The Learning Through Enquiry Alliance is a partnership of Enquiry-Based Learning Centres for Excellence in Teaching and Learning (CETLs).
Manchester's CEEBL will actively influence education throughout its four Faculties and support the existing community of practice. It promotes EBL using a ‘hub and spoke’ model – a central ‘hub’ supporting local developments through a ‘spoke’ within each Faculty.
The Faculty spokes comprise staff experienced in developing EBL within specific disciplines. These link staff draw on CEEBL resources and the University's successful experience of change management to implement EBL in new areas.
CILASS is committed to supporting further development and innovation in IBL, with the aim of embedding inquiry at the heart of the student learning experience in the University. In particular, CILASS promotes IBL that involves students in discipline-based and inter-disciplinary collaborative inquiries, develops students´ information literacy capabilities, and uses information and communications technologies imaginatively to enhance the learning experience.
The University of Reading offers an ideal context within which to develop undergraduates applied research skills. It supports an unusually broad range of applied disciplines, many of which provide the opportunity for students to enhance their analytical skills while engaged in real research activities with academic staff.
The Centre will develop undergraduates applied research skills, as practised within research intensive departments, through students’ active engagement with two major primary research resources: fieldwork and the use of University collections and museums.
SCEPTrE aims to enhance the learning experience of students, especially those on professional placement, using an enquiry-based approach to education. It builds on Surrey’s experience in Professional Training (PTr) and draws upon expertise in e-learning, and in skills and personal development planning. PTr provides an excellent environment for using enquiry-led learning with tutor, peer and employer support. Based on the experience with PTr, SCEPTrE will also spread the approach across the university more generally and to PTr students elsewhere in the sector.
The Reinvention Centre for Undergraduate Research, a collaborative project based in the Sociology Department at Warwick and the School of the Built Environment at Oxford Brookes, is part of a national HEFCE initiative to create Centres for Excellence in Teaching and Learning (CETLs).
The main aim of the Reinvention Centre is to integrate research-based learning into the undergraduate curriculum. The purpose is not simply to teach undergraduates research skills but to enable undergraduates to become involved in research and integrated into the research cultures of their departments.
CeAL is an international centre of excellence reviewing, developing, promoting and embedding inclusive and exemplary active learning for students in geography, environment and related disciplines, including landscape architecture, community development and heritage management. It is building upon the Department of Natural and Social Sciences' nationally and internationally-recognised record of excellence in active learning.
The Centre for Promoting Learner Autonomy (CPLA) empowers students to take responsibility for their learning and work in partnership with tutors and other students. It supports change, innovation and risk-taking by both staff and students. The Centre promotes learner autonomy through a wide range of activities including developments in teaching and learning, student/tutor learning partnerships, collaborative forms of assessment, new technologies and learning environments, assisting students with transitions and enabling whole communities of learners to shape online learning environments.
The LTEA is committed to: