into the curriculum. It aimed to build bridges between the curriculum and student development and between student learning and the world beyond the university, thereby paving the way for brighter opportunities and smoother transitions into the global workplace, and life beyond undergraduate study. |
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| The Centre of Excellence in Interdisciplinary Mental Health (CEIMH) |
University of Birmingham |
CEIMH works collaboratively across the University of Birmingham as well as through its partnerships with key local, national and international mental health agencies and service user and carer organisations.
Through these networks and drawing on the expertise of staff in the School of Social Policy and its service user advisory group, CEIMH aims to:
Develop innovative, interdisciplinary mental health teaching, learning and research which draws on academic, practitioner, service user and carer knowledge and expertise. Work with academic practice and service user communities nationally and internationally to ensure that its work is used to transform understandings of, and responses to, mental distress and ill health. |
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| Centre for Learning Partnerships |
Birmingham City University (BCU) |
The CETL award focused on an exploration of how the student experience could be improved through the development of learning partnerships between universities and the health and social care sector. |
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| Centre for Excellence in Teaching and Learning through Design (CETLD) |
University of Brighton |
The Centre for Excellence in Teaching and Learning through Design (CETLD) is a partnership led by the Faculty of Arts at the University of Brighton in collaboration with the Victoria & Albert Museum (V&A), the Royal Institute of British Architects (RIBA) and the Royal College of Art (RCA).
The CETLD was developed to extend the educational and research opportunities and reach of all partners focusing specifically on object scholarship and object based learning explored through and across the archives and collections of all partners. |
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| Bristol ChemLabS |
University of Bristol |
Meeting the needs of a diverse cohort of students has been at the centre of the developments introduced as part of Bristol ChemLabS Programme. New undergraduate chemistry students arrive at university with very different levels of experience in practical chemistry. Some have had the opportunity to perform a lot of experimental work as part of their secondary education and are already reasonably confident in the laboratory but others are much less familiar with even the most basic experimental techniques, and require much more support. |
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| The Applied and Integrated Medical Sciences Centre for Excellence in Teaching and Learning (AIMS CETL) |
University of Bristol |
The AIMS CETL encompasses a wide range of educational projects that are led by academic and support staff in the medical science (or 'pre-clinical') disciplines of Anatomy, Physiologyand Pharmacology. The CETL also facilitates further interactions between medical science staff and members of the university departments of Clinical Medicine, Oral & Dental Science and Clinical Veterinary Science. We also have strong links with Bristol ChemLabS – the other CETL within the University – particularly in relation to developing outreach activities with schools. Our principal aim is to develop worldclass, innovative learning and teaching resources that are embedded in our undergraduate degree programmes. |
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| The Centre for Excellence in Media Practice (CEMP) |
Bournemouth University |
The Centre for Excellence in Media Practice has developed a range of online tools which are now widely used in education and in industry. Our innovative postgraduate courses cater for media professionals and those working in media education. The Centre also aims to influence media education research, through projects, publications and conferences. |
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| Centre for Excellence in Training for Theatre (CETT) |
Central School of Speech and Drama |
Central was created a Centre for Excellence in Teaching and Learning (CETL) by HEFCE in recognition of its status as one of the leading Higher Education institutions in the country delivering Theatre Training. It is the only whole institutional CETL, and its work recognises and rewards the talent and commitment of the teaching staff of the School, and the exceptional qualities of those who study here.
CETT supports models of specialist teaching, performance practice and research in training for theatre that have been developed within Central, and further invests in that practice, ensuring that the school is leading the way in offering progressive models of vocational training, a creative interface between industry and educational practice, and a locale for innovative contemporary research.
