In this section:
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CETLs of General interest to the Bioscience teaching and learning communityCETLs listed on this page are not specific to the biosciences but focus on areas, such as employability, ESD and enterprise, that may be of interest. Each link will take you to a brief description of the aims and objectives of the CETL and some of their key activities, with a link to their web site and a contact e-mail address for further information. Descriptions of bioscience related CETLs are also available from the Centre for Bioscience web site and lists and details of all funded CETLs are available from the HEFCE web site and the Higher Education Academy web site. CETLs of General interest:
Assessment:
Diversity and Inclusivity:
E-learning:
Education for Sustainable Development (ESD):
Employability and Professional Development:
Enterprise:
Foundation Degrees:
HE in FE:
Learning and teaching development
Maths and Statistics:
Assessment Standards Knowledge Exchange - ASKeOxford Brookes University CETL Aims & Objectives:Assessment standards guide and mould student learning both in terms of what they must do and how well they must do it, yet students often claim to be unsure about expectations. Research at the Business School has proven that sharing tacit, alongside explicit, knowledge of standards significantly improves students’ academic performance. ASKe will spread this innovative practice and pioneer the cultivation of an assessment community with students, pre-HE and HE staff, alumni and employers as active partners. The community will be nurtured by the creation of bespoke ‘social learning space’ and socialisation processes that move beyond a focus on assessment technique to a more holistic perspective in which assessment’s position as central to learning is fully exploited. Key Activities:Strand 1: Replicating proven practice
Strand 2: Pioneering evidence-based practice
Strand 3: Cultivating a community of practice
Bridges - Supporting Personal Career and Professional Development through the Undergraduate CurriculumUniversity of Bedfordshire CETL Aims & Objectives:The University of Bedfordshire has developed a distinctive undergraduate curriculum which seeks to support students’ learning through integrating academic and personal development with transferable and career management skills. The CETL will support the further development of the curriculum and, in particular, the use of personal development planning with students from diverse backgrounds across a range of subjects. It will examine how these processes can be used to ‘bridge back’ to students’ prior experiences and ‘bridge forward’ to their future career ambitions. The CETL has a strong research and evaluation dimension and approaches and resources will be shared with the wider academic community. Key Activities:
Centre for Career Management Skills - CCMSUniversity of Reading CETL Aims & Objectives:Employability is a key issue for today’s graduates. The Centre for Career Management Skills will build on the career management skills programme the university has run since 2002. Academics, careers staff and employers use lectures and online materials to develop students’ career management skills. These award-winning materials are used in around 60 higher education institutions. The centre will support a network of HEIs in developing career management skills. Reading’s existing material will be used as the cornerstone of a ‘learning ladder’ web-site. This will support students from foundation to postgraduate degree level courses to manage career transitions throughout their higher education experience. Key Activities:
Centre for Excellence in Assessment for LearningNorthumbria University CETL Aims & Objectives:The CETL will accelerate a transformation in assessment, building on excellent practice in Education, Childhood Studies, History, English, Psