EDUCATION OFFICE ANNUAL REPORT 2015
CONTENTS Introduction
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Moving forward with our Education and Student Strategy
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Student Residential Experience Review
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Our Services • Student Support
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• The Careers Service
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• The Graduate School
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• The Centre for Academic English
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• The Centre for Languages, Culture and Communication
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• The Centre for Continuing Professional Development
17
• The Educational Development Unit
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Innovation: Reach Out CPD
19
President’s Awards for Excellence in Education
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Contacts
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EDUCATION OFFICE ANNUAL REPORT 2015
A team committed to excellence Imperial College London’s Education Office is composed of a group of services focused on students and staff, in support of the College’s commitment to a world class education and enriching the student experience. The Education Office is comprised of these services: • Student Support • The Careers Service
2014–15 OVERVIEW
• The Graduate School • The Centre for Academic English
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• The Centre for Languages, Culture and Communication
Staff
• The Centre for Continuing Professional Development
£7.9 million
• The Educational Development Unit
Total budget distributed proportionally across the services:
Careers Service Centre for Academic English
The purpose of this report is to communicate not just the scope of these services but also their scale and impact on the student and staff experience. The headlines provide only a snapshot of the great work of each of the teams. For more information, please visit www.imperial.ac.uk/educationoffice
8.5% 4.9%
Centre for Languages, Culture and Communication Educational Development Unit Education Office and Strategy Graduate School Student Support Students’ Union*
18.4% 7.1%
I’m extremely proud of all my colleagues, who are tireless in their efforts to make a real difference to the lives of all the students and staff at Imperial.
10.5% 12% 20.4% 18%
*Whilst a separate organisation, the Students’ Union is a vital and important part of the student community and experience. It received £1.45m from the Education Office as a block grant in 2014–15. However its overall revenue (in 2013–14) was £7.2m.
Professor Debra Humphris Vice Provost (Education)
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MOVING FORWARD
Moving forward with our Education and Student Strategy In 2012, the Education Office launched the College’s Education and Student Strategy, which was in advance of the College’s Strategy 2015–2020. This report captures the work of the past year on the key strategic objectives in the Education and Student Strategy.
1 A GLOBAL COMMUNITY OF THE MOST TALENTED STUDENTS A seamless recruitment, applicant and pre-arrival experience for all prospective students. As part of the College’s Operational Excellence Programme, crossCollege groups have reviewed our student recruitment and application processes and made a series of recommendations for improvements. New communications to undergraduate and postgraduate enquirers and applicants have also been launched.
Focused and coordinated partnerships and outreach activities with schools and colleges to promote the aspirations of young people to study STEM subjects. A new strategy for outreach and community engagement activities is being developed by the Outreach Strategy Group, led by Professor Maggie Dallman, the Associate Provost (Academic Partnerships). This forms part of the College’s strategic commitment to “share the wonder”: www.imperial.ac.uk/strategy/ partners/sharing-the-wonder/
Support our students to return to their schools, colleges and employers to share their experiences of the College. The Imperial Schools Ambassador Scheme provides students with an opportunity to represent the College by giving presentations at their former schools and colleges. Students volunteering as Imperial Schools Ambassadors can have their efforts recognised as part of the Imperial College Union’s (ICU’s) Imperial Plus scheme.
A programme to support the transition for new students at all levels joining the College community. The Imperial Success Guide was launched in 2014 and aims to support the academic transition from school to university for new undergraduate students. Since the Guide was launched it has received over 27,500 unique views, peaking at over 1,300 views in one day. Overall, the site gets approximately 2,000 views per month. A second phase of the Success Guide, aimed at postgraduate students, is now being developed in partnership with the Graduate School. In 2015 the site was awarded a CASE International Circle of Excellence Gold Award for Branding.
EDUCATION OFFICE ANNUAL REPORT 2015
2 OUR DISTINCTIVE EDUCATION An Education Foresight Project to inform our future education and student experience, building upon our disciplinary strengths, incorporating a rigorous engagement with our research challenges, an entrepreneurial emphasis and developing graduates who will make an impact on society. Work is underway to develop a new Academic Standards Framework for the College. The Framework, once implemented, will provide the structures necessary to underpin and facilitate changes in the undergraduate curriculum to open up greater opportunities for students.
Define and communicate a distinctive proposition for our prospective students which outlines what they can expect of their education and wider student experience at the College. The College’s doctoral proposition was developed during 2014–15. This has informed development of the Graduate School’s Professional Development Programme for postgraduate research and postgraduate taught students. The development of a proposition for postgraduate taught students will be considered during 2015–16, in tandem with the work to review the strategic framework for our portfolio of postgraduate taught programmes. A new undergraduate proposition will be developed alongside proposals for undergraduate curriculum change.
Refine and embed our Graduate Attributes and enable our students to demonstrate their achievements as part of both their programme outcomes and wider co-curricular activities. A working group has been examining how best to enable our students, both undergraduate and postgraduate, to demonstrate their
achievements in programmes, co-curricular and extra-curricular activities. It has proposed the establishment of a new Imperial Award, to be run in partnership with the ICU, which will be one of the first of an emerging set of second-generation awards in the sector. A small-scale pilot, aimed at assessing the viability of the scheme, will run during autumn 2015. The group has also proposed a fresh approach to the College’s Graduate Attributes, informed by the College Strategy 2015–2020.
Work with employers and our network of alumni to ensure that every student has the opportunity to undertake a work/practice-related experience in the form of a placement, internship, volunteering or research experience. In December 2014, a cross-College working group made a series of recommendations which are now being implemented. In order to capture more complete information about student opportunities, the new student information system will
incorporate data capture on student activity as an integral part of the re-enrolment mechanism. With the assistance of the Student Union, student feedback is currently being sought on the Undergraduate Research Opportunities Programme (UROP) and how this might be developed for the future. Plans are also in progress to devise, coordinate and deliver a summer internship programme for Imperial students for 2016.
A distinctive online education experience to communicate our science and extend engagement with STEM subjects by prospective and current students. In October 2014, the College, in partnership with Tigtag, launched Reach Out CPD, a free online science continuing professional development resource freely available in the UK for primary school teachers. Read more about Reach Out CPD on page 19
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MOVING FORWARD
The working group on World Class Research Supervision has been gathering feedback from a wide range of staff and students including heads of departments, directors of postgraduate studies and postgraduate tutors, as well as previous winners of awards for excellence in supervision. Visits have been made to Nanyang Technological University and the National University of Singapore to gain an international perspective on excellence in research supervision.
Develop further the recognition, reward and promotion of staff who deliver excellence and innovation in teaching, learning and student support. A new Level 6 in the Learning and Teaching Job Family was introduced in 2015 and one member of staff was promoted to this level during the 2015 review. This is a step forward in enabling career progression within College.
3 OUR COMMITMENT TO INNOVATION IN TEACHING AND LEARNING AND IN THE WIDER STUDENT EXPERIENCE Enhance our systems of academic, pastoral and research supervision support. The Starfish IT system, which supports engagement between students and tutors, is in use across Chemistry,
Bioengineering, Civil Engineering and Mechanical Engineering, with other departments preparing to adopt the system in the coming months. The Task Group on Student Wellbeing made a series of recommendations to improve the provision of health and wellbeing services for students, which were endorsed by Provost’s Board in Autumn 2014. As a result, additional funding will be made available to enhance services to support our students in 2015–16. A new student wellbeing website, designed to bring together and signpost the available resources, will be launched for the 2015 entry.
Extend our systematic mechanisms to encourage innovation and the sharing of good practice aimed at enhancing our delivery of education and the student experience. A range of mechanisms have been reviewed by the Quality Assurance and Enhancement Committee and the Vice Provost’s Advisory Group for Education to identify those which could be exploited further to share examples of good practice.
Implement a student survey and feedback framework which will rationalise the current range of surveys, systematically inform enhancement and create a robust feedback loop to students and staff. A set of recommendations for a new student surveys framework and policy, informed by advisory work undertaken by KPMG, our internal auditors, was approved by Senate in June 2015. The new framework will streamline the requests to students and ensure better use of the data collected and feedback to students.