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| The Centre for Inter-Professional e-Learning (CIPeL) |
Coventry University |
The overall aim of the CETL was to develop and disseminate solutions to the barriers to inter-professional and interdisciplinary learning amongst students of health and social care professions, through the use of innovative e-approaches. |
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| Centre of Excellence for Product and Automative Design (CEPAD) |
Coventry University |
CEPAD aims to build upon the area of teaching and learning for transport and product design that is already recognised as a national centre of excellence into one that has an international focus and reputation. Through the use of digital technologies CEPAD will enable students to develop spatial design intelligence within a culturally diverse context and create studio portfolios that provide access to the community of international Industrial Design practice. |
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| The Centre for Excellence in Performance Arts (CECPA) |
De Montfort University |
CEPA supports excellent practice and develops innovative approaches in the teaching of Dance, Drama and Music Technology. |
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| Active Learning in Computing (ALiC) |
Durham University |
The Active Learning in Computing (ALiC) initiative seeks to facilitate a shift towards far higher levels of active student engagement where knowledge is obtained by sharing, problem-solving and creating, rather than by passive listening. |
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| SOLSTICE (Supported Online Learning for Students using Technology for Information and Communication in their Education) |
Edge Hill University |
SOLSTICE continues to develop as a method of curriculum design and delivery, extending to a wide range of programmes. It impacts upon all three Faculties at Edge Hill University, enhancing students’ learning opportunities. |
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| Centre for Active Learning (CeAL) in Geography, Environment and Related Disciplines |
University of Gloucestershire |
Six National Teaching Fellows work with CeAL, a unique concentration of talent. Staff are currently engaged in research funded by a variety of bodies including ESRC, National Teaching Fellowship Scheme, the Higher Education Academy and the Carnegie Academy for the Scholarship of Teaching and Learning. Six students are undertaking MA, MPhil, PhD and EdD research degrees in CeAL. Research interests include research-teaching linkages, staff conceptions of active learning, mobile technologies, e-learning, undergraduate research, inquiry-based learning, education for sustainable development, teaching climate change, citizenship education, studio cultures, postgraduateness and the learning experiences of disabled students in higher education. CeAL is the home for the Geography Discipline Network and has a programme of national and international visiting fellows. |
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| Advancing Skills for Professionals in the Rural Economy (Aspire) |
Harper Adams University College |
The ASPIRE work specifically focuses on supporting: placement learning; continuing professional development through part-time and work-based learning; transferable academic and professional skills (communication, numeracy, IT, problem solving, team work, personal development and career management); learner support for disabled students and those needing assistance to develop specific study or numeracy skills; learning using information and communication technologies |
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| The Blended Learning Unit (BLU) |
University of Hertfordshire |
We develop, promote and evaluate the combination of established ways of Learning and Teaching and the opportunities offered by technology in order to improve students’ learning and increase flexibility in how, when and where they study. |
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| Work-Based Learning for Education Professionals (WLE) CETL |
Institute of Education |
The WLE Centre for Excellence aims to transform the current models of work-based learning to respond to the diversity of professional learning needs emerging in many areas. |
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| C-SCAIPE (The Centre for Sustainable Communities Achieved through Integrated Professional Education) |
Kingston University |
C-SCAIPE's mission is to enrich the delivery of our professional education at Kingston University, focusing on: embedding sustainability principles within our curricula; supporting project-based innovation within teaching and learning practice on our accredited courses; enhancing connections with and between cross-discipline professional practice and academia; expanding our sustainability research for the benefit of both the market and our students' education. |
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| Postgraduate Statistics Centre |
Lancaster University |
The Postgraduate Statistics Centre's main aims can be summarised as follows : To provide a regional, national and international centre of excellence in the postgraduate training and development of statisticians, producing highly employable graduates; To motivate, encourage and disseminate quantitative inquiry-led training for disciplines in the natural, social, and management sciences, producing students who are enthusiastic and knowledgeable about the quantitative aspects of their discipline; To give Lancaster trained postgraduate students in all disciplines quantitative skills which will influence and enhance their whole approach to research; To develop critical statistical thinking at a mathematical level appropriate for each group of students, thus enabling students to use specific statistical techniques appropriately and to recognize when standard techniques are not appropriate; To reward existing excellence in postgraduate teaching through improved facilities and increased personal time for course development, experimentation in new approaches to teaching, and to increase the possibilities for career development of staff working in this area. |
