What is effective learning in science? Impact and outcome from a CETL

Abstract

What is it like to have HEFCE funding and the opportunity to spend it developing good practice in the learning and teaching of science for both higher education and school sectors? In this article we describe how CETL funding at CELS is being used to develop staff, engage students and promote interest in science amongst over 21,000 young people in the East Midlands. We report on how staff were enabled to develop new resources for the teaching of science from undergraduate to Masters level as well as pioneering innovative outreach activities for schools (for students from 5 years old upwards) through our innovative sabbatical scheme for staff - which also supported early career academics in gaining full lecturing posts. CELS‟ projects cover a wide range of science - both the traditional and interdisciplinary. Examples include work on troublesome knowledge in chemistry, forensic science and physics, new approaches to assessment, e-learning materials for protein purification and biochemistry, new experiments in green chemistry, physics for forensics and astronomy projects for schools. However, this is also a story of pushing boundaries where effective collaborations across subject and institutional boundaries allowed new developments in outreach e.g. at the science-art interface which led to critically acclaimed theatre productions on science.