1.1 One hundred and thirty years have gone by since Professor James Stuart of Trinity College formally established continuing education as part of the University's work. Local lectures, later called extra-mural courses, were provided by the Universities of Oxford and Cambridge throughout the country in response to local demand. Now continuing education is an integral part of the educational landscape, provided in varied forms by most institutions of higher education and recognized by Government as vital to the prosperity and well-being of society, although funding has not necessarily followed in the wake of this recognition.
1.2 The Institute has maintained and developed its contribution to this educational tradition and its main task in 2002-03 has been getting on with the work of Continuing Education after a period of review and institutional change in the previous year. The Report which follows outlines what that work has been and the detailed tables in the Appendices to the Report indicate the strength of demand for this form of higher education from students in the region, throughout the country, and internationally. In summary, 682 courses were provided for over 12,000 students during the year. This represented an increase of 3% over 2001-02.
1.3 A summary of student numbers and types of course is provided in Appendix B.
2.1.1 The Regional Programme attracted 2,600 students on 147 courses (as against 2,159 students in 2001-02 on 129 courses). The programme not only attracted new students, but some Local Centres had branched out and chose completely new subject areas and these proved to be successful. Courses at new or recently expanded centres enrolled well and, after a brief gap, Luton WEA ran a very successful Literature class. Anglesey Abbey hosted a second course which had not been in the original programme, and were happy to plan more classes for the forthcoming academic year.
2.1.2 All Local Centres were contacted to ascertain their needs in order to comply with the Disability and Discrimination Act Part 4. The staff at the University's Disability Resource Office were especially helpful in providing advice on the implementation of the Act.
2.1.3 A new Local Centre head was appointed at Letchworth Settlement, one of the programme's main partners, and she met with colleagues at the Institute to discuss future courses and subject pathways. There was also a new head at St Mark's Community Centre in Cambridge and a new Education Officer at Kettle's Yard. Meetings were arranged with a representative from Clavering who agreed to become a Local Centre Secretary for 2003, as there was great local interest in landscape history courses, and it was anticipated that a follow-up class would also be arranged.
2.1.4 A new format of some courses was tried and proved successful. This gave the same number of contact hours for students, but in fewer, longer classes. This was often far more appropriate for subjects, such as ornithology or landscape history, which depended greatly on field work.
2.1.5 The Fenland Community History Project undertook outreach work in family learning between September and December 2002, including work with the Family Learning Weekend. Successful events were held at Ely and Littleport, and in conjunction with Denny Farmland Museum. An in-depth statistical analysis of enrolments, comparing the Institute's and Open University students in fenland, was undertaken in collaboration with the Open University between March and December 2002, and an informal report on these results has been produced. In December 2002 students at Earith produced a book, Keeping time by the crows, based on the initial outreach oral history course they had undertaken in January 2002. The book was launched at Earith at a well-attended event in December 2002 at which Lord Renton was the key speaker. It sold out within five weeks.
2.1.6 ACE Centre in Cambridge:
The Institute continued to offer a range of evening courses in Cambridge located in the Modern and Medieval Languages Faculty and the Divinity Faculty buildings. The average class size dropped from 11 to 10 students since the increase in the number of courses offered did not attract additional students. New subjects offered included New Testament Greek and Alchemy and Early Science of Metals. The most popular courses were Creative Writing and Astronomy. The total number of students attending courses remained steady at 247, on 24 courses, of whom 113 (46%) were actively working to gain credit.
2.1.7 Day Schools:
The day-school programme attracted 530 students on 32 courses. Enrolments were encouraging although unfortunately a Saturday of severe snow forced the cancellation of several courses with high numbers. Owing to the success of the more flexible format and the geographical spread, an even more ambitious and varied programme has been planned for 2003-04 in 19 towns and villages across the region.
2.2.1 Despite having to cancel a weekend of courses owing to Cambridge being 'closed due to snow' at the end of January, the Residential programme still managed to improve on enrolments, achieving an annual enrolment figure of 3,737 compared to 3,719 in the previous year. 207 of the 220 planned courses ran with only seven courses being cancelled owing to low enrolments. The average class size was 18.
2.2.2 The range of subjects offered continued to expand to reflect the interest of students and tutors. Popular innovations during the past year included courses such as An Introduction to Runes; The Life and Times of Elizabeth Tudor; Ancient Egyptian Astronomy; and many new courses in art and literature. The suggestions received from students and staff helped to shape future developments and the introduction of new topics was balanced with the need to satisfy the demands of the many courses which proved very popular.
2.2.3 An increasing number of students attended the longer courses offered throughout July and August which provide more opportunity to integrate field-work and gallery visits into the courses. In July 2003, the Institute was delighted to mark the twenty-fifth anniversary of the music masterclasses taught by the Alberni string quartet with a superb concert in the Lady Mitchell Hall.
2.2.4 The commitment and enthusiasm of members of the Panel of Part-time Tutors was greatly appreciated and, in addition to teaching, many have actively participated in staff development events and shared examples of good practice in relation to assessment methodology.
2.2.5 The numbers of students attending language courses continued to grow and plans were made re-introduce Spanish as a subject in the 2003-04 academic year. The Reading Classical Greek and Reading Latin courses also continued to attract record numbers and the Institute was able to offer bursaries to students on these programmes thanks to the generosity of The Classical Association, Friends of Classics, and the Gilbert Murray Trust.
2.3.1 The Certificate and Diploma programmes saw a small increase in enrolments from 1,073 in 2001-02 to 1,078 in 2002-03. New Diploma programmes in Drama and Theatre History, Orthodox Christian Studies, and History of Art were launched, offering students a progression route in those subjects. A total of 82 courses ran from a programme of 97 courses planned, compared to 78 of 92 planned in 2001-02.
2.3.2 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 Saffron Walden although it proved more difficult to enrol in significant numbers outside Cambridge. In addition, a project-based module was introduced to more 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.
2.3.3 Certificate courses and Modular Programmes for which students gained credit in 2002-03:Archaeology; Counselling; Creative Writing; 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; Town Planning; Victorian Studies; Wolfson Course.
2.3.4 Diplomas:
Archaeology; Drama and Theatre History; History of Art; Landscape History and Field Archaeology; Local History; Modern English Literature; Orthodox Christian Studies.
2.3.5 Advanced Diplomas:
Counselling; Landscape History and Field Archaeology; Local History.
2.4.1 Under the aegis of the English Faculty, the Institute continues to offer a part-time, two-year Master's Degree in Modernism: English Literature 1890-1939. The six students who began the first year of the course all completed the year and continued to the second year. A seventh student who had planned to rejoin the course in 2003-04 after intermitting had to withdraw due to family and work pressures. This course maintained its reputation for excellence with a third of its graduates having proceeded to carry out doctoral work at the universities of York, Oxford, London, Cambridge, and in the Courtauld Institute.
2.4.2 Local and Regional History. Six students are working for the Advanced Diploma. Four students accepted onto the Master's programme for 2003-05 progressed through the Institute's route.
2.4.3 Master of Studies degrees in Applied Criminology and Management (Police Studies) re-named Master of Studies in Applied Criminology, Penology, and Management; and Master of Studies in Applied Criminology and Police Studies, now re-named Master of Studies in Applied Criminology and Police Management. Both programmes ran as in previous years, and recruited particularly well for 2002-03.
2.4.4 Master of Studies in International Relations. The first cohort of the new part-time M.St. Degree in International Relations completed the course in July 2003, although a number of students Deferred submission of their theses owing to factors such as ill health, pregnancy, and the military situation in Iraq (which necessitated the serving military personnel being deployed for several months). Feedback from students, staff, and the external Examiner of the course has been very favourable and the course was also commended in a QAA inspection report. Following an end of course review by the academic staff involved in teaching the course, a number of minor changes were made to the programme to benefit the new cohort who commence the course in September 2003. Of the initial 28 students who commenced the course in September 2001, 16 submitted and a further seven were scheduled to complete during 2003-04. Two students failed the examinations at the end of Year 1 and three students withdrew from the course during the first year owing to work commitments. 33 students were admitted to the new course in September 2003 and these students were selected from over 85 applications received.
