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Teaching and scholarship

The Teaching and Scholarship in Computing and Electronics (TASCE) group brings together academic staff across the school to explore the pedagogy of our subjects and develop projects to enhance the student experience.

Purpose

TASCE provides a forum for academics to share teaching practices and engage in pedagogical research. Staff on the Teaching and Scholarship career pathway are ex officio members. All staff are welcome to contribute to the group and join enhancement projects. The focus is on scholarly activity that supports the teaching and learning activities within the school, with five key aims.

  • Explore and evaluate pedagogic approaches to undergraduate and postgraduate teaching
  • Determine approaches that add value to existing practices within the school
  • Develop projects to attract funding and support small-scale evaluations
  • Promote best practice in teaching and learning
  • Disseminate results of projects and evaluations.

Many of our members are senior fellows, fellows, or associate fellows of Advance HE, a sector-wide organisation that works with universities to enhance teaching and learning. We are happy to advise and mentor colleagues as they seek fellowship.

Projects

Our projects explore ways to engage students more effectively, maximise the impact of digital learning, minimise the pain of remote learning, evaluate tools that support teaching and learning, embed employability skills, effectively convey practical skills, simplify teaching and assessment workloads, and garner constructive student feedback. We work with and support all colleagues involved in the development of teaching and learning activities across the school. We are consistently successful in obtaining funds for Faculty Education Enhancement projects.

  • ARTEMIS – Development of interactive cubes to be used at open days and outreach events
  • SMILEY – Obtaining and monitoring student satisfaction in an accessible way (recipient of a Faculty Learning and Teaching Award)
  • INSPIRE – Cataloguing and comparing best practice in asynchronous delivery methods for remote learning
  • MISTRAL – Strategies and techniques for assessing large cohorts of students in hybrid delivery
  • AUTOMARK – Development of a better infrastructure for assessment and feedback of programming coursework (led by colleagues on the teaching and research pathway)
  • SWEAT – Measuring student workload patterns and effort across the year, with the objective of reducing pain points and improving the learning experience.

We are currently working with The Academy to develop a short-course CPD programme for teaching assistants (lab demonstrators). This will enhance the teaching practice of participants and the learning experience for their students. Successful candidates receive associate fellowship of Advance HE.

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