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Teaching and Learning Academy projects

TLA delivers a vast programme of activities

In this section you will find an overview of TLA projects. If you would like more details about the work listed below, please get in touch with the team.

Projects and events

Click on the tabs below to find out more about TLA projects and events:

Teaching Excellence Framework: Subject-level pilot specification

Liverpool John Moores University has been accepted for the Pilot Model A ‘by exception’. Subjects in this model receive the same rating as the provider when the subject-level metrics perform similarly to the provider-level metrics. Subjects receive a fuller assessment (and potentially different ratings) when their metrics performance differs from the provider level. In addition to the exceptions to test if the rules for generating exceptions are appropriate, 15% of all other subjects have been selected for additional assessment in the pilot.

For more information visit:

Gov.uk website

Office of Students website

Purpose of Subject-level TEF

The Government has introduced the TEF to:

  • Better inform students’ choices about what and where to study 
  • Raise esteem for teaching 
  • Recognise and reward excellent teaching 
  • Better meet the needs of employers, business, industry and the professions

In the passing of the Higher Education and Research Act 2017 moving ‘as rapidly as possible to subject rather than institutional comparators’ was emphasised. Subject-level TEF will ensure that both students and providers can look behind provider-level ratings and access more granular information about a provider’s teaching quality. This will allow students to compare providers using information most relevant to their likely experience, and encourage providers to drive up consistency in the quality of their provision [para 33].

Taking part in Subject-level TEF provides an institution with the opportunity to shape TEF 3 and identify the potential issues within the institution. Pilot institutions will also gain early insights into the process and application of outcomes.

Curriculum Enhancement Internships

Since 2014, LJMU has been funding Curriculum Enhancement Internship projects. Undertaken by staff working in partnership with student interns, projects are aimed at enhancing curriculum delivery or related aspects of the student experience of teaching and learning. A diverse range of outcomes has been achieved through the projects, including:

  • Development of interactive learning resources to support course delivery
  • Development of digital archives to enable greater access to and use of primary sources within the curriculum
  • Enhanced academic skills support
  • Enhanced induction and transition support
  • Development of peer mentoring schemes
  • Increased work-based and/or community engagement opportunities
  • Approaches to teaching and learning related to internationalisation of the curriculum

Projects benefit from the input of a unique and authentic student perspective and student interns gain significant experience from working alongside academic staff in undertaking the project. Calls for applications for project funding normally go out twice per year: in semester 1 for projects to run during semester 2; and in semester 2 for projects to run over the summer. For further detail on the scheme or any of the projects undertaken to date then please contact Liz Clifford.

Teaching and Learning Awards

LJMU rewards academic excellence via the Teaching and Learning Excellence Awards. Categories for the Awards include:

Teaching and Learning Excellence Awards

Category 1: Rising Star Awards 

One award per Faculty will be made annually to ‘early career academic staff’*. The Faculty award recognises a particularly significant teaching contribution and leadership potential in Teaching and Learning.

Awards: £1,000 to support professional development in teaching and learning.

 *A colleague appointed to the University on a permanent contract [of not less than 0.2FTE] in the last five years (exclusive of career breaks) and who has not previously worked for more than five years in higher education. 

Category 2: Individual Teaching Excellence Awards

A maximum of five awards will be made annually in this category. These individual awards recognise an outstanding, transformative or inspirational impact on the student learning experience.

Awards: £1,000 to support professional development in teaching and learning.

Vice-Chancellor’s Medal: the Vice-Chancellor may personally select one of the award winners in either Category 2 or 3 for the honour of the Vice-Chancellor’s Medal.

Category 3: Excellence in Technology Enhanced Learning 

A maximum of two awards will be made annually in this category. These individual or team awards celebrate the use of technology to enhance teaching and student learning

Awards: £1,000 to support professional development in teaching and learning.

Vice-Chancellor’s Medal: the Vice-Chancellor may personally select one of the award winners in either Category 2 or 3 for the honour of the Vice-Chancellor’s Medal.

Category 4: Individual Enhancing the Student Experience 

A maximum of five awards will be made annually in this category. These individual awards recognise an outstanding contribution to enhancing the student learning experience. These awards are only open to support staff working in or with the Faculties.

Awards: £1,000 to support professional development in teaching and learning.

Category 5: Academic Leadership 

A maximum of five awards will be made annually in this category. These individual awards recognise an outstanding contribution to academic leadership. These awards are open to staff with responsibility for programme management.

Awards: £1,000 to support professional development in teaching and learning.

Category 6: Vice-Chancellor’s Awards for Excellence in Teaching Innovation

Up to a maximum of three awards will be made annually in this category. This award recognises outstanding contributions in the area of Teaching and Learning. Individuals will be expected to demonstrate how they have raised the profile of Teaching and Learning within the institution, for example, through supporting colleagues and influencing support for student learning. Nominees must also be able to demonstrate impact and engagement beyond their immediate academic or professional role.

Teaching innovation may be considered in the context of delivery, organisation or presentation of teaching material. This could include excellence in one or more of the following areas:

  • course design and delivery;
  • teaching methods;
  • learning materials;
  • assessment methods; and
  • feedback.

Awards: £1,000 to support professional development in teaching and learning.

The prizes will be awarded to individuals with the capacity to become AdvanceHE National Teaching Fellows. This will require nominees to evidence their achievement and demonstrate impact beyond their designated role. Therefore successful applicants will be considered for the LJMU Institutional NTFS nomination and supported through the process.

Vice-Chancellor’s Medal: One medal will be awarded annually to the most outstanding contribution in this category to honour a colleague who has enhanced the teaching reputation of the University. The medal will presented by the VC at the degree ceremony.

For further detail about the awards and the nominations process please read the full Teaching and Learning Excellence Awards Framework.

Research and Practice in Higher Education seminars

The Research and Practice in HE seminar series is aimed at encouraging institutional discussion and debate around teaching and learning. Seminars, led by specialists in particular fields of educational practice and enquiry, showcase examples of scholarship and innovation to shed new light on educational issues and challenges within the HE domain, as well as exploring new directions for pedagogic research and scholarly practice.

LJMU staff can access previous seminars via Panopto. If you have a suggestion for a speaker at one of these seminars, please contact Liz Clifford.

Education Enhancement Network

The Education Enhancement Network was introduced in 2016-17 and is intended as a means for engaging staff from across the institution, in a relatively informal manner, with matters of topical concern in teaching and learning and related aspects of student support.

Network meetings include opportunities for staff to network and discuss shared interests.

All staff are welcome to attend. For information about upcoming dates, please see the LJMU events page or contact TLAcademy@ljmu.ac.uk.

Development and support

The TLA hosts a range of development events throughout the year to support staff in enhancing their teaching practice through the use of innovative approaches.

We offer a comprehensive portfolio of learning technology training, covering tools such as Adobe Connect, Meetoo and Panopto alongside regular training in Canvas (quizzes, assignments, creating engaging content).

In addition, we host regular short workshops relating directly to academic practice. Previous examples include: assessing group work, personal tutoring, and strategies for managing challenging behaviour in the classroom.

For further information about the support and training available, please get in touch.

Learning Gain Project

In collaboration with the Faculty of Education, Health and Community, our Academy is involved in a three-year project funded by the Higher Education Funding Council for England (HEFCE), focusing on the development of key critical thinking skills of students as they progress through their course.

Harnessing Effective Engagement with Engagement Data (HEEED) Project

The Harnessing Effective Engagement with Engagement Data (HEEED) project’s key aim was to understand how UK Engagement Survey (UKES) student engagement data could be used in curriculum development and enhancement.

As disciplinary differences and level of study directly influence student learning approaches, the HEEED project involved multi-level, multi-disciplinary and multi-perspective exploration and interpretation of the students engagement data.

The UKES data was triangulated with sector-standard programme data, including National Student Survey, student assessment performance and retention data. This helped us understand the nature of the complex relationships between student engagement, success and satisfaction.

CImap software developed at Liverpool John Moores University was used in this research.

Project resources:

For more information please contact Dr Elena Zaitseva.