EDUCATION OFFICE ANNUAL REPORT 2015
4 OUR OUTSTANDING ACADEMIC AND PROFESSIONAL SERVICE INFRASTRUCTURE An efficient and streamlined governance of education and the student experience and a simplification and improvement of processes. Supported by Senate, initial consultation with academic departments and faculties took place during the autumn term 2014 to discuss the development of an Academic Standards Framework. The framework will define the minimum thresholds that underpin the College’s regulations, policies and procedures as they relate to programmes of study. These thresholds will focus on the academic life-cycle from a student’s perspective, including how programmes are designed, assessed and awarded. A crossCollege steering group has been established to oversee the development of the Academic Standards Framework, and a draft will be debated at Senate in October 2015.
An effective and comprehensive integrated student information system alongside improved processes of student and academic administration across the student lifecycle, from applicant to alumni. This objective is being delivered as part of the Operational Excellence Programme.
Enhance the utility and interactivity of our website and our digital learning environment, focusing on the needs of prospective and current students. The first part of this objective has been delivered by the College web redesign project. We will seek to
more clearly define a set of strategic priorities for our digital learning environment over the coming months, informed by the new College Strategy.
Optimise the use of place and space for learning by implementing an improved timetabling system. This objective is being delivered as part of the Operational Excellence Programme. A new timetabling policy has been approved and all departments are working to a revised schedule for timetabling the 2015–16 academic year, ensuring that students are provided with an individual student timetable.
Plan the long-term transformation of the student learning environment based on future curriculum needs as part of the College estate and infrastructure masterplan. Masterplan work for the College’s new White City Campus has taken priority during the past year. Work for the White City Campus has completed ‘Stage 4’ in which a strategic development framework for the White City Campus, south of the Westway, has been drafted. This was concluded in February 2015 and is undergoing a strategic review process with both the internal and external stakeholder groups.
A cross-College steering group has been established to oversee the development of the Academic Standards Framework, and a draft will be debated at Senate in October 2015.
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STUDENT RESIDENTIAL EXPERIENCE REVIEW
Student Residential Experience Review In 2014, the Student Residential Experience Review group made a series of recommendations to enhance the experience of students living in Imperial accommodation, with a particular focus on first-year undergraduates. Transparency One major theme of the recommendations was the importance of achieving greater transparency around the setting of rents and accommodation income and expenditure. This year, the College will introduce a new model for rents in student halls of residence, based on a recommendation from Imperial College Union (ICU). In deciding on their preferred structure, members of ICU’s Council were presented with three possible pricing structures developed by ICU President Tom Wheeler and the College to reflect student feedback on the disparity of rents between halls. The new rent structure will be implemented for the academic year 2015–16, when nearly 800 bed spaces will be available at £130 per week or less, compared to fewer than 100 previously. The framework used to calculate these rent levels is intended to be in place until
Beit Hall, South Kensington
the 2020–21 academic year, with annual increases in line with any increases in operational costs. The College, with ICU, has also established a new system for the Hall Activities Fund, previously the Student Amenity Fund, placing decisions about spending of the funds in the hands of the student hall committees. The fund, now set at a flat rate of £2 per student per week by ICU, is run through their e-activities system.
Decision-making A new Residential Life Committee, formed of Wardens, ICU, Campus Services, Student Support and Estates Facilities and chaired by the lead warden, has been established to provide a forum for strategic discussion of service provision, including student support and wellbeing of students living in halls.
Gradpad, Wood Lane
Communication A new enhanced accommodation website was launched in April 2015, including new photographs and Google Tours of all halls of residence and improved information on the accommodation application process. The website will also include students’ perspectives of life in each hall.
The new rent structure will be implemented for the academic year 2015–16, when nearly 800 bed spaces will be available at £130 per week or less, compared to fewer than 100 previously.
EDUCATION OFFICE ANNUAL REPORT 2015
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RESIDENTIAL REVIEW WORKING GROUP Professor Myra McClure Chair of the Review and College Consul David Goldsmith ICU President 2013–14 Marissa Lewis ICU Vice-President (Welfare) 2013–14 Ian Spencer
Director of Residential Services, London School of Economics and Political Science
Professor Peter Lindstedt Faculty of Engineering representative and College Consul
Wardens Recommendations on the recruitment, selection, contractual arrangements and appraisal of wardens have been incorporated into the Wardens’ Policies and Procedures. Duty hours for wardening teams and Residential Services staff have now been aligned across all halls and wardens’ duty rotas are now published online. Training and development for the wardening teams has been reviewed in partnership with the Learning and Development Centre.
Dr Laura Barter
Faculty of Natural Sciences representative
Dr Simon Archer
College Tutor
Dr Sharon Bolton
Head of International Student Support
Louise Lindsay Director of Human Resources Laura Burge Residential Education Manager, La Trobe University external contributor/reviewer Jemma Strachan
Review support
Maria Knight/ Kalpesh Limani
Finance support
College Services In response to student feedback, kitchen cleaning days have been changed. A range of information for students, including a new Cleaning Guide, has been produced and published on the website. Regular reminders are issued to students about dates for bedroom cleaning. A new online form for reporting maintenance issues has been launched and is working well.
Woodward Buildings, North Acton
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EDUCATION OFFICE ANNUAL REPORT 2015
OUR SERVICES
EDUCATION OFFICE ANNUAL REPORT 2015
Student Support Student Support provides a range of services and advice for students relating to their health and wellbeing. This includes the Disability Advisory Service, the Student Counselling Service, college tutors, the wardens of the halls of residence and liaison with the College’s NHS Health Centres, NHS Dental Service and Chaplaincy. Demand for counselling has continued to increase as well as the number of students declaring a disability.
CASE STUDY
Annual Welfare Seminar
At the seventh Annual Welfare Seminar held on the 27 May 2015, keynote speaker Alan Percy, Head of Counselling, University of Oxford, gave very insightful and resonating presentations on ‘problems facing university students today’ and ‘identifying and overcoming the psychological challenges of academic postgraduate research’. Following an excellent panel discussion, a seminar led by Bethany Davison (Student Mentality Campaign) and Andrew Keenan presented the findings from the 2014–15 Mental Health Survey of 1,000 Imperial students. The very important
KEY FACTS
17.2%
increase in students declaring a disability. ( 7.5% of students declared a disability in 2014–15, up from 6.4% the previous year).
IMPROVEMENTS FOR 2015–16 •
The appointments of a full-time student Mental Health Adviser and a new full-time Disability Adviser
•
Expanded and improved provision for students with mental health difficulties, Asperger’s syndrome and autism
•
Improved coordination of the psychiatry, psychotherapy, cognitive behavioural therapy and life coach services
• Increased provision for Student Counselling in line with student number forecasts
issues raised were debated during a subsequent panel discussion. The results of the survey reflect the findings of last year’s Student Health and Wellbeing Group. The feedback from the seminar was very positive.
•
The move to establish a new fund for students with disabilities, should the Disabled Students’ Allowance (DSA) funding be lost
• All cross-College student wellbeing services to be brought together on a single webpage with clear signposting to the range of provision.
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EDUCATION OFFICE ANNUAL REPORT 2015
The Careers Service The Careers Service provides impartial, confidential, professional support, advice and information to assist students and recent graduates in their career choices and decision-making, whether their aim is employment or further study. The service provides access to employers and opportunities at internship and graduate/postgraduate level, and support with the job application process.
KEY FACTS
1500%
15-fold increase in usage by first-year students since 2012.
29%
643 companies promoted their offers on campus this year.
No.1 university for employability (the Guardian University Guide for Employability and the Complete University Guide for Graduate Prospects).
C.V.
899
career development events organised and delivered, a 21% increase on the year.
10,404 students attended events, a 27% increase on the year.
8,430 graduate and internship opportunities specifically for Imperial students processed.
Last year’s significant reduction in undergraduate unemployment for Home and EU students was maintained.
CASE STUDY Alumni Mentoring Scheme The Alumni Mentoring Scheme is a new initiative which aims to develop Imperial students’ confidence, knowledge of the professional workplace and potential careers by pairing them with alumni mentors. The scheme supports a structured relationship between alumni and students, whereby alumni can share their professional experiences, personal insights and employability advice. Open to undergraduates and PhD students, 66 students have been mentored on this year’s pilot programme with priority given to students from a Widening Participation background, students with a disability and women on engineering courses. The alumni mentors came from a wide variety of industry backgrounds, including representation from some of the College’s partner organisations.
EDUCATION OFFICE ANNUAL REPORT 2015
The Graduate School The Graduate School is for all Master’s and Doctoral students and has several roles – to ensure the quality of provision of postgraduate education and experience; to provide a forum for students from across the College to meet at lectures and social events; and to provide a professional skills development programme to help students develop skills that will make them more productive and successful researchers, and prepare them for a full range of career options.