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| Assessment and Learning in Practice Settings (ALPS) |
University of Leeds |
The ALPS mission is to ensure that students graduating from courses in Health and Social Care are fully equipped to perform confidently and competently at the start of their professional careers. To achieve this ALPS has undertaken research and development work to identify, evaluate and support excellent practice in assessment and learning in practice settings. |
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| Inter-Disciplinary Ethics Applied (IDEA) |
University of Leeds |
Our aim is to help students, professionals and employees to identify, analyse and respond to the ethical issues they encounter in their disciplines and their working lives. We carry out teaching and research in applied ethics, and offer training and consultancy to professionals, businesses and public bodies. Our activities seek to raise the profile of ethics, not just at the University of Leeds but throughout higher education and professional life. |
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| Institute for Enterprise |
Leeds Metropolitan University |
The Institute for Enterprise aims to make Leeds Met the first choice for students seeking to unlock their talents though enterprise education across the whole range of academic subjects. This is achieved by working alongside an inclusive enterprise education community of academics, students, entrepreneurs, business support professionals and employers. Working locally, regionally and nationally, we are implementing a range of curriculum development projects and sharing best practice to develop our understanding of enterprise education and increasing entrepreneurial capabilities. |
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| Learn Higher |
Liverpool Hope University |
Led by Liverpool Hope University, LearnHigher was the largest collaborative CETL with partners from 16 institutions committed to improving student learning by providing excellent resources to support students' learning development, and through practice-led research into the effective use of those resources. |
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| Centre for Excellence in Leadership and Professional Learning |
Liverpool John Moores University |
LJMU’s Centre for Excellence in Leadership and Professional Learning addressed the themes of employability, leadership and enterprise within the curriculum. Through its activities a range of approaches to employability, leadership and enterprise were developed, implemented and evaluated. Whilst the CETL was based within the subject areas of sport, exercise, dance, physical activity and outdoor education, many of the approaches developed are being adapted for use in other subject areas. |
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| Write Now Centre for Excellence in Teaching and Learning |
London Metropolitan University |
Write Now focuses on the act of writing as a means of working through academic problems with the aim of fostering confident writers. We collaborate with students and staff to develop effective writing and assessment practice within the disciplines. Write Now initiatives are underpinned by research into their effectiveness. |
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| The CETL for Reusable Learning Objects (RLO-CETL) |
London Metropolitan University, University of Cambridge, University of Nottingham |
The RLO-CETL is the Centre for Excellence for the design, development and use of learning objects. The CETL develops, shares and evaluates learning objects and leads on innovation in pedagogical design. It achieves this through engaging communities of practice in workshops and Reward Programmes. |
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| Languages of the Wider World CETL (LWW-CETL) |
School of Oriental and African Studies, UCL |
The aim of the LWW CETL is to promote and support excellence in the teaching and learning of languages that do not have a large presence in UK Higher Education, i.e. the languages of the Middle East, Africa, Asia, the Netherlands , Scandinavia, Eastern Europe and Russia. |
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| The Engineering Centre for Excellence in Teaching and Learning (engCETL) |
Loughborough University |
The vision of the engCETL is to be internationally recognised by engineering academics and students, and nationally recognised by professional bodies and employers, as a centre of excellence for research and development in, support for, and implementation of, industry-linked higher education in a wide range of engineering disciplines. |
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| SIGMA (Centre for Excellence in Mathematics and Statistics Support) |
Loughborough University |
The main objectives can be summarised as follows: Enhancing and extending mathematics and statistics drop-in centres at both host universities; Improving learning by teaching, or providing supplementary support to, identified groups of students in small groups (size 20-30); Extending existing specialist support for students with disabilities or specific learning difficulties; Developing and delivering short courses in statistical methods for research students; Developing a university-wide statistics consultancy service for postgraduate and final year undergraduate projects. |
