Procedures and Schemes
Teaching Innovation Awards
Teaching Innovation Awards are one way the University recognises, celebrates and promotes excellence in learning and teaching. These awards are open to all of our learning and teaching community, and we actively welcome applications from students, academic and learning support staff.
Approximately £30,000 was made available in 2017 to fund new initiatives and pedagogic research projects contributing directly to the quality of our teaching and learning at Loughborough. Each award is usually up to a maximum of £3000 but the awarding panel are able to increase to £5000 for exceptional cases. The Scheme is managed and administered by the Centre for Academic Practice.
Applications are invited from students, academic staff and learning support staff. Applications for 2018 funds will open in November 2017 and remain open until 28 February 2018.
If you have an idea you want to discuss, or would like more information please don't hesitate to contact Deena Ingham, Academic Practice Development Advisor. Previously successful candidates have found an advance meeting pre-submission valuable. Earlier guidance documentation appears below to support potential applicants.
To see recent winners and read the final reports of the completed award winners, click on the project title in the Teaching Innovation Award Recipients drop down list.
|Simon Hogg, Mary Brewer, Lewis Wood||AACME/
|Developing Excellence in Independent Learning|
|Samantha Davis/ Sandie Dann, Firat Batmaz, Sean Slingsby, Lee Barnett||Chemistry/ Computer Science/ Science IT/ CAP||Virtual Reality in STEM Teaching|
|Ian Jones||MEC||Improving Assessment and Feedback Across Quantitative Modules|
|Jo Barnes, Victoria Haines||LDS||Development of guidelines and tools for peer review assessment in group coursework|
|Vicky Lofthouse, Val Mitchel, Erik Bohemia, Carolina Escobar Tello||LDS/LUL||Building empathy and understanding to support the teaching of Chinese masters students|
|Ksenia Chmutina, Lee Bosher, Rob Schmidt III, Jason Fricker (student)||CBE, Architecture||Disaster risk reduction is child’s play|
|Richard Holdich||Chemical Engineering||Student Enhanced Visualisation of Engineering Processes through Virtual Reality|
|Nicola Jennings, Ben Buckley, Mike Cropper||Chemistry, Physics||Application of Academic Guidance Wheel in the Practical Assessment of STEM Undergraduates and Foundation Year Students.|
|Yvonne Cornejo||Language Centre||Creating student-led academic travel Vlogs to use as teaching material in Language classes|
|Rachel Sandford, Oliver Hooper (PGR)||SSEHS||The Critical Reading and Writing (CReW) Project|
|Jamie Kenyon||SSEHS||Integrating real-world practice in the Part A sport management curriculum|
|Jo Bullard/ Shung Hua Yang||SPSGS/SCI||Using Augmented Reality to Improve Geomorphological Understanding|
An exploration of the benefits of active learning strategies
|Ella-Mae Hubbard/ Joshua Goodman||WMME||Understanding and exploiting threshold concepts|
|David Kerr/ Anthony Sutton||WMME||Remotely Accessed Laboratory Suite (RALS) using the Internet of Things|
|Sweta Ladwa||SCI||A 'Blueprint' for Peer-Based and Collaborative Learning in a Teaching Laboratory|
|Thomas Steffen||AAE||Gamification for Learning in Electrotechnology|
|Lauren Sherar||SSEHS||Physical activity and health of children|
|George Torrens/ Simon Downs||LDS/AED||Development of a multi-disciplinary, self-learning led resource for practice based students supporting training in research methods, design thinking & decision making|
|Marco Bohr/ Alexandre Christoyannopoulos||AED/PHIR||Developing and promoting learning and employability through blogging|
Teaching Innovation Award Recipients 2015
|Hilary McDermott, Ashley Casey, Lee Barnett and Said Ibeggazene||SSEHS||
Empowering students to develop a ‘user friendly’ framework for LEARN:
|Harry Lane, Emma Giles, Emma Haycraft and Hilary McDermott||SSEHS||
Developing a common language: Enhancing communication and feedback:
Video podcasts (Vodcasts) to support placement searching:
|Mark Snape, Kelly Morrison and Michael Walsh||EESE/SCI/LDS||
Developing a student-led video library for undergraduate experimental labs:
|Catherine Armstrong and Lauren Porter||PHIR||
Developing outreach and employability through innovative teaching: bringing together secondary school teachers and future teachers from the Loughborough undergraduate cohort:
|Ian Storer and Karl Hurn||LDS||Capturing and disseminating design expertise across large student cohorts|
|Lara Stocchi, Alex Wilson and Chris Wilson||SBE||
Using a Community of Practice to Enhance Learning and Teaching:
Skype’s the limit: Skype as a tool to enhance classroom engagement and build student enterprise opportunities:
|Simon Martin and Daniel O’Boy||AACME||Drop-in Labs: Exploring Engineering Concepts|
Teaching Innovation Award Recipients 2014
The 2014 Teaching Innovation Awards attracted applications from across the University.