KEY FACTS
30%
Increase in Postgraduate taught (PGT) students attending courses since 2012.
17%
Increase in Postgraduate research (PGR) students attending courses since 2012.
9,000+
Student attendance across 424 professional skills courses during 2013–14.
59%
Total of PGR students that took more than the minimum number of courses required during 2013–14.
Imperial students attending doctoral Summer Schools:
20 20 16 14
attended Tsinghua (held at Easthampstead Park, UK) attended Massachusetts Institute of Technology (MIT), USA attended Cape Town, South Africa attended KAIST, South Korea.
The Graduate School is working with the Centre for Global Health to support research placements in Africa next session.
CASE STUDY Cohort building Working closely with academic departments, the Graduate School tailored several professional skills courses to serve as cohort courses. Additionally, the Graduate School has stimulated, developed and funded Collegewide cohort-building activities, where students network with peers across College. To date, the Graduate School has funded 37 cohort-building activities. Examples of these have been uploaded to the Cohort Building website in order to share good practice: www.imperial.ac.uk/ study/pg/graduate-school/ cohort-building/fundedactivities The Cohort Building Programme was also shortlisted for a Times Higher Education Leadership and Management Award in 2015.
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OUR SERVICES
Centre for Academic English The Centre for Academic English (CfAE) helps international students and staff at Imperial participate effectively and confidently in the academic community by offering a pre-sessional programme and in-sessional courses, workshops, consultations and other resources to develop academic language and literacy. In addition, classes are offered focusing on everyday English for different social contexts to enhance communication skills and employability.
CASE STUDY Listening and speaking courses The expanded listening and speaking courses are a popular part of CfAE in-sessional provision. Students find the courses extremely useful, the registration process easy and like the short four-week block delivery (each block being delivered twice per term). The listening courses help international students acclimatise to interactions with native and non-native speakers of English by providing them with strategies to deal with fast, connected
speech more effectively, to gain more from lectures through exposure to different lecturing styles, and to handle more informal language in everyday situations. The speaking courses provide students with a range of speaking practice exercises and strategies, for example, speaking fluently, communicating politely, public speaking, and improving particular aspects of their own pronunciation from individual sounds to rhythm and connected speech.
KEY FACTS
63%
increase in autumn term undergraduate evening-class enrolment on the previous year.
18%
increase in autumn and spring term listening and speaking courses enrolment on the previous year.
4%
increase in enrolment for pre-sessional courses on the previous year.
140% full
Undergraduate autumn term courses were oversubscribed by 40%. Increase in demand from departments for bespoke in-sessional support, for example on plagiarism and patch writing.
3 per year
Delivery of workshops on ‘Writing up Research for Publication’ for the Postdoc Development Centre.
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“YOUR COURSE HAS HELPED ME TO GRASP THE GENERAL STRUCTURE OF ACADEMIC MATERIAL. WITHOUT IT, I SHOULD BE STILL DROWNING IN A SEA OF ACADEMIC WRITING.”
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EDUCATION OFFICE ANNUAL REPORT 2015
Centre for Languages, Culture and Communication The Centre provides a wide range of educational offerings to undergraduate students including Imperial Horizons. Language education supports the Year Abroad programme and joint degrees, as well as the open-access Language Laboratory. The public evening programme offers learning in languages and the arts. The Centre is also home to the notable Science Communication Unit, which provides two well-established Master’s programmes.
CASE STUDY
Imperial Horizons
Imperial Horizons courses are designed to broaden the education offer, inspire creativity and enhance students’ professional impact. Courses cover four fields of study: ‘Business and Professional Skills’, ‘Global Challenges’, ‘Science, Culture and Society’ and ‘Languages and Global Citizenship’. Two of the Horizons courses are outlined below. Lessons From History Team-based learning and a partnership curriculum, challenges students to consider historical disasters, determine whether lessons have been learned, and whether current policy protects us from further global issues. The course received outstanding student feedback, winning the 2015 Student Academic Choice Awards for Best Innovation.