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| Spatial Literacy in Teaching (SPLINT) |
University of Leicester |
The focus of SPLINT is on the pedagogy of geospatial technologies; the pedagogy of taught postgraduates and the enhancement of spatial literacy in HE. |
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| Genetics Education Networking for Innovation and Excellence (GENIE) |
University of Leicester |
This CETL builds on existing expertise and synergy between world-class science genetics education. It aimed to lead the development of innovative approaches and establish a network of institutions engaged in teaching genetics, promoting the sharing of resources and experience, and develop a database of these resources. Intrinsic to the philosophy is the embedding of generic skills and the application of generic approaches to broader fields, for example, biotechnology, medicine and law. |
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| Centre for Excellence in Developing Professionalism |
University of Liverpool |
The goals of the CEDP are therefore:
* To develop graduates who can demonstrate improved levels of professionalism;
* To develop a sector wide definition of professionalism and tools to assess it that are robust and transferable;
* To enshrine within the undergraduate curriculum a system for personal development, career planning and reflection of professionalism that allows a seamless progression to postgraduate practice;
* To recognise and reward excellence in medical education;
* To be recognised nationally and internationally as a leading Centre for research and publication in professionalism in medical education. |
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| LIVE (Lifelong Independent Veterinary |
University of London |
LIVE aims to ensure that veterinary education meets the needs of capable committed, independent learners, from entry to retirement through an innovative programme of educational development and research. |
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| Centre for Excellence in Enquiry-Based Learning (CEEBL) |
University of Manchester |
The Centre provided a base for a core team of staff as well as for expert staff (e.g. consultants in such areas as student development and assessment) and student interns. The Faculty spokes comprise staff experienced in developing EBL within specific disciplines. |
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| Centre for Excellence in Teaching and Learning in Mental Health & Social Work |
Middlesex University |
The aims of the CETL have been to further invest in and build on existing excellence in teaching and learning, particularly in: learning for practice; involvement of service users, carers and inter-agency working in programme development and implementation; innovative teaching and learning practices and strategies for student support |
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| Centre for Excellence in Work Based Learning (CEWBL) |
Middlesex University |
CEWBL aims to maximise the impact of excellent practice in Work Based Learning within Middlesex University and to provide a catalyst for dissemination of good practice with other Centres for Excellence and The Higher Education Academy. We are positioned at the leading edge of developing and rewarding teaching and learning which is directly related to the demands of knowledge-driven economies. |
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| Visual Learning Lab (VLL) |
University of Nottingham |
The VLL has invested in both research and infrastructure in order to stimulate exciting new ways of using visual technologies in HE to enhance the teaching and learning experience of staff and students. |
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| Centre for Integrative Learning |
University of Nottingham |
Our funded projects seek to develop key student capabilites of intellectual understanding and self-awareness, reflective judgment and creativity, self-reliance and collaboration, enterprising and ethical action. In a world of constant change and complex interconnections, these qualities are a high priority for higher education in the UK. The shared principles and values underlying the core concept of Integrative Learning give cohesion to the whole programme. |
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| CETL for Music and Inclusivity |
All NE Universities, led by Newcastle University |
Bringing together the strengths of the Higher Education partners and the many networks around The Sage Gateshead the CETL has: helped highly diversified groups of new students negotiate the transition into HE Music study; enhanced and diversified the central musical learning experiences of our Music curricula; devised strategies for dealing with musical diversity on practical, creative and theoretical levels; addressed the transition out of HE into the professional world, for students of all musical profiles |
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| CETL4HealthNE |
Consortium of North East Universities, led by Newcastle University |
CETL4Health a design and deliver innovative learning and teaching programmes and develop new ways of sharing best practice in healthcare education
across the range of health professions spanning doctors, dentists, nurses, therapists and pharmacists. Our aim is to help future health professionals better meet the needs of a modernised NHS and the growing and changing expectations of its patients.
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| Centre for Excellence in Assessment for Learning (AfL CETL) |
Northumbria University |
A key purpose of AfL is to foster student development in taking responsibility for evaluating, judging and improving their own performance by actively using a range of feedback. These capabilities are at the heart of autonomous learning and of the graduate qualities valued by employers and in professional practice. |
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| Centre for Effective Learning in Science (CELS) |
Nottingham Trent University |
The centre aims to create a more relevant, accessible and achievable image for science within both the Higher Education and school communities. Based on our excellent record in science teaching and nationally recognised widening participation activities, CELS is working with academic teams in the development and trialling of new approaches to teaching and presenting science to both communities. |
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Centre for Open Learning of Mathematics, Science, Computing and Technology
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The Open University |
The Centre is helping excellent teachers to develop effective and engaging open learning in mathematics science, computing and technology. The challenges are many. The home based student must be provided with rich and motivating experiences in subjects that are about the wonders of the natural world and technology. They must be helped to work together in spite of geographical separation. They must be supported in learning how to use complex tools and techniques. |
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Personalised Integrated Learning Support
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The Open University |
The PILS CETL is building on our existing excellence in learning support and is seeking to personalise and integrate student support within the context of subject pathways and programmes of study. |
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Practice-based Professional Learning
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The Open University |
The Centre's aims were to:
- Enrich the OU's Supported Open Learning model through practice-based learning.
- Use online methods and partnerships to increase opportunities for OU students to engage in effective practice-based learning.
- Capture and codify excellent practice and knowledge about practice-based learning.
- Apply new advances in mobile technologies and e-learning to practice-based courses.
- In partnership with the HE Academy and other national bodies, engage colleagues across England and where appropriate internationally.
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Physics Innovations Centre for Excellence in Teaching and Learning
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The Open University , University of Leicester and University of Reading |
The Centre is focused on curriculum innovation, the use of modern technology, the development of personal and professional skills, positioning physics in a broader scientific context and widening access. |
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| Centre for Excellence in Preparing for Academic Practice |
University of Oxford |
The Centre's work focused on supporting postgraduate research students and postdoctoral researchers who wish to develop academic careers. This approach sought to define and explain the essential elements of Academic Practice, and the various forms that academic activities may take. The Centre conducted and promoted research into this subject area, and established a Network, comprising seven research-intensive UK universities, to channel research efforts and to assist with the dissemination of findings. |
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| Assessment Standards Knowledge exchange (ASKe) |
Oxford Brookes University |
The CETL focuses on developing an evidence base and good practice to support HE communities in sharing understandings of assessment standards. |
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| Higher Education Learning Partnerships (HELP CETL) |
University of Plymouth |
The HELP CETL's focus has been to reward excellent teaching practice within an HE in FE context and it has transformed colleges’ approach to research and scholarly activity; and through this enhanced the student experience. Our work to benefit students has been through the support and development of HE in FE staff, and HELP has worked to further develop their practices to produce a legacy of staff, resources and facilities which will continue to have positive effects on students’ learning outcomes for a considerable time. |
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| Experiential Learning in Environmental and Natural Sciences (EL CETL) |
University of Plymouth |
The EL CETL focuses on fieldwork, laboratory work and work-based learning as examples of active, experiential learning, and arises from expertise in these approaches in biology, geography, geology, earth and environmental science at Plymouth. Its aims are to develop further excellence in these approaches and to disseminate this new work and existing good practice. |
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| Centre for Sustainable Futures |
University of Plymouth |
The CETL aims to transform the University of Plymouth from an institution characterized by significant areas of excellence in education for sustainable development (ESD) into an institution modeling University-wide excellence and, hence, able to play a leading national role in helping HEIs, the HE Academy and subject-based communities to implement and deliver the learning, teaching and estates components of HEFCE’s sustainable development in higher education strategy and action plan. |
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| Centre for Excellence in Professional Placement Learning (CEPPL) |
University of Plymouth |
