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1.1 The major change for Continuing Education in the University was the re-establishment with effect from 1 January 2001 of the Board of Continuing Education as the Institute of Continuing Education and the establishment of a Council of Lifelong Learning to promote the interests of Continuing Education throughout the University.
1.2 The Institute would like to take the opportunity provided by its Report of expressing its thanks and appreciation to the retiring members of the Board of Continuing Education and to all those within and beyond the University who have contributed to the work of Continuing Education.
1.3 The Institute has continued to create and offer a wide-ranging programme of courses and other educational activities for part-time adult students. A summary of the work undertaken during the year 2001-02 is provided in paragraph 1.4 below. Further information about the Institute's activities is given in the following paragraphs. Details of the number of students, range of courses and qualifications taught, and other activities are provided in the appendices to this Report.
1.4 The Institute's work is organized in the following way and an outline of the main activities under each heading is given in each section of the Report:
|•||Lifelong Learning in the community (Regional and Residential Courses)|
|•||Lifelong Learning world-wide (International Programmes)|
|•||Lifelong Learning for the workplace (Continuing Professional Education)|
|•||Master of Studies Degree|
1.5 Course and student numbers are shown in Appendix B.
Project teams have been established to plan and carry forward a variety of development issues for the Institute. Under three main themes of widening participation, promoting the progression of Continuing Education students, and developing research projects, a preliminary action plan has been agreed which will be further refined and developed. It is being carried forward on many fronts in close collaboration with institutions within the University, other regional and national educational providers, and various government agencies.
The Institute continued to offer a wide range of credit and award-bearing courses to students in the local and national community
3.1.1 The Regional Programme attracted 2,459 students on 150 courses (as against 2,837 students in 2000-01 on 172 courses). It appeared, however, that enrolments on Certificate courses increased by about the same number, possibly indicating that students on the Regional Programme were moving over to Certificate core modules.
3.1.2 The programme of courses ran very much as planned, although several courses were cancelled when the course tutor withdrew owing to changes in working or family circumstances. It was not always possible to find replacement tutors at such short notice. There was, however, an encouraging influx of new tutors to the Part-time Tutors Panel able to offer a wide range of courses. Some supplementary courses were added to the programme during the year at the request of students and Local Centres. In addition, the Fenland and Community History Project ran courses in Littleport, Isleham, Earith, and Witchford.
3.1.3 Courses were re-introduced at Ashwell, in Hertfordshire, with a view to it being established once more as an independent Local Centre in the future. The connection with the WEA Literature group at Luton was revived, the new education room at Suffolk Record Office was a valuable resource for expanding provision, and Bassingbourn Village College agreed to host a class for the first time for many years. A link was established with the National Trust staff at Anglesey Abbey and they have been keen to run a ten-week class which includes access to the house. The Victorian Studies Centre at Saffron Walden Library, which was originally investigated as a possible resource, also agreed to provide a venue for classes.
3.1.4 A ten-credit course taught over four days, rather than ten two-hour sessions, was introduced to the programme. This proved successful and attracted students from a great distance, and it also appealed to those who were reluctant or unable to attend courses taught during a longer time span. As a consequence, several more courses have been planned at Centres around the region following the same format, and their success will be monitored.
3.1.5 ACE (Adult Continuing Education) classes were offered in the Modern and Medieval Languages Faculty Building (Monday and Thursday) and the Divinity Faculty Building (Tuesday and Wednesday). Unfortunately the autumn floods caused serious problems with the accommodation in the Divinity Faculty, but thanks to enterprising tutors and borrowing rooms elsewhere, the majority of courses managed to continue. Some courses were cancelled owing to low enrolments, but in addition two large classes had to be cancelled when the tutor was offered a lecturing appointment elsewhere. Consequently the numbers of students attending ACE courses for the academical year were lower than hoped and the average class size fell to 11.7. However, there was an increase in the number of students working for credit and a number of students used the short ACE courses to gain credits towards their certificate courses.
3.1.6 Another welcome development was the increased numbers of students attending courses during the Easter term. This is normally a very quiet term with only certificate modules taking place, but the two courses offered attracted good numbers and it is intended to offer similar courses in the next academical year. The total number of students attending ACE courses was 246, of whom 117 (47%) took the course for credit.
3.2.1 The Certificate and Diploma programmes saw a small increase in enrolments from 992 in 2000-01 to 1073 in 2001-02. New Certificate programmes in Garden History and in Psychology as a Social Science were launched successfully and enrolment across the remaining Certificate and Diploma programmes was generally good. A total of 80 courses ran from a programme of 92 courses planned, compared to 70 of 86 planned in 2000-01.
