ESCalate is engaged with several CETL teams (details below). As part of the Academy network, ESCalate directly supports the Academy strategy for CETLs. The Director is a member of the Academy planning group for CETL support and development. The group is responsible for the annual programmes of events and activities.
At a local level, staff from ESCalate attend CETL team development activities and steering group meetings. We are able to offer subject, pedagogical and management expertise.
ESCalate has organised UK wide meetings for CETL teams to support the development of research activity. In partnership with other Subject Centres, ESCalate has supported cross -CETL collaboration in the area of early childhood.
Engagement with CETL teams arises from formal arrangements and from informal contacts and discussion.
Neither the Academy nor Subject Centres have a formal audit role in regard to CETL teams and their activities. Pedagogical and subject development is a core activity of Subject Centres. Engagement is in part a response to HEFCE's original request that we:
- Help CETLs to become established and embedded in their institutions;
- Support the creation of coherent and effective teams;
- Support the sharing of subject knowledge and pedagogy among CETLs, Subject Centres, institutions and CETL partnerships;
- Help CETL teams to demonstrate their continuing excellence by promoting community-wide discussion of their ideas, values, expertise and outcome
|Bridges - Supporting Personal Career and Professional Development through the Undergraduate Curriculum||University of Bedfordshire||
Personal development planning and employability skills.
|CCMS - Centre for Career Management Skills||University of Reading||Employability, Careers Education and Career Management Skills (both in the curriculum and outside the curriculum), Elearning/online learning, Interface between Career Management Skills (CMS) and PDP, context-based learning, blended learning, problem based learning.||
|Centre for Excellence in Preparing for Academic Practice||University of Oxford||
Increasing the teaching development support and teaching opportunities for Oxford research students and contract research staff; sharing knowledge about preparing future academics across a network of seven institutions; making a continuous contribution to local and international knowledge through investigations of practice.
Professor Lynn McAlpine
|Centre for Excellence in Teaching & Learning in Assessment for Learning||Northumbria University||
The CETL will accelerate a transformation in assessment, building on excellent practice in Education, Childhood Studies, History, English, Psychology and Engineering. Their approach to Assessment for Learning means that students will benefit from assessment which does far more than simply test what they know.
|Centre for Excellence in Teaching and Learning in Reusable Learning Objects||London Metropolitan University||Design, sharing, and evaluation of reusable learning objects.||
|Centre for Promoting Learner Autonomy||Sheffield Hallam University||Partnership in learning, collaborative forms of assessment, new technologies and learning environments.|
|Centre for Sustainable Futures||University of Plymouth||Bringing education for sustainable development into Campus, Curriculum, Community and Culture.||
|Centre of Excellence in Work-Based Learning for Education Professionals||Institute of Education, University of London||Work-based learning as both work-related and work-located.||
Dr Norbert Pachler
|CETL:IPPS - Centre for Excellence in Inter Professional Learning in the Public Sector||University of Southampton||Interprofessional learning opportunities for qualified health, social care and education practitioners working in the public sector.||
Dr. Edgar Meyer
|CRUCiBLE - Centre for Rights Understanding and Citizenship Based on Learning through Experience||Roehampton University||Design, preparation and delivery of a cross-curricula set of programmes and modules that will enhance students’ understanding of and participation in human rights and social justice issues.||
|E3I - Enhancing, Embedding and Integrating Employability||Sheffield Hallam University||E3I's holistic approach advocates embedding and integrating a coherent range of employability features in programmes, benefiting all students, developing attributes needed for success in their chosen paths and lifelong development, and supporting widening access to employment.||
|Enabling Achievement within a Diverse Student Body||University of Wolverhampton||To improve retention, progression and achievement within a diverse student body. The CETL brings together four subject areas: Design for Interior Textiles, Environmental Sciences, Politics and Philosophy and Education Studies.||
Helen Gale - Associate Dean, Learning and Teaching
|Foundation Direct||University of Portsmouth||
Campus-based and e-learning support to meet the needs of the University's foundation degree students, career management skills, PDP, research into and dissemination of good practice within the national context in Foundation Degrees.
|HELP - Higher Education Learning Partnerships||University of Plymouth||HE in FE partnerships: Community of Practice & Knowledge Exchange, Blended Learning, Retention Progression & Transition, Work Based Learning, HE in FE Theory into Practice, HE in FE Management & Leadership.||
|IDEA - Inter-disciplinary Ethics Applied||University of Leeds||Integration of inter-disciplinary ethics into the curricula of 14 disciplines (including education) at the University of Leeds.||
Ms Kathryn Dalby
|LearnHigher||Liverpool Hope University College||Sharing materials and expertise and building a research evidence base about student experience in 20 learning areas such as PDP, group work, assessment, etc. Includes all academic disciplines.||
|NCEWBL - National Centre for Excellence in Work Based Learning||Middlesex University||To maximise the impact of work-based learning within Middlesex University and to disseminate good practice.||
Professor Jonathan Garnett
|PBPL - Practice-based Professional Learning Centre||Open University||
The Practice-based Professional Learning Centre for Excellence in Teaching and Learning (PBPL CETL) is about developing expertise and knowledge around practice-based professional learning and offering this to all Open University colleagues and other bodies with an interest in practice-based learning.
|PILS - Personalised Integrated Learning Support||Open University||PILS will create a holistic model of learner support, derived from existing excellence, to enable the individual student to manage their own learning more effectively.||
|SCEPTrE - Surrey Centre for Excellence in Professional Training and Education||University of Surrey||Preparation of undergraduates for employment, enhancing the learning experience through collaborative forms of enquiry.||
|SOLSTICE - Supported Online Learning for Students using Technology for Information and Communication in their Education||Edge Hill University||Innovative method of program delivery involving the use of supported online learning or blended learning, supporting a range of students studying part-time whilst in professional practice at their place of employment.||
|The Blended Learning Unit||University of Hertfordshire||To 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.||
Professor Peter Bullen
|The Reinvention Centre for Undergraduate Research||University of Warwick||Promoting new methods in teaching and learning with a focus on research-based learning; funding undergraduates to carry out research, and academics to develop research-based teaching.||
|Visual LearningLab||University of Nottingham||Visual learning approaches such as interactive video conferencing, virtual reality, workplace simulations, 3-D animations, visual representations of complex concepts.||
Professor Roger Murphy