Technology, Justice and Security Feeding student interest in cyber security, the course topics include robotic warfare, ‘neurointervention’ and internet surveillance. Students described it as “engaging”, “intriguing”and “enjoyable”. The external examiner described the course as “genuinely innovative: looking at real-world political problems philosophically, without in any way becoming gimmicky”.
KEY FACTS
33%
increase in student enrolment on the MSc in Science Communication course from the previous year.
74
Horizons courses offered: 15 single-term non-credit, 59 two-term for degree or extra credit.
89%
respondents in the Undergraduate Spring 2015 survey who are satisfied with their lecturer.
3,000
total undergraduates enrolled on a Horizons course in 2014–15.
59% 41% 20%
of first-year students of second-year students of third-year students.
C.V.
Science Communication graduates have a very strong track record of employment success.
EDUCATION OFFICE ANNUAL REPORT 2015
Centre for Continuing Professional Development The Centre provides a professional service supporting departments to create CPD courses, and working with companies and institutions to develop custom training programmes for professionals working in science, technology and medicine, led by leading authorities from within and outside the College.
CASE STUDY Training university leaders from China
KEY FACTS
17%
increase in participants compared to the previous year.
Departments partnered with CPD.
We also helped... • China Guanghua Science and Technology Foundation
1,000+
• The Hong Kong Hospital Authority
professionals receive CPD training each year. 5% of course participants are alumni, 43% are from corporate organisations.
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• The Ministry of Education of the People’s Republic of China • NHS Lambeth • Philips Electronics (Singapore)
undergraduate students from 20 different universities from across China attended the Global Challenge Summer School in August 2014.
12%
• Winton Capital and YPF (Argentina) • Universities include the Institut Francais du Petrole (France) • University of the Witwatersrand South Africa).
were offered a place to study for a Master’s degree in the UK starting in October 2015.
Funded by the Ministry of Education of the People’s Republic of China, 25 Vice Presidents from universities across China spent five days at Imperial to gain an insight into how the College manages research, student, staff and enterprise activities. Imperial students from China had an enjoyable experience meeting and sharing their study experience with the Vice Presidents. The VicePresidents commented “I can see why Imperial is a world class institution, we have learned a lot in just 5 days!”
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EDUCATION OFFICE ANNUAL REPORT 2015
Educational Development Unit The Unit’s remit is to sustain and encourage highquality educational activity by training, and supporting those who teach students. It offers a broad spectrum of services, providing a needs-based and timely approach to educational development, including stand-alone workshops covering various aspects of learning and teaching, taught programmes up to master’s level, a range of networking opportunities and a bespoke consultancy service for all involved in teaching.
KEY FACTS
22%
Increase in individual workshops held this year (105 workshops).
40%
Increase in cross faculty workshop attendance (1,400 staff).
50%
Increase in staff applying for a PG Cert course this year (110 applications).
130%
Increase in attendance at the five ‘Perspectives in Education’ events.
38%
Increase in attendance at Education Day.
14%
Increase in those staff attending award-bearing courses.
CASE STUDY STAR Framework As part of the Education and Student Strategy’s promise to reward and recognise those involved in learning and teaching, in mid-2014, the EDU successfully applied for Higher Education Academy (HEA) accreditation for the Imperial STAR Framework. Through participating in this flexible framework any member of College involved in supporting the learning of Imperial’s students can, if they wish, gain Associate Fellowship, Fellowship or Senior Fellowship of the HEA. The STAR Framework is free and in 2014 –15, the EDU delivered 20 STAR workshops to 177 participants and worked with the Graduate School, and Chemistry department and the Faculty of Engineering to deliver HEAaligned training and support to around 500 Graduate Teaching Assistants.
EDUCATION OFFICE ANNUAL REPORT 2015
INNOVATION Reach Out CPD Reach Out CPD is a free online science continuing professional development (CPD) resource for UK primary school teachers. Developed by Imperial College London in partnership with Tigtag, Reach Out CPD provides teachers with resources and ideas to support their teaching and help them cover UK primary science curricula with confidence.
KEY FACTS
ÂŁ300,000 Initial investment by the Education Office (on behalf of Imperial College) in 2014 to develop Reach Out CPD.
60+
Imperial staff gave input to create the Reach Out CPD resource.
5,000
registered users in over 3,000 UK schools.