3.2.2 The provision outside Cambridge of subject pathways through Certificate and Diploma core modules was expanded, with programmes running successfully in Bedford, Bury St Edmunds, Letchworth, Peterborough, and Ware, although it proved more difficult to enrol strong numbers outside Cambridge. In addition, a project-based module was introduced to a number of programmes to enable students to develop the knowledge gained through the core modules, to hone their research skills and to offer them a 'fast-track' route to the completion of the programme.
3.2.3 Certificate courses and Modular Programmes for which students gained credit in 2001-02:
Archaeology, Counselling, Creative Writing, Drama and Theatre History, Film Studies, Garden History, Historic Building Conservation, History of Art, Landscape History and Field Archaeology, Local History, Modern English Literature, Orthodox Christian Studies, Psychology as a Social Science, Science.
Archaeology, Landscape History and Field Archaeology, Local History, Modern English Literature.
3.2.5 Advanced Diplomas:
Counselling, Landscape History and Field Archaeology, Local History
3.2.6 Postgraduate Diplomas:
3.3.1 2001-02 saw a further increase in the number of students attending the Residential programme at Madingley Hall and a decrease in the number of courses cancelled. 209 of the 214 planned courses ran and the average class size was 18, although courses were provided for students ranging in number from 6 to 38 students to reflect either specialization or popularity of a particular course.
3.3.2 The range of courses offered continued to expand and reflect the wide range of interests of students and tutors. The History of Art and Architecture, Classical Studies, Literature, and Music continued to be the largest subject areas, but there was an excellent response to new topics such as 'Alchemy: The Secret Road to Science'; 'The Psychology of Interpersonal Relationships'; 'The Cuban Missile Crisis'; and 'Anglo-Saxon Art and Coinage'. The variety of subjects offered on the Residential programme and the high quality of teaching were recognized in the feedback questionnaires from students.
3.3.3 Several new tutors began teaching on the programme in 2001-02 and of the 122 who taught for the Institute in the academical year, 73% were university lecturers and 34% were University of Cambridge Lecturers. Expert lecturers from organizations such as the BBC Natural History Department, the Royal Society for the Protection of Birds, and the Royal Opera House also contributed specialist courses.
3.3.4 The long-standing programme of Reading Classical Greek and Reading Latin courses continued to attract record numbers and it was possible to offer bursaries to students on these programmes thanks to the generosity of The Classical Association, Friends of Classics, and the Gilbert Murray Trust.
3.4.1 Landscape History. The Certificate in Landscape History was offered at Ware to a committed cohort of students. Successful progression in Landscape History was provided at Cambridge and Peterborough, where students completed the final year of the Diploma in Landscape History. The Advanced Diploma in Landscape History was offered for the first time in 2001-02, allowing students the opportunity to complete all three undergraduate levels. A new Certificate in Garden History was developed and was offered for the first time in 2001-02. The South-West Cambridgeshire Project continued to offer research skills in Landscape History to students, and the opportunity for community participation in a longitudinal research project. The concise Interim Reports continued to be published in the Annual Reports of the Medieval Settlement Research Group, while informal Interim Reports, published by the Institute, included papers from all participants to the project. The LTSN (Learning and Teaching Skills Network) for History, Classics, and Archaeology agreed to fund a small-scale research project to evaluate the effectiveness of explicit attention to (a) reflective learning and (b) key writing skills in enhancing the achievement of credit among part-time, older students studying landscape history at undergraduate level 1, particularly those who have not studied in higher education before or for over ten years.
3.4.2 Fenland Community History Project. The Institute received funding from the Higher Education Funding Council, through the Four Counties Project, for a two-year widened participation project aimed at older, rural learners, to run in the Cambridgeshire fenland from February 2000 to August 2002. The project was built on the successes of the Fenland Oral History Project which took place between 1995 and 1999, a report of which is to be included in the forthcoming UACE Rural Network book Landscapes of Learning. A substantial part of the project was the emphasis on key skills and the development of support materials for students returning to education after many years. Work on key skills in 'Information Technology' and 'Working with Others' was integrated into the academic content of the courses. Support materials aimed at enabling students to prepare for and reflect on their learning were prepared and piloted.
