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Brookes Scholarship Groups are teaching scholarship communities composed of cross-disciplinary academics and professional services staff (10 to 15 in total members) that engage in an active, collaborative, year-long programme on a theme of wide institutional relevance. The overarching aims are to enhance student education and to learn with a community of peers. Each member applies to join the group and works on their own project within the theme. In addition, members of the group attend regular group meetings that accelerate and share learning and build a strong sense of community among members. Group meetings may variously take the form of seminars, reading groups, writing circles, mentoring circles or action learning sets.
Each scholarship group is supported by one or two facilitators from the OCSLD and is assigned a small fund to support the functions of the community – extra funds may be available for members or the group each year depending on the topic. There is no workload allocation for participation in these groups. Participating in the Brookes Scholarship Groups provides an excellent opportunity for learning across all academic staff and professional services staff.
Brookes Scholarship Groups provide a ‘process and content’ approach to enhancing education practices. They have firm foundations in the scholarship of teaching and learning, thus ensuring a strong evidence basis to educational practice developments as appropriate to institutional and sector context.
The pandemic has shown us the importance of academic pastoral support for students alongside their academic study. Students have told us they welcome proactive timely contact from academic advisers. The purpose of this Brookes Scholarship Group - Academic Advising is to draw together a community of interested colleagues from across the university in order to explore what has worked well over the last year. The community will provide a space for members to devise and pilot interventions to further strengthen academic advising practices in the first semester of the next academic year. This group and all the work associated with it will run from May 2021 until December 2021.
In this group we will:
How to apply to join the group? Membership of the group is by application. Please complete the application form here. Deadline for completion is Monday 26 April 2021. We will notify you if you are successful during the w/c 26 April and confirm the dates for the initial kick-off event.
An initial community kick-off event will be held in May and your attendance at this is required to be a member of the community as this is integral to the group’s focus (the dates are on the application form and you select all that work for you). Following the initial event there will be monthly meetings (excluding August) and a final event in December where we will work as a group on our projects to support the aims of this Brookes Scholarship Group.
For more on the features and benefits of participating in a Brookes Scholarship group please see above.
If you have any questions about this please add to this Padlet
This is the inaugural Faculty Learning Community (FLC) at Oxford Brookes University, the Brookes Scholarship Group - Leading Inclusive Teaching and Enterprise Education.
This is a topic based community, including two topics; Enterprise Education and Leading Inclusive Teaching with 13 members of staff led by Dr Roger Dalrymple (Associate Dean - Student Outcomes).
Participants in this community are undertaking projects under one of the two themes, Enterprise Education or Leading Inclusive Teaching. In keeping with the features of all Brookes Scholarship Groups all participants are undertaking their own project and are committed to reviewing and renewing practices to ensure that all students achieve to the best of their potential and are committed, through their projects, to collecting evidence of the impact of innovations, ideas and approaches to reflect an evidence-based approach to educational enhancements.
Group members and their project titles:
Participants in this community will be people at Brookes who are leading the development of inclusive curricula, assessment or teaching approaches for diverse students on programmes in subject areas across or within modules. Participants will be committed to reviewing and renewing practices to ensure that all students achieve to the best of their potential and will be committed, through their projects, to collecting evidence of the impact of their team’s innovations, ideas and approaches. Projects will not only explore inclusive practice but could also focus on the educational leadership of staff teams through change and challenge as part of the review and renewal of curricula assessment and teaching strategies to make them more inclusive to enable all learners (POLAR and IMD Quintiles 1 and 2, and BAME). Participants and projects will need to demonstrate how they are committed to ensuring the success of all students through targeted work addressing low attainment of specific groups or through work that adopts ‘good for all’ principles for example universal design for learning.
This is a learning community designed to support the development of entrepreneurial teaching practice. Through the creation of a diverse and supportive network of practitioners who are all addressing a common goal (to change teaching practice/delivery methods to support the development of entrepreneurial attributes in their students). This group seeks to embed novel approaches within their teaching and share their approaches with others. The collaborative nature of this community seeks to build upon the pre-existing experience to share expertise and develop new approaches, where necessary. By drawing from a wide range of teaching traditions and disciplines, this group will serve as problem solvers as well as ‘critical friends’ to those that are seeking to change the way they are delivering.
Projects within this community will focus on the topic of Enterprise Education and consider what and how this is expressed within the formal/informal curriculum at undergraduate/postgraduate level. For example, how do you embed aspects of enterprise education within the teaching, learning and assessments within existing module/s or how can enterprise education be a key feature of the teaching, learning and assessment within the programme at each year of study. Approaches need to be focused on student experience and impact as well as rooted within the European entrepreneurship competence mode; “Entrecomp”. Work needs to support the development of one or more of the 15 competencies identified within the three areas in order to ensure that this community is creating a library of materials that will benefit others across the University.