CASE STUDY Hands-on science at Hayes Primary School Professor Maggie Dallman, Associate Provost (Academic Partnerships), at Imperial, marked the launch of Reach Out CPD in October 2014 by returning to her former primary school, Hayes Primary School, Bromley, to deliver hands-on science lessons to three classes of children based on the new Reach Out CPD resources. Professor Dallman used tights and bananas to demonstrate the digestive system to students. Each 20-minute Reach Out unit includes videos and interactive elements that highlight the applications of science and encourage learning through peer discussions and reflective self-analysis.
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PRESIDENT’S AWARDS
President’s Awards for Excellence in Education The President’s Awards for Excellence in Education are organised and funded by the Education Office and awarded annually to recognise staff members who have made outstanding contributions in teaching, pastoral care, research supervision and supporting the student experience.
AWARD WINNERS 2015 PASTORAL CARE Medals Dr Laura Barter – Department of Chemistry Dr Sharon Taylor – Department of Medicine Awards Dr Andreas Kogelbauer – Department of Chemical Engineering Dr Andrew McKinley – Department of Chemistry Mrs Rebecca Naessens – Department of Civil and Environmental Engineering
RESEARCH SUPERVISION
TEACHING
Medals Professor Beate Kampmann – Department of Medicine
Medals Dr Amir Sam – Department of Medicine Ms Giskin Day – Centre for Languages, Culture and Communication Dr Jane Saffell – Department of Medicine Professor Jonathan Mestel – Department of Mathematics
Award Professor Leroy Gardner – Department of Civil and Environmental Engineering Dr Patricia Hunt – Department of Chemistry
SUPPORTING THE STUDENT EXPERIENCE Medals Ms Laura Bulmer – International Relations Office Ms Laura McConnell – Graduate School Awards Ms Inkeri Hibbins – Department of Mathematics Dr Oscar Ces – Department of Chemistry Professor Peter Cheung – Faculty of Engineering
Awards Professor Alan Armstrong – Department of Chemistry Mrs Angela Dalrymple – Business School Dr Anita Hall – Department of Life Sciences Dr Bob Boyle – Department of Medicine Professor Cesare Terracciano – National Heart & Lung Institute Dr Christos Markides – Department of Chemical Engineering Dr David Thomas – Department of Electrical and Electronic Engineering Dr Joshua Edel – Department of Chemistry (pictured above) Dr Paul Seldon – Graduate School Dr Zen Makuch – Centre for Environmental Policy
EDUCATION OFFICE ANNUAL REPORT 2015
“I COULDN’T BELIEVE IT WHEN I WON; I WAS REALLY SURPRISED AND DELIGHTED.” Dr Laura Barter, Department of Chemistry
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CONTACTS
Contacts Vice-Provost (Education) Professor Debra Humphris d.humphris@imperial.ac.uk www.imperial.ac.uk/educationoffice Director, Student Support Professor Denis Wright d.wright@imperial.ac.uk www.imperial.ac.uk/students/student-support Director, Careers Service Elspeth Farrar e.farrar@imperial.ac.uk www.imperial.ac.uk/careers Director, Graduate School Professor Sue Gibson s.gibson@imperial.ac.uk www.imperial.ac.uk/study/pg/graduate-school Director, Centre for Academic English Dr Julie King julie.king@imperial.ac.uk www.imperial.ac.uk/academic-english Director, Educational Development Unit Dr Martyn Kingsbury m.kingsbury@imperial.ac.uk www.imperial.ac.uk/edudev Director, Centre for Languages, Culture and Communication Dr Roberto Trotta (from 1 October 2015) r.trotta@imperial.ac.uk www.imperial.ac.uk/centre-for-languages-culture-and-communication Head, Continuing Professional Development Betty Yue b.yue@imperial.ac.uk www.imperial.ac.uk/cpd Head of Strategic Projects, Education Office Emma Caseley e.caseley@imperial.ac.uk www.imperial.ac.uk/education-and-student-strategy Reach Out CPD/Education Strategy Officer Jemma Strachan j.strachan@imperial.ac.uk www.imperial.ac.uk/outreach/reachoutcpd Executive PA to the Vice-Provost (Education) Joanna Ivison j.ivison@imperial.ac.uk
EDUCATION OFFICE ANNUAL REPORT 2015
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For more information about the Education Office visit: www.imperial.ac.uk/educationoffice