|(i)||The new topics introduced to the science provision included 'It's a mathematical world', 'Our living planet, weather, climate, and ecosystems', and 'The science behind the news'. Development work was begun on the Discover Science Web pages as an educational resource for students, helping them to further their studies and to 'keep up to date' with exciting developments after their courses were completed.|
|(ii)||The Certificate Programme in Science core modules in Astronomy and Landform Studies were successfully completed by both new students and those who are nearing completion of the Programme. The value of these starting blocks in science was demonstrated as students progressed to further study. For example, one student, who embarked on the Certificate Programme in 1997 was about to start the full-time M.Sc. course in Conservation at University College London.|
|(iii)||The Institute again contributed an evening lecture to the University's National Science Week Programme, and a fascinated and full house audience heard about the achievements and applications of the Human Genome Project from Dr David Bentley, Head of Human Genetics at the Wellcome Trust Sanger Institute (where one third of the human genome is being sequenced). Dr Lynne Harrison gave a 'Schools Roadshow' Lecture, 'Genes R Us', to several local secondary schools and, in celebration of Science Year, offered the lecture in the evening for a wider public audience.|
3.4.4 Students' Open Day. The third Annual Students' Day was held on Saturday, 18 May 2002. It attracted over 80 students from Local Centres across the region. The timetable for the day included the annual General Meeting of the Local Centres' Union; talks from the Director and other members of staff; a question and answer session; and an outstanding lecture by Mr Duncan Robinson, Director of the Fitzwilliam Museum.
The International Division ran twelve programmes, with a total of 157 courses, compared with 155 courses in 2001. Three additional courses were cancelled: one due to low enrolment, one because the course director withdrew unwell before summer, and a third (a three-day course) because the course director went into hospital just days before the course was due to begin. Total participant numbers (1,157) were up some 5% on last year's total of 1,106 (but down 7% on 2000: 1,240). The estimated combined total number of student days was 23,264. The level of enrolment was encouraging after a poor enrolment in Summer 2001 and after 11 September 2001.
The Division was represented by workshops and presentations at the annual conferences of the North American Association of Summer Sessions (NAASS) and the European Association of International Educators (EAIE) in November and again in September 2002, continuing to heighten its profile and update staff on developments in short-term study abroad world-wide. Representatives of NAASS and its sister organization Network of European Summer Schools (NESS) met in Cambridge in April to work on a manual of best practice in running International Summer Schools.
Students attending the eight open-access International Summer Schools came from 55 countries. Some 20% came from the European Community, 53% from the USA (the highest percentage ever), and 27% from the rest of the world, including 6% from Japan and 3% from Australia and New Zealand. Some 155 (15%) had attended the Institute's programmes before. 65% of students in 2002 were current undergraduate or graduate students and 11% were teachers or lecturers. 35% had university degrees, including 15% with M.A.s or Ph.D.s. 64% were female.
Some 112 different lecturers contributed one or more whole courses (of between 5 and 24 lectures) to the programmes. A further 120 senior guests (from within the University of Cambridge and from farther afield) contributed one or more guest lectures, the majority of which formed very well-received series of plenary lectures for the Art History, History, English Literature, Shakespeare, Medieval Studies, and Science Summer Schools. The main International Summer School was enhanced by plenary lectures from leading Cambridge figures on 'Prediction'. Themes for plenary lectures on other programmes included 'Art, light, and space' (Art History), 'Revolution' (History), 'Fiction and reality' (English Literature), and 'Exploration and Prediction' (Science).
Academic standards were again high, but there was a slightly lower per capita submission of papers written for evaluation: 661 from 1,157 students in 2002, compared with 662 from 1,106 students in 2001. (669 papers were submitted in 2000, 714 in 1999, and 541 in 1998.) Guidance and support for evaluation-takers was provided both in written material and through briefing meetings (now a regular feature of the academic programme). Four students completed the intensive 'honours option', undertaking six papers and attending supervisions over a period of six weeks.
Twelve students received scholarships from the Institute to attend one of the programmes. Scholarship students this year came from Turkmenistan, Azerbaijan, Uzbekistan, Kyrgystan, Estonia, Russia, and Brazil.
These elements of the Summer Schools included very fine concerts, as well as ceilidhs and discos, and an extensive programme of weekend excursions and course-related field-trips.
The summer proved to be a taxing one: a combination of staff departures and arrivals, long-term sickness, disruption, and additional work caused by building work plans, plus a catalogue of challenges additional to the anticipated ones stretched the resources of permanent team much more thinly than usual. However, several programmes proved to be 'vintage' ones (including the Cambridge Summer Study Programme and Medieval Studies) and responses from students and course directors were, on the whole, extremely positive.
