Hi all,
If people are planning to set up Peer Assisted Learning schemes there is
some HE STEM funding available to assist with this:
http://www.hestem.ac.uk/sites/default/files/practice_transfer_adopters_activities_0.doc
Kind regards,
Lisa
John Hilsdon wrote:
> Not an ‘answer’ Martin, but – and excuse brevity as I am up to my eyes –
> my current strategy (as a head of LD who has been told next year will be
> ‘even tougher’ and we’ll lose our current cushion of residual TQEF money
> – taking us from c3.5 equivalent FT LDers back to just 2.5 for the whole
> university) is to target and talk to programme leaders / subject leads
> in areas where there are ‘issues’ with retention, then encourage them
> and their colleagues to prepare to apply for access funding from our
> central widening participation pot, in order to establish embedded LD
> type activities such as peer learning schemes – which they will then
> need us to advise and collaborate on, hence some of the funding should
> come back to boost LD …
>
> Sending supportive wishes to your friend …
>
> John
>
> *From:* learning development in higher education network
> [mailto:[log in to unmask]] *On Behalf Of *Martin Hampton
> *Sent:* 02 November 2011 11:50
> *To:* [log in to unmask]
> *Subject:* ...by a thousand (hypothetical) cuts
>
>
>
> Greetings all.
>
>
>
> I have a friend who works in a Learning Development service in a
> large-ish university. This LD service has gone in just a couple of years
> from close to 7 FTE to 4.5 FTE. My friend recognises that other such
> services have suffered greater (indeed complete) staffing reductions and
> knows he should count his blessings. He's also worried, though, and
> wondering how the, err, 'streamlined' department can refocus its work to
> best serve the learning needs of the University's students (and taking
> into account, of course, the institution's strategic priorities). Of the
> range of 'typical' LD services - one-to-one tuition (currently open to
> any and all, with the exception of students with a Learning Difficulty
> or Disability), centrally-provided and course-embedded workshops,
> co-teaching in intra-curricular seminars and lectures, consultation in
> curriculum design and development and contribution to the
> design/delivery of 'Academic Development' for members of the teaching
> staff - my friend is wondering which could form the heart of the
> business of a 'smaller, smarter' service. He's also open minded to quite
> different notions of what might constitute LD practice. So he asked me
> to ask the good people of this forum whether they have experience of
> this kind of re-focussing, and if so how it worked for them, and if not
> whether they could speculate on how they might conceptualise and realise
> this kind of re-focussing (whilst acknowledging, of course, that no
> institution will work exactly like any other).
>
>
>
> I know my friend would be very grateful for any thoughts, however brief
> (at this busy time), that you may have.
>
>
>
> best wishes!
>
> Martin Hampton.
>
>
>
>
>
--
Lisa Benjamin
Peer Learning Administrator
The Advice and Representation Centre
The University of Bath
Students' Union
Norwood House 3.1b
Bath
BA2 7AY
01225 383195
[log in to unmask]
Gold SUEI (Students' Union Evaluation Initiative) ; Gold Green
Impact Award 2010/11 ; Gold Best Bar None 2010/11 Awards;
Investing in Volunteers ; Investor in People ; Community Legal
Services Quality Mark
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