2.5.1 Archaeology
During 2002-03, the Certificate courses at the ACE Centre in Cambridge were very well attended. To satisfy demand and complement the other modules, a fifth core module was created and added to the Certificate programme. This module was World Archaeology which focused on case studies from China, India, Africa, and America. The certificate programme has also been taught at Letchworth this year to a small but keen group of students who have now completed the core modules. Various interesting courses to complement the Certificate and Diploma modules were offered at the ACE centre in Cambridge, including Becoming Human, Celtic Europe, and An Introduction to Andean Archaeology. The Institute is also extremely grateful to the Archaeology Department for use of the Haddon Library and the laboratories. Archaeology residential weekends continued to be in demand at Madingley Hall, and courses from a wide range of archaeological cultures and periods are frequently represented. In the last year courses on Celtic, Anglo-Saxon, Viking, and Medieval peoples were well attended, as well as those on the Maya, the Greeks, the Spartans, the Romans, and the ancient Egyptians. On the regional programme, archaeology courses continue to do well in all corners of the region. Courses included Aztecs and Incas at Bedford, The Viking Age in East Anglia in Boxford, The Roman World in Stevenage, and Surviving Columbus in Letchworth.
2.5.2 History of Art
This year saw the introduction of the Diploma in Art History, a modular second-year level course offering a progression route for students who have already achieved their Certificate in Art History. The first two modules, on the Northern Renaissance and on Stained Class, ran in the Michaelmas and Lent Terms respectively. More students continued to achieve the Certificate, and three former students were offered placed on Masters' courses in art history at other universities. The Institute was pleased to have recruited new tutors and to be able to continue to offer a varied range of topics, including some interdisciplinary ones.
2.5.3 Literature
The Literature programme offered a wide variety of accredited courses. Courses covered the entire range of English studies; some included the literature of other countries while others are interdisciplinary in nature (with, for example, music, the visual arts, or history). A new two-year Certificate in English Literature at level 1 was planned to commence in 2003-04 to replace the old Certificate in Modern English Literature. The course would consist of four core modules: Writers and their Readers, Writers in their Time: Making the Modern World, Shakespeare, and a Thematic Study, which will vary from year to year. The existing Certificates in Creative Writing and in Drama and Theatre History continued to recruit well. At level 2 two Diplomas were available: in 2002-03 Modern English Literature offered D. H. Lawrence as its Special Author and Literature and the Visual Arts 1840-1920 as its Special Study, while the Diploma in Drama and Theatre History ran Tragedy Old and New and Satirical Comedy as the taught part of its programme. In addition, both Diplomas offered a Project module which enabled students to undertake independent, supervised study on a specific research topic. Discussions took place to create a new Diploma in Creative Writing from 2005.
2.5.4 Local History
During 2002-03 Local History was buoyant at all levels. Classes in the region were well attended, addressing a range of local topics from local buildings to the Civil War in the Fens. Letchworth hosted the certificate modules, whilst the second level Diploma was offered at Bury St Edmunds and Cambridge. A very successful joint field trip was held with students from the Letchworth certificate course and the Master of Studies course. This was organized by a student, and both groups agreed they would like to repeat the exercise. Seven students who had studied mostly or entirely Local History were at the June 2003 awards ceremony. By introducing them to each other a corporate feeling was engendered, and a feeling of 'belonging' to the subject and the Institute. They were able to discuss the classes they had attended, the assessments they had done, and where they were going next. Opportunities to meet students interested in the same subject but from different locations is something that should be encouraged. The Wolfson Lectures in Local History continued, and the next occasional paper would be published in the near future. The lectures provided an opportunity for College members, members of the Faculty of History, local history students past and present, and members of the public interested in the subject to meet together.
2.5.5 Landscape History and Field Archaeology
The academic breadth of courses in Landscape History and Field Archaeology continued to expand with the development of a Diploma in Garden History to be offered from September 2003. The South-West Cambridgeshire Project held a successful Open Day in Bassingbourn in April 2003, which was attended by 60 people drawn from the locality, at which students on the course presented the results of their research. The project published its Third Informal Interim Report in May 2003, and received a grant from the University of Cambridge Active Community Fund towards involving full- and part-time student and staff volunteers from the University in enabling the wider participation of the local community in the Project through primary and secondary schools and other organizations through limited, small-scale archaeological data collection to contribute to the landscape history project.