Six staff projects were awarded nearly £19,000 to proactively enhance student learning not only in their departments, but across the University. Some projects will support students at both Loughborough and Loughborough University in London, whilst others have even wider impact within schools, other universities and in industry.
Announcing the award winners at a lunch in their honour, Professor Morag Bell, Pro-Vice Chancellor Teaching said innovation in teaching was important for individual academics, for student learning and in Loughborough University’s reputation for excellence.
The 2014 Teaching Innovation Award winners in alphabetical order are:
Dr Marcus Collins, Dr Catherine Armstrong, Dr Thoralf Klein and Dr Paul Maddrell
(Department of Politics, History and International Relations)
In writing their dissertation final year students often face their most challenging academic undertaking. At the same time, in preparing to become academics postgraduate researchers (PGRs) are increasingly recognising research alone is often not enough to progress. This project therefore brought together PGRs and final year History undergraduate students in an effort to facilitate both parties development. Current academics, Deena Ingham from CAP and Sammy Davis from the Students’ Union provided training in Peer Assisted Learning to nine PGRs from seven institutions. These PGRs then devised a one day workshop event attended by History undergraduates to aid them in the preparation and writing of their final year dissertation. Feedback from student attendees was extremely positive. In addition to the hands-on teaching experience the project afforded it has led to two paper proposals arising from the data produced.
Dr Mark Jepson, Dr Nicola Jennings and Dr Simon Hogg
(Department of Materials/Department of Chemistry)
Mark, Nicola and Simon’s work has demonstrated the centrality of peer instruction in the process of flipping. Flipping refers to the practice of students ‘pre-learning’ to enable contact time to be used more effectively whilst peer instruction involves students facilitating one another’s learning during lectures. In such a configuration lecturers move away from ‘conveyers of knowledge’ towards facilitators whose skills and higher level of understanding students can draw upon. Feedback from students has been overwhelmingly positive and attendance, despite the material being made available prior to the lecture, was found to be unaffected.
Dr Vicky Lofthouse
(Loughborough Design School)
In collaboration with Mark Shayler at Ape Vicky has a developed, implemented and evaluated a carbon footprinting tool for use by design students. Adapting an existing open-sourced Excel-based tool developed by Ape ‘Dirty Carbon’ has been designed to meet the specific needs of designers. When tested by students the tool was found to outperform 'Sustainable Minds' (one of the market leaders) with respect to the needs of design students. The tool has been made freely available on the Design school website and was recently promoted at the Learn X Design conference in Chicago. The tool also forms a central part of a full teaching package alongside a dedicated lecture and workshop. Conversations regarding the tools wider use are ongoing with other academics within the sector.
Dr Jonathan Millett
(Department of Geography)
A key consideration for students undertaking their dissertation is their methodological approach. Failure to choose an appropriate approach can lead to later student difficulties. A vast quantity of information on research methodologies is already available to students – be it via textbooks, Google, journal papers or staff. Jonathan’s project looks to overcome this problem of information overload through the creation of a curated website where relevant information is collated and made easily accessible. Making such basic information available to students allows for contact time with tutors to become more focussed and supports students to work independently. Jonathan has thus far produced three guides and now intends to evaluate the material and investigate how best to deliver it to students.
Dr Abby Paterson, Prof. Richard Bibb and Mr James Lenard
(Loughborough Design School)
Abby, Richard and James looked to evaluate the different types of communication methods employed to help students understand Computer Aided Design (CAD). Four communication methods were evaluated: text only; text with images; video without dialogue; and video with dialogue. Through task-analysis and use of eye-tracking software it was possible to ascertain which method students engaged with the most. It was also possible to discern where exactly students made mistakes, which parts of the task they struggled with and how quickly they completed the task. Text alone was found to be the worst form of communication as judged by the student participants with analysis of eye-tracking showing that students often glanced at and skim-read the instructions leading to misinterpretation. The fewest number of errors were made in the task using video without dialogue whilst a majority of participants reported text with pictures to be the easiest to follow.
Dr Sheryl Williams and Dr Richard Blanchard
(School of Electronic, Electrical and Systems Engineering)
Sheryl and Richard have developed a remote access laboratory that allows students enrolled on Loughborough’s MSc in Renewable Energy by distance learning to perform experiments and download data remotely. Feedback has been positive, with students commenting on the value of using real equipment over simulation software. As the only remote lab of its kind in the world, Sheryl and Richard are currently seeking funding to develop two further new labs and encourage suggestions/enquiries about the labs possible applications in other disciplines.
Teaching Innovation Award Recipients 2013
Dr Eugenie Hunsicker and Dr Irene Biza
(Department of Mathematical Sciences/Maths Education Centre)
Eugenie and Irene’s project arose from a challenge commonly faced by teachers of statistics; namely, the identification of suitable datasets for use in teaching statistical methodologies. Not only can this process by time-consuming but the data which is available is often not suitable. An expansion of an Excel tool originally developed by students EDGE allows for the random generation of datasets, producing raw data which can be used across a variety of statistical tests taught at undergraduate level. The tools along with support materials and YouTube videos outlining the process of data generation can be accessed on http://edgestats.lboro.ac.uk/. In addition, a conference paper arising from the project was presented at the CERME 9 conference (Congress of European Research in Mathematics Education) in February 2015.
Ms Charlotte Davison and Dr Marcus Collins
(Department of Politics, History and International Relations)
In 2013/14 Loughborough University admitted its first cohort of students onto its newly created single honours History programme. Led by Marcus, the programme team were keen to encourage students from the existing joint honours History provision to contribute in its design. Seven student researchers, ranging from first year students to alumni, were recruited to gauge student attitudes. Three types of data collection were deployed – questionnaires, surveys and focus groups – reaching over 250 students and generating 28 recommendations which were fed back to the programme team for their consideration.
Dr Karen Coopman
(Department of Chemical Engineering)
Each year 10 to 15 engineering and physical science students join the Centre for Doctoral Training in Regenerative Medicine. In order to work within the regenerative medicine field these students need a grounding in biology, an aspect of which is a practical training course in mammalian cell culture. Due to the difficulty in demonstrating such work and associated safety risks this requires 1-to-1 tuition with researchers working through the practical with a staff member or technician. Despite this, students report not feeling supported or fully understanding the material, having had little familiarity with it previously. To address this Karen has developed an online tutorial to facilitate students pre-learning before participation in the practical work. Consisting of a video demonstration, equipment glossary and a formative quiz the tutorial allows students to better understand the practical portion of the training as well targeting by tutors of areas where understanding may still be lacking.
Dr Mashhuda Glencross
(Department of Computer Science)
Through the development of a hybrid Massive Open Online Course (hMOOC) Mashhuda has combined traditional classroom-based teaching with an online platform. Adopting a flipped approach online resources are made available to students prior to the in-class session leaving contact time free to focus on coursework based tasks and the development of key skills. Google Groups allows for a discussion space for students and the use of Google Hangouts facilitates a range of guest lectures from international academics, partners in industry and employees of Google.
Dr Ella-Mae Hubbard and Prof. Carys Siemieniuch
(School of Electronic, Electrical and Systems Engineering)
Ella-Mae and Carys’ project emerged in order to address a perceived shortcoming in student project work. Whilst projects are designed to cover the manufacturing process from inception to completion validation and verification procedures often get side-lined at the expense of designing, building and testing. In response to this, Ella-Mae and Carys looked to develop a framework that allowed for engagement with these important procedures without having to first design and build the initial product. The result was a mixture of pre-produced hardware, software, concepts and different questions through which students could engage with system validation and verification techniques directly. Student input, funded by the Teaching Innovation Award, led to the additional development of a virtual test bench where students could test output that they had previously produced.
(School of the Arts, English & Drama)
Lamplight Press is a nonprofit, independent publisher based at Loughborough University. Student-led, it affords undergraduate students in Publishing, English, Creative Writing and Art & Illustration the opportunity to develop their skills in publishing, creative writing and graphic and web design. In 2013 Lamplight published two titles: The Maya: A Living Culture In The 21st Century by Ines Varela-Silva and You is for University, a collection of creative writing from students about university life compiled by Sophie-Louise Hyde.
Dr Andy Williams
(Wolfson School of Mechanical and Manufacturing Engineering)
The first stage in a larger project Andy’s focus is three-fold; to better understand the characteristics of the feedback students receive, the way in which students respond to feedback and the ways in which it influences their learning. Andy has placed a mid-point in his Turbo Machinery module where students are provided with a range of different types of feedback (individual oral feedback; group oral feedback; individual written feedback; previous year’s group feedback and sectional grading, where grades are awarded for specific aspects of the project). Students are then asked to reflect on how these different methods of feedback may have influenced their project direction and final report. Preliminary data analysis has found a substantial amount of students do not appear to acknowledge the feedback they receive at all. Furthermore, where feedback was mentioned by students it concerned almost exclusively individual written feedback and to a much lesser extent individual oral feedback.
Teaching Innovation Award Recipients 2012
|Kevin Badni||Design School||Augmented Reality to aid complicated machine setups|
|Alexandre Christoyannopoulos||School of Social, Political and Geographical Sciences||Student Buddies: Developing a sustainable peer-mentoring scheme in Politics, History and International Relations
Presentation: Mentoring poster
|Regina Frank||School of Business & Economics||Increasing student engagement and employability through use of online discussion groups|
|Design School||Lego-based learning initiative for systems design and ergonomics teaching – efficiencies in teaching through the use of technology (Lego Mindstorms NXT: programmable robotics kit)
Presentation: Lego-based learning presentation
|Robert Knight||School of Social, Political and Geographical Sciences||Linking the local to the international: Embedding oral history and eyewitness accounts into the curriculum
Presentation: Robert Knight Cold War eyewitnesses
|Design School||Electronic group logbooks for Design students: Creating efficiencies in the assessment of visual coursework
Presentation: TIA_Lilley et alpptx
|School of Sport, Exercise and Health Sciences||E-qual: Developing a reusable e-learning object for efficient teaching of qualitative coding
Presentation: Hilary McDERMOTT TIA E-Qual project
|Alistair Milne||School of Business and Economics||Using Learn Wikis for discussion and development of multifaceted topics by a large enrolment class
Presentation: Using Learn Wikis for discussion and development of
Teaching Innovation Award Recipients 2011
Final reports for these projects can be found on Learn here
|Kevin Badni||Design School||Workshop app|
|School of the Arts
Student Voice (LSU)
|Feedback: facilitating reflection to promote learning|
|Amanda Harrington||School of Business and Economics||Voluntary self-managed study groups (SMSG’s): helping students to develop skills in team working and research for both university and work environments|
|Paul Hernandez-Martinez||Mathematics Education Centre||Engaging Materials Engineering students by teaching Mathematics in context|
|Elaine Hobby||English and Drama||It’s as easy as that: teaching library skills and plagiarism avoidance to new undergraduate students|
|Keith Pond||School of Business and Economics||Effective feedback for students in Web_pa – a systems upgrade to provide relevant feedback and development guidance relating to group working|
|WEDC (School of Civil and Building Engineering)||Assessing the students’ experience of a pilot e-learning course|
|School of the Arts||CATS: Computer Aided Tutorial Support (Pilot)|
|Chris Szejnmann||Politics, History and International Relations||Transferable technology and interactive and learner-centred activities in the History programmes
Presentation: Learner-centred activities presentation