The CEPPL has as its mission the enhancement of placement or practice learning to the benefit of students, educators (Higher Education and practice based), and service users. While the Centre is located within the Health and Social Care arena, it anticipates that much of its work may be disseminated to any discipline incorporating a placement or practice component. |
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| Foundation Direct |
University of Portsmouth |
Foundation Direct was a HEFCE funded Centre for Excellence in Teaching and Learning that built on the University of Portsmouth's excellent and innovatory practice developed in student support, the careers service and work-based learning, and developed class-leading support systems for Foundation Degree and distance learning students. |
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| Centre for Excellence in Teaching and Learning: Clinical and Communication Skills |
Queen Mary, University of London and City University London
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The CETL builds on existing excellence to:Enhance the student experience through support for student-centred skills learning; Build an expert interprofessional faculty for clinical skills, rewarding and recognising teaching excellence; Pilot and evaluate new methodologies and technologies and disseminate best practice; Engage with the NHS to ensure that students enter employment with the professional skills and competencies they need to practice safely in a transforming health care system. |
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| Centre for Excellence in Interprofessional Education (NI) |
Queen's University Belfast |
The aim of CEIPE is to develop research-informed opportunities for healthcare students to learn together. Through learning together it is expected that students will understand more about the healthcare professionals they will work with in future. The main focus of the interprofessional programmes is to enhance students’ team work and communication skills, promote collaborative practice and ultimately to improve patient care. |
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| Centre for Excellence in Active and Interactive Learning (NI) |
Queen's University Belfast |
CEAIL developed new pedagogical models for curriculum design and delivery based on active and interactive approaches to learning. The Centre was created in order to improve the development of generic and subject-specific skills, and enhance student employability. |
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| Centre for Excellence in the Creative and Performing Arts (NI) |
Queen's University Belfast |
Centre for Excellence in the Creative and Performing Arts was set up to develop more practice-based arts provision within the University, more links between the University and external artists and arts organisations and more links between the subject areas within the Creative and Performing Arts. In the five years following, over 1,000 students took part part in its activities. |
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| Centre for Career Management Skills (CCMS) |
University of Reading |
The University has included sessions on career management skills in all undergraduate programmes since 2002, helping students prepare for transitions to work or study after graduation. CCMS is building on the University's experience and expertise in this field to promote development and debate in careers education at Reading and across the Higher Education (HE) sector.
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| Centre for Excellence in Applied Undergraduate Research Skills (AURS) |
University of Reading |
CETL-AURS aim was to to integrate research-based learning in to the curriculum by developing research skills amongst undergraduates at the University of Reading through their active engagement with primary research resources, promoting independent research and analytical thinking.
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| Centre for Excellence in Education in Human Rights, Social Justice and Citizenship (Crucible) |
Roehampton University |
Crucible works in partnership with universities, and with third sector, public sector and business organisations to develop programmes of learning and resource development in human rights, citizenship and social justice, and to organise placements to enhance the student experience.
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| Centre for Excellence in Dynamic Career Building for Tomorrow's Musician |
Royal Northern College of Music |
The CETL has supported student employability via enhanced teaching and learning and by helping students develop the skills they need to secure future employment. |
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| Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) |
University of Sheffield |
CILASS is committed to supporting further development and innovation in IBL, with the aim of embedding inquiry at the heart of the student learning experience in the University. In particular, CILASS promotes IBL that involves students in discipline-based and inter-disciplinary collaborative inquiries, develops students´ information literacy capabilities, and uses information and communications technologies imaginatively to enhance the learning experience. |
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| White Rose Centre for Excellence in the Teaching and Learning of Enterprise (CETLE) |
University of Sheffield |
CETLE enables students to develop enterprise skills so that they are equipped to make an impact in the future as social entrepreneurs, enterprising employees and successful business owners. |
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| Centre for Promoting Learner Autonomy (CPLA) |
Sheffield Hallam University |
The overall purpose of the CPLA is to promote and innovate learning and teaching strategies that empower students through innovating enabling ways for them to construct their own knowledge in partnerships with tutors and other students, as well as to acquire responsibility for their own learning. |
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| Embedding, Enhancing and Integrating Employability (E3I) |
Sheffield Hallam University |
From the five year funding period the e3i CETL has made considerable impact within the university and across the wider sector. To achieve this we have: Developed an employability framework; Created an employability audit instrument for course planners; Collaborated with the Careers; Services to create a range of resources; Supported a range of projects and case studies as exemplars of how employability can be integrated in various approaches; Undertaken research into employability |
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| Centre for Excellence in Professional Development |
Stranmillis University College |
The CEPD continues to embed an aesthetic learning experience (Uhrmacher, 2009) within an innovative pedagogical and technological blend for the Primary, Post Primary and Post Graduate pathways and across many subjects. This includes the embedding of multimedia learning (Freeman, 1990; Mayer 2005) within STEM subjects, and also Literacy, Numeracy, and Special Educational Needs (SEN), by providing a blend of ‘situated’ classroom learning (Brown et al 1989; Lave & Wenger, 1991) and enquiry-based lecture provision. |
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| Surrey Centre for Excellence in Professional Training and Education (SCEPTrE) |
University of Surrey |
SCEPTrE's educational mission was formed around the inspiring idea of learning for a complex world: learning that embraces formal education and informal learning gained from everyday experiences.. Through the many projects it supported or instigated SCEPTrE developed the novel ideas of lifewide learning and lifewide education. |
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| Centre for Excellence in Teaching and Learning in Creativity (InQbate) |
University of Sussex / University of Brighton |
InQbate, The CETL in Creativity, was a joint initiative between the University of Sussex and the University of Brighton building on their excellent track record of collaborating in the areas of design, innovation and creativity. InQbate explored how a technology-rich environment can support the creative process, in both science and arts subjects. The initiative had two main aims; to reward excellent teaching practice, and to further invest in that practice so that the CETLs funding delivered substantial benefits to students, teachers and institutions.
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| Institutional E-Learning Services |
University of Ulster |
The aim of this CETL(NI) is to "promote, facilitate and reward the adoption of a ‘learner centred’ reflective practice
approach to the development of teaching and learning, in particular with the use of e-learning technologies”. |
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| Centre for Excellence in Multimedia Language Learning (CEMLL) |
University of Ulster |
The focus of the Centre is to research the use of computer-based multimedia teaching facilities and develop appropriate teaching methods. The Centre's approach to multimedia language learning is to integrate use of digital technology in class to promote active engagement and to support dynamic intervention. |
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| The Capital Centre (Creativity And Performance in Teaching And Learning) |
University of Warwick |
The CAPITAL Centre was a partnership between the University of Warwick and the Royal Shakespeare Company established to use theatre performance skills and experience to enhance student learning and to draw on University research and resources to shape the development of the RSC acting companies. CAPITAL was a Centre for Excellence in Teaching and Learning supported by the Higher Education Funding Council England. |
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| The Reinvention Centre for Undergraduate Research |
University of Warwick |
The main aim of the Reinvention Centre was to integrate research-based learning into the undergraduate curriculum. The purpose was not simply to teach undergraduates research skills but to enable undergraduates to become involved in research and integrated into the research cultures of their departments. |
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| Centre for Excellence in Professional Learning from the Workplace (CEPLW) |
University of Westminster |
The Centre works across the University of Westminster, and more widely in the HE sector, to encourage innovative developments that integrate real world work experiences into university provision. It promotes professional and practice-orientated learning for individual and workforce development and encourages educational partnerships with businesses and professionals.
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| Critical Interventions for Enhanced Learning (CIEL) |
University of Wolverhampton |
The University of Wolverhampton CETL was based on the first-year student experience and was multi-disciplinary. It identified excellent practice in four areas: Art & Design; Applied Sciences; Humanities, Languages and Social Sciences and Education. These practices comprise critical interventions for the enhancement of retention, achievement and progression. CIEL identified pedagogies, support systems, activities and initiatives that in some way offer critical interventions to help a student on the journey towards successfully achieving their goals. |
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| C4C: Collaborating for Creativity |
York St John University |
Working from the central concept that creativity is enhanced through participation in collaborative activity, this YSJU based initiative builds outwards from existing excellent creative and collaborative practice to support a range of projects across the Faculties of Art, Education & Theology, Health and Life Sciences and the York St John Business School. |
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