During 2001-02 nine courses were delivered for HM Forces with a total of 134 officers attending. As in previous years, more places were actually booked (147), but owing to service commitments, the cancellation rate for these courses was fairly high. The numbers for the Senior Officers' courses were particularly affected by the prevailing military situation. In addition to the seven courses on Strategic Studies and Airpower, two courses specifically designed for Senior Officers were offered on the subjects of 'European Security and Defence; British Perspectives' and 'Missile Defences: Politics and Practicalities'. The teaching of this programme continued to be co-ordinated with staff of the Centre of International Studies and expert lecturers were recruited from within Cambridge and further afield.
The IBM Cambridge Programme took place successfully for the 36th time at Churchill College in June and July 2002. There were 36 participants from 19 countries.
No courses for Magistrates were run during the 2001-02 period. However, LCD courses went ahead and recruited well. Four more courses were planned for the next academical year.
Three courses were offered and recruited good numbers. Plans were made to offer a similar number of courses in the next academical year, concentrating on specialized subjects.
The course continued to enrol satisfactorily and make a unique contribution to meeting the need for training in this area of work. Five students successfully completed the course during the year and were awarded the Diploma.
The courses continued to recruit well in Poland and Bulgaria. Students in the Czech Republic completed their initial two-year course and a new intake of students was awaited. In 2001, 122 students were awarded their Diplomas.
The Summer School in English Legal Methods (ELM) remained popular and was offered for the 54th year. A five-week long Business Studies Summer School was provided for Michigan State University, held alongside ELM at Sidney Sussex College.
The revised course finished in September 2001. Out of the original enrolment of 29 students, 16 successfully completed the course and were awarded their certificate in February 2002 at a Presentation Ceremony at Madingley Hall. After certain changes to the course content and procedures the next course started in September 2002 with 29 students enrolled. Further discussions took place about the feasibility of offering it to any other of the 43 constabularies in England and Wales.
These included a course for teachers on A Level Law and the Annual LL.B. Revision Course, both of which recruited well. The 12th Annual Tax Research Network Conference was organized and held in Cambridge during September 2002, and plans were discussed to offer one-day tax workshops in Cambridge.
Of the six students enrolled on the second year of the Master of Studies in Modernism: English Literature 1890-1939, all achieved the degree with two being particularly commended for the quality of their work by the External Examiner.
Of the 17 students who began the first year of the course in 2001-02, 14 students continued to the second year.
The new part-time M.St degree in International Relations far exceeded expectations with 28 students from ten different countries, starting the course in September 2001. During the first year, the students spent eight weeks in Cambridge, split into four residential periods during which they received intense tuition from the academic staff of the Centre of International Studies. The content of the course mirrored the existing M.Phil. although the delivery methods were adapted to accommodate the restricted availability of the students in Cambridge. In addition to the normal lectures and seminars, online support and communication was provided to the students by using the Blackboard system, which was provided in conjunction with CARET. Owing to the problems of combining full-time work with Masters level study, three students had to withdraw from the course, but the remaining 25 completed the first year. Pending confirmation of examination results, the majority will continue to complete their thesis year. The positive feedback from current students and academic staff has confirmed the success of the course and the 209 enquiries already received for the 2003 intake suggest the future success of the course is assured.
The Police and Prisons courses had their contracts renewed with the Police and Prison Services. Both programmes are running as in previous years.
A report of the work of the Cambridge Programme for Industry (CPI) is included for the sake of completeness. The Programme became a separate institution within the University with effect from 1 January 2002.
7.1 Despite changes of status and governance over the past year, CPI continued to grow and widen its area of interest. Staff numbers increased to 30, putting increasing pressure on its physical environment, but allowed it to deepen its contribution within its interest areas of organizational learning and professional development, sustainable development, health, and e-learning.
7.2 The Prince of Wales Business and The Environment Programme, established in the UK, Europe, and the US, was launched in South Africa during the World Summit in Johannesburg in August 2002. A number of developments resulted from the Programme, including executive seminars with BP, a 'primer' on sustainable developments with the World Business Council for Sustainable Development (WBCSD), a company-wide learning project with Unilever, and an awareness raising programme with the International Finance Corporation (IFC).
7.3 E-learning became increasingly significant in the work of CPI. An agreement with the Open University made during 2001 resulted in the creation of 'Open Cambridge' and led to the commissioning of a pilot e-learning programme with the government's E-University.
