STAR-UBB Institute aims to increase the competitiveness of UBB at all its levels: (1) education (e.g., teaching and learning), (2) research, and (3) services to the community (cognitive and technology transfer/innovation and outreach).
As far as the education component (e.g., teaching and learning) is concerned, UBB, defined by the University Charter as an advanced research and education university (i.e., research-intensive university), needs to align with the top same-profile universities in the European Union (and the world). Indeed, education (e.g., teaching/learning) at UBB cannot be done in a high school paradigm or in that of local/regional universities, but must adopt the paradigm of world-class (research-intensive) universities.
The aim of the STAR-UBB Institute Excellent Education Program is to implement the recommendations made by LERU (Leagues of European Research Universities) in their Report Excellence in Research-Rich Universities (Position Paper – see below some of the main points).
The first project of the Program is Teaching and Learning in a Humboldtian (Research-Intensive) University. Thus, interested UBB teaching and research staff will be able to access institutional support in order to develop their educational abilities for the benefit of students. Indeed, in the logic of student-centred education, UBB students must have the chance to be trained as active citizens. That is to say, they must be able not only to reproduce declarative knowledge, but also to generate it (through research) and to use procedural knowledge creatively and pragmatically for the benefit of society. Colleagues who are interested in this opportunity can register at the UBB Center for Innovation in Teaching and Learning (part of the CFCIDFR), in October every year. The training program will take place in November every year.
In 2018 we implement the following program: Enhancing Teaching and Learning in a Humboldtian University
- Dr Kathleen M. Quinlan, Director, Reader and Centre for the Study of Higher Education, University of Kent, United Kingdom
- 24-25 November 2018
As researchers, what is the special element we bring to university teaching? It starts with your expertise in your discipline, exploring what makes the thinking and practices within your discipline unique and the challenges students face in learning your subject. We then consider different strategies for teaching and assessing students that reflect authentic disciplinary practices.This interactive workshop is designed for up to 25 leaders of programs, courses or modules across the university.
By the end of this two day workshop, you will be able to:
- articulate the characteristic intellectual habits of your field.
- write intended learning outcomes that address those characteristic ways of thinking in your discipline.
- identify key challenges students face in learning those ways of thinking.
- apply evidence and key theories about effective learning to enhance your own teaching.
- draft assessments and associated criteria that address key aspects of learning in your discipline
- continuously improve your teaching.
- Dr Kathleen M. Quinlan is Reader in Higher Education and Director of the Centre for the Study of Higher Education at the University of Kent. She holds a PhD in Education from the Stanford School of Education and has researched teaching and learning in higher education for more than 20 years. She has led educational development programmes at world-leading universities including the University of Oxford (Oxford Learning Institute’s Postgraduate Diploma in Learning and Teaching in Higher Education), Cornell University’s College of Veterinary Medicine,and The Australian National University. She also served as the 2014 Educator-in-Residence at the National University of Singapore. She has given keynotes on teaching in the UK, Nigeria and South Africa, and taught workshops for educational leaders from Jordan, Brazil, Myanmar, Malaysia, China and Pakistan.Her current research focuses on stimulating and sustaining students’ academic and career interests. She also specialises in discipline-sensitive educational development, collaborating with colleagues in researching teaching and learning in history, engineering, accounting, chemistry and design.