2.5.6 Natural Science
The Discover Science programme continued to attract students throughout the region, with science courses held at Ashwell, Baldock, and Ixworth for the first time in 2002-03. The popular Science Behind the News course, tutored by specialists in various different areas of scientific research, was once again successful at two venues. New courses during the year included Ice Ages and their Legacy, The Science of Climate Change, and Alchemy and the Early Science of Metals. The Discover Science Web pages at http://www.cont-ed.cam.ac.uk/Subjects/Science/ proved a popular resource attracting up to 3,000 visits each month. The Day-School programme was successfully extended with courses based at various venues throughout the region, often in locations where fieldwork could be incorporated as with bird-watching at the Welney Wildfowl and Wetlands Centre, studying diamonds at the Natural History Museum in London and restoring wetlands at Wicken Fen. More than 150 students attended Science Day Schools during the year. The Institute's Panel of Part-time Tutors continued to make a central contribution to the success of the programme, sharing a wide variety of knowledge and experience with students. The Institute was delighted to congratulate Dr Frances Dipper on the award of the prestigious Aventis Prize for Science Books for her Guide to the Oceans. In March 2003, Professor Colin Pillinger was invited to give the Institute's public lecture during the Cambridge Science Festival. His timely presentation on the Beagle 2 Lander excited everyone to follow the progress of the Mars mission with great interest and a better understanding. Dr Lynne Harrison's 'Schools Roadshow' Lecture 'Gene Futures' for the Festival Programme, was also well received at Harlow College and at Bassingbourn Village College.
2.5.7 Theology and Religious Studies
This year saw the successful introduction of the Diploma in Orthodox Christian Studies, in association with the Institute for Orthodox Christian Studies. This level 2 qualification was designed to attract a diverse, highly motivated group of students and offer a progression for those who complete the Certificate programme in Orthodox Christian Studies. New tutors were recruited and plans were developed for additional programmes and widening the scope of provision in this field. Student learning was also enhanced this year with the use of online resources for some of the subject areas studied (e.g. http://www.christianorigins.org) and further innovations in the use of ICT are currently being developed.
The fourth Annual Students' Day was held on Saturday 3 May 2003. It attracted over 80 students from Local Centres across the region and helped to encourage a sense of belonging among students and local organizers living and working at a distance from Cambridge. The highlight of the Day was a talk given by Professor Malcolm Longair on the work of the Cavendish Laboratory.
The International Division ran 12 programmes, with a total of 87 lectures in seven plenary lecture series, an additional 58 evening lectures and 143 courses, compared with 157 courses in 2002. An unprecedented twenty additional courses were cancelled prior to the summer due to low enrolment, presumably a result of the reluctance to travel due to the Gulf conflict and adverse publicity about SARS. Two courses in Term I were co-taught to cover a course director's illness, and one of these had to be cancelled after two weeks. A further course by the same director was cancelled in advance of Term II. After a predicted shortfall on 2002 numbers of some 15-20% in March/April, numbers finally rallied with a good many late applications. Total participant (arrival) numbers (1,052) were down 9% on last year's total of 1,157 (and down 5% on 2001's total of 1,106). The estimated combined total number of student days was 21,006.
The Division was represented by workshop and sesssional presentations at the annual conferences of EAIE (the European Association of International Educators) and NAASS (North American Association of Summer Sessions) in September and again in November 2002, continuing to heighten its profile and up-date staff on developments in short-term study abroad world-wide.
Students attending the eight open-access International Summer Schools came from 57 countries. Some 21% came from the European Community, 53% from the USA, and 26% from the rest of the world, including 8% from Japan and 3% from Australia and New Zealand. Some 150 (16%) had attended our programmes before. 67% of students in 2003 were current undergraduate or graduate students and 12% were teachers or lecturers. 33% had university degrees, including 15% with M.As. or Ph.Ds. 67% were female. 70% were under 30.