7.4 CPI was commissioned to produce a report for the Chartered Institute of Personnel and Development (CIPD) called 'How do People Learn?' in late 2001. The report was well-received and led to subsequent commissions with the CIPD and the NHS Modernization Agency, as well as fostering greater links with internal University Departments such as the Faculty of Education and the Department of Engineering.
8.1 The year 2001-02 was a successful year for the Hall. It continued to make a significant contribution to the Institute's work by helping to create a learning community for all students and supporting the educational work of the Institute. Students and conference delegates alike continued to find the facilities, quality of service, and ambience of the Hall highly satisfactory.
8.2 A total of 648 courses and events took place in the Hall during the year as against 592 in 2000-01 and 616 in the previous year. (There had been a planned reduction in the number of courses and events during 2000-01 in order to ease pressure on the kitchens during refurbishment in that year). Residential occupancy increased by 1% to 14,775 bednights (14,685 in 2000-01), representing an overall residential occupancy rate of 66%. Conference work remained at a satisfactory level (42% of usage) and helped to create the income required to fund the running costs of the Hall and grounds, including staffing, maintenance, student services, and capital improvements to equipment and buildings.
|J. D. BARROW||R. MILLS||S. E. RAWLINGS|
|R. B. HEAP||L. MORFOOT||M. E. RICHARDSON|
|D. A. LIVESEY||S. J. ORMROD||A. SHORT|
Improper Pursuits: the Scandalous Life of Lady Di Beauclerk, paperback, Panmacmillan (2002) and hardback (American edition), St Martin's Press, (2002)
Howes, G. A. K.
Grace Davie 'Religion in Modern Europe: A memory Mutates' in Theology CV no.824 (2002)
Kieran Flanagan and Lever C. Jupp (eds) 'Virtue Ethics and Sociology: Issues of Modernity and Religion' in New Blackfriars 83 no.975 (2002)
Robert Wuthrow 'Creative Spirituality: the Way of the Artist' in Art and Christianity Enquiry Bulletin 31 (2002)
General Editor Oxford University Press World's Classics Edition of Joseph Conrad: Lord Jim (ed. Jacques Berthoud) (June, 2002). An Outcast of the Islands (ed. J. H. Stape and Hans van Marle) (June 2002)
The Knights Templar in Britain, Longman (2002)
'The Hodsonian Community at Manea', Cambridgeshire Local History Society Review, no. 10, September 2001
'Concrete Logic', in Spinoza: Metaphysical Themes, eds. Olli Koistinen and John Biro, Oxford University Press (2002)
Review of Spinoza, Political Treatise (trs. Shirley, eds. Barbone and Rice, Indianapolis: Hackett, 2000), Review of Metaphisics, vol.55, no.1 (2001)
'Why Spinoza?' Philosophy Now, 35, March/April 2002
Probably the Shortest Introduction to Assessing Adult Students in the World (revised edition), University of Cambridge, Institute of Continuing Education (2001)
Oosthuizen, S. M.
'Unraveling the Morphology of Litlington, Cambridgeshire' Proceedings of the Cambridge Antiquarian Society 91, 55-62 (2002)
Oosthuizen, S. M.
'Anglo-Saxon Minsters in South Cambridgeshire' Proceedings of the Cambridge Antiquarian Society 90, 49-68 (2001)
Oosthuizen, S. M. with Dr Mary Hesse
'The South-West Cambridgeshire Project: Summary Report 1999-2000' Medieval Settlement Research Group Annual Report 2000, 19-20 (2001)
Oosthuizen, S. M. with Dr Mary Hesse
South-West Cambridgeshire Project: Interim Report 1999-2000, University of Cambridge Institute of Continuing Education
Oosthuizen, S. M.
'N. G. Pounds: A History of the English Parish' Landscapes 2, 1, 91-2 (2001)
2001 'Richard Muir: The New Reading the Landscape' Local Historian 31, 1, 55
Sewell, M. J.
The Cold War, Cambridge University Press (2002)
|Course||Number of Courses||Number of Students||FTE Students|
|Certificates and Diplomas||79||(70)||1,073||(992)||180.5||(151.9)|
|Regional and Residential||469||(470)||7,797||(7,834)||618.9||(610.5)|
|Continuing Professional Education||36||(60)||1,278||(1,787)||331.6||(336.5)|
Appendix C [20Kb pdf] - is only available within the .cam domain
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Cambridge University Reporter, 2 May 2003