Some 102 different lecturers contributed one or more whole courses (of between five and 24 lectures) to the Institute's programmes. A further c.165 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 on Time. Themes for plenary lectures on the majority of programmes marked the eightieth anniversary of running Summer Schools, and included Time (International Summer School Term I), Art and Time (Art History), A new light on the past (History), Literature and time (English Literature), and Nanoseconds to light years: time and distance in Science (Science). Plenary lectures were once again opened to members of the University.
Academic standards were again high, and the per capita submission of papers written for evaluation was very similar to that for 2002, albeit a little lower than in 2001 (594 papers from 1,052 students in 2003, compared with 661 from 1,157 students in 2002 and 662 from 1,106 students in 2001). Guidance and support for evaluation-takers was provided both in written material and through briefing meetings (now a regular feature of the academic programme). Six students completed the intensive 'honours option', undertaking six papers and attending supervisions over a period of six weeks.
Eleven students received Scholarships from the Institute to attend one of our programmes: ten attended. Students this year came from Armenia, Turkmenistan, Colombia, Kazakhstan, Hungary, and Brazil.
These elements of the Summer Schools included very fine concerts, as well as three ceilidhs and a disco, and an extensive programme of weekend excursions and course-related field-trips. In recognition of the Eightieth Anniversary of International Summer Schools (1923-2003), a 36-page booklet was published (The University of Cambridge International Summer Schools at 80 - a report) and there were two large and very enjoyable Garden Parties in the University Botanic Garden (for c.740 and 420 students, lecturers, and invited guests respectively).
Students were enthusiastic, and courses well-received, although levels of preparatory reading varied from group to group. (References to the need for thorough preparation will be highlighted in future publicity.) The summer proved to be a taxing only in a few areas. The last-minute and protracted illness of one course director contracted to teach three (fully-enrolled) courses caused an immense amount of additional work (finding stand-ins at short notice, re-allocating students, arranging substantial refunds). The intense heat made teaching and administration harder than normal. Increasing petty crime levels affected several students, both in College and in town. The heat, combined with last-minute notification of additional (noisy) building work and continuing developments on the Sidgwick Site, necessitated a great many changes to teaching room plans. But a very good team of temporary resident tutors and a resilient permanent team met these and other challenges head on, and the Summer Schools certainly ran much more smoothly than last year. Responses from students and course directors were, almost without exception, extremely positive. Much enjoyment ensued from celebrations surrounding the eightieth anniversary year, and several very good programmes proved 2003 to be a 'vintage' year overall.
The revised course commenced in September 2002 with 29 students enrolled, although a number withdrew for personal or professional reasons, it is hoped that the remaining 21 will pass the final stage in August 2003. The duration of the course was extended from nine months to one year. The course content was reviewed after discussions with the Constabulary.
There continued to be considerable interest in the Diploma, with enquiries all year round. 20 students successfully completed in 2002-03, the largest number to date - and it is anticipated that the numbers of annual completions will continue to increase. With the initial five-year period for the course drawing to a close at the end of 2003-04 the opportunity has been taken to review arrangements and it is intended that any changes introduced will be offered from 2004-05 onwards.
As ever, recruiting well in Poland and Bulgaria, with currently a total of 379 students studying for he Diploma. In 2002, 104 students were awarded their Diplomas.
The Institute again hosted the Judicial Studies Board's four annual courses for newly appointed Bench Chairmen, which were attended by 66 senior magistrates over the winter of 2002-03. A new pilot course for Bench Training and Development Committees was also arranged in April 2003, which was attended by 15 delegates and is expected to be repeated as a series at Madingley in 2003-04.
The Summer School in English Legal Methods completed another successful year. Although recruitment was slightly down from last year, there were more applications from China than in previous years, with an upward trend from the Far East. It was hoped that any decline in overall applications would not be a permanent one, and mainly a result of current world affairs.
Both courses, held each spring, ran and recruited well.
For the first time the Institute held a series of Tax Law Workshops, in collaboration with the Centre for Tax Law, in Cambridge. The series was a great success and as a result a repeat series was planned for October 2003. Also the Institute organized an Appraisal Seminar for the Criminal Injuries Compensation Appeals Panel, at Madingley Hall, in July 2003, and administered the annual Tax Research Network Conference to be held in Oxford.
During 2002-03 eight courses were delivered for HM Forces with a total of 127 officers attending. As in previous years, more places were actually booked (165), but owing to service commitments, the cancellation rate for these courses was fairly high. The numbers for the Senior Officer's courses were particularly affected by the prevailing military situation with one of the two courses being cancelled in November 2002. The teaching of this programme continued to be co-ordinated with staff of the Centre of International Studies and expert lecturers recruited from within Cambridge and further afield. The programme for HM Forces is provided under contract with the Ministry of Defence and during 2003, the Institute will be tendering for the new contract which, if successful, would run from September 2004 for five years.
The Cambridge IBM Programme took place successfully for the thirty-seventh year at Churchill College in June and July 2003. There were 36 participants drawn from 19 countries.
5.1.1 The Institute completed the Fenland Community History Project in August 2002. The Project had been funded by the Higher Education Funding Council (England) through the Four Counties Group up to the end of December 2001, and then by the Institute of Education until the end of August 2002. It received extension funding to December 2002, and as a result published a final book of oral history based on the courses run by the project: Keeping time by the crows: an oral history of Earith, Bluntisham, and Colne, edited by Liz Carter.
5.1.2 The Institute successfully bid to the Four Counties Group for further funding for two small projects which were completed by December 2002. The first project explored the possibilities of family learning through creative writing, and the second - in collaboration with the Open University (Eastern Region) - mapped participation among students of both institutions in fenland.
5.1.3 Development work has been undertaken in 2002-03 towards two projects to increase social inclusion. The first, in collaboration with Cambridge MIND, aimed to offer courses in creative writing to students who have suffered difficulties with their mental health. The second focused on capacity building in areas of social housing in the City of Cambridge in collaboration with the Federation of Residents' Associations. Discussions also continued of issues related to ethnicity.
5.2.1 The Institute successfully completed a project on 'Developing Critical Thinking Skills in Students in Landscape History in Part-time Continuing Education', funded by the Learning and Teaching Support Network for History, Archaeology, and Classics.
5.2.2 The Institute was successful in obtaining a third grant from the Learning and Teaching Support Network (LTSN) in April 2003 for disseminating the results of the two research projects so far undertaken. It has been a founding member of the LTSN Eastern Group.
The Institute, through its representation on the UACE Rural Network, was an active partner in and member of the Core Group of the successful ESRC Research Seminar Series on Lifelong Learning, Rurality, and Regeneration held at Newcastle, Nottingham, Aberystwyth, and Stirling between January and June 2003. Seminars have been held on Capacity Building in Rural Areas, Transitions, Rural Communities and Social Regeneration, and Social Inclusion and Exclusion.
6.1 The Hall remained busy during the year apart from the routine brief period of closure for the Christmas holiday. A total of 677 courses and events took place in the Hall during the year, as against 648 in 2001-02. Residential occupancy dropped slightly (2%) to 14,486 bed-nights as against 14,775 in 2001-02, reflecting the more difficult market for conference work.
6.2 Course members and conference delegates continued to appreciate the high standard of the services and facilities provided and to welcome the opportunity to join the learning community in the Hall.
During the 2002-03 academic year the Registration Office processed just over 12,000 applications, an increase of 600 compared with the previous year. There were some staff changes which resulted in long-standing team members initially coping with a staff shortage and, latterly, successfully exercising previously untapped training skills. All the team were keen to learn new skills and looked forward to the implementation of CAMSIS, in which the Registration Office was already involved. Good relationships with the public were maintained and excellent support to students was provided.
It was another busy year in the library, with 11,400 books being supplied to all programmes. The summer saw the annual establishment of the temporary library at the Sidgwick Site, for the International Summer Schools; the library was stocked with more than 4,000 books, and was much appreciated by the students. The catalogued book stock reached a total of 55,665. The problems associated with a lack of space in the library became increasingly challenging over the course of the year, with over 1,000 books now being added annually. Preliminary discussions for a new Learning Resources Centre took place to begin to address the problem.
Ad Lib, the Institute's termly journal for Adult and Continuing Education, continued to be produced in 2002-03. Issue 22 carried selections from a two-day seminar held in Cambridge in November 2001, promoted jointly by UACE and NIACE, and supported by the DfES and the HEFCE, on the theme of Lifelong Learning and Higher Education: The Next Phase, 23 and 24. Issue 23 examined projects relating to widening participation in higher and further education. Issue 24 carried two papers drawn from the successful UACE Rural Network ESRC Research Seminar Series reported below.
9.1.1 Dr Lynne Harrison
External Examiner, Centre for Continuing Education, University of East Anglia. Cambridge City Learning Partnership, Higher Education representative. Building Bridges Forum (FE/HE initiative), Convener. Kilby International Awards, UK Committee. Awarded Certificate in Course Design for eLearning, Centre for Lifelong Learning, University of Hull. Conferences: Supporting Higher Education in Further Education Colleges (October 2002 and April 2003), Part-time Students in Higher Education (May 2003), The Value of Adult Learning in Science (October 2003).
9.1.2 Dr Mara Kalnins
2002 National Research Foundation of South Africa Fellowship, University of Durban.
9.1.3 Dr Evelyn Lord
Edited a book on county towns for the Urban History Centre of the University of Leicester, a memorial volume on The Cambridgeshire Countryside for a Master of Studies student who died in 2002, and during a sabbatical in the Easter term of 2003 completed a book on the English Jacobites. The research for these volumes will feed into the future teaching of the Local History programme.
9.1.4 Dr Justin Meggitt
Director of Studies in Theology and Religious Studies at Girton College; Visiting Professor in Religion and Philosophy at Wilmington College, Ohio; Part-Time Research Degrees Co-ordinator, Faculty of Divinity; Conference: American Academy of Religion and Society of Biblical Literature. Conference (Toronto November 2002) where he contributed a paper entitled Paul and the Perils of Neglecting Ancient Popular Culture.
9.1.5 Dr Liz Morfoot
Conferences: UACE Administration Network Conference (University of Lancaster 7-9 April 2003); UACE Conference (University of Newcastle 14-16 April 2003).
9.1.6 Dr Susan Oosthuizen
Elected Fellow, Wolfson College, Cambridge; Council Member, Deserted Medieval Settlement Research Group; External Examiner, Department of Lifelong Learning, University of Exeter; Council Member, Cambridge Antiquarian Society; Member of Advisory Steering Group to English Heritage project on Historic Landscapes of East Anglia. Recipient of National Award for History Teaching in Higher Education granted by the LTSN, the Historical Association, the Royal Historical Society and the History at the Universities Defence Group; March 2003 was awarded a Ph.D. Degree (Trinity Hall and Department of Geography). Conferences: LTSN History, Archaeology, Classics conference (April 2003, Lancaster, paper given); ESREA Conference (April 2003, Canterbury); International Medieval Congress (May 2003, Kalamazoo, USA, paper given); Widening Participation in Higher Education (March 2003, Milton Keynes).
9.1.7 Miss Susan Rawlings
External Advisor, University of Warwick Department of Continuing Education (fourth year).
The programme of events for the development of the Institute's part-time tutors continued to be offered in 2002-03. Events included Induction For New Tutors, Setting Assignments and Giving Feedback, Working with Disabled Students, and Ensuring Academic Standards. There was a visit to the University of Cambridge Botanic Garden.
9.3.1 Dr Melissa Goodman (Archaeology) resigned to take up a post in Berkeley, California. Dr Gilly Carr was appointed as Staff Tutor in Archaeology. Dr Justin Meggitt was appointed as Staff Tutor in Theology and Religious Studies, to support and develop this subject within the work of the Institute. Although courses within this area have been taught for many years, reflecting the broad interest that exists in the academic study of religions, this is the first time an appointment has been made in this subject area.
9.3.2 Dr Mike Richardson retired as Director of Continuing Education and Lifelong Learning on 30 September 2003 and the Institute would like to take the opportunity provided by their Report to thank him for his contribution to Continuing Education both nationally and within the University of Cambridge over 13 years and to wish him well in his retirement.
9.3.3 The Board also wish to extend their thanks and appreciation to Mrs Anne Lonsdale who retired as Chairman of the Management Board on 30 September 2003 for her unfailing support of Continuing Education during her term of office.
| T. BADGER | B. MALLINDINE | S. E. RAWLINGS |
| J. BARROW | L. MORFOOT | A. SHORT |
| A. FINDLAY | S. ORMROD |
Howes, G. A. K.
Review:
Linda Woodhead (ed) 'Peter Berger and the Study of Religion' in Theology CVI, no. 829 (2003)
Article on David Martin's 'Christian Language in the Secular City' and 'Christian Language and its Mutations' in Art and Christianity, no. 35, July 2003
Kalnins, M.
General Editor Oxford University Press World's Classics Edition of the Works of Joseph Conrad:
Chance (ed. Martin Ray) (October 2002)
Heart of Darkness and Other Tales (ed. Cedric Watts) (October 2002)
Typhoon and Other Tales (ed. Cedric Watts) (October 2002)
Reviews for Notes and Queries:
Tragic Plots: A New Reading from Aeschylus to Lorca, Felicity Rosslyn (June 2002)
A Bibliography of D. H. Lawrence, Warren Roberts and Paul Poplawski (December 2002)
Lord, E.
'Given Names and Inheritance: Approaches to the study of local identity', in D. Postles ed., Naming, Society, and Regional Identity, Leopards Head Press, 2002
Meggitt, J.
'The First Churches: Social Life' The Biblical World. Ed. John Barton, London: Routledge, pp. 137-156
'The First Churches: Religious Practice' The Biblical World. Ed. John Barton, London: Routledge, pp. 157-172
'Taking the Emperor's Clothes Seriously: The New Testament and the Roman Emperor' The Quest for Wisdom: Essays in Honour of Philip Budd. Ed. C. Joynes. Cambridge: Orchard Academic, 2002, pp. 143-170.
'Eigentum: III. NT (Property in the New Testament)' Die Religion in Geschichte und Gegenwart. Fourth Edition. Ed. H. D. Betz et al. Tübingen: J. C. B. Mohr.
Oosthuizen, S. M.
'Medieval Greens and Moats in the Central Province: Evidence from the Bourn Valley, Cambridgeshire' Landscape History 24, 73-88, 2003
'The Roots of the Common Fields: Linking Prehistoric and Medieval Field Systems in West Cambridgeshire' Landscapes 4, 1, 40-64, 2003
'Ancient Greens in 'Midland' Landscapes: Barrington, Cambridgeshire' Medieval Archaeology 46, 110-115, 2002
'The Fenland Oral History Project' in F. G. Gray (ed.) Landscapes of Learning, Leicester, NIACE 2002
Review:
'Tom Williamson: Shaping Medieval Landscapes' British Archaeology 70
Ormrod, S. J.
'Another location, another choice.' Article, Global Study Magazine, Spring 2003
| Course | Number of Courses | Number of Students | FTE | |||
| 02-03 | (01-02) | 02-03 | (01-02) | 02-03 | (01-02) | |
| Regional | 171 | (150) | 2,847 | (2,459) | 261.9 | (252.0) |
| Day-Schools | 32 | (29) | 530 | (523) | 10.7 | (10.3) |
| Certificates and Diplomas | 82 | (78) | 1,078 | (1,073) | 163.1 | (180.5) |
| Residential | 207 | (209) | 3,737 | (3,719) | 164.0 | (164.6) |
| M.St. | 2 | (2) | 20 | (23) | 10.0 | (11.5) |
| Regional and Residential | 494 | (469) | 8,212 | (7,797) | 609.8 | (618.9) |
| HM Forces | 8 | (9) | 127 | (147) | 7.8 | (9.2) |
| Legal | 31 | (21) | 1,385 | (1,006) | 311.0 | (248.8) |
| M.St. | 5 | (5) | 103 | (89) | 51.5 | (44.5) |
| Other | 1 | (1) | 32 | (36) | 16.6 | (19.1) |
| Continuing Professional Education | 45 | (36) | 1,647 | (1,278) | 386.9 | (321.6) |
| International Programme | 143 | (157) | 2,464 | (2,774) | 205.6 | (231.0) |
| TOTAL | 682 | (662) | 12,323 | (11,849) | 1,202.2 | (1,171.5) |
Appendices C and D are only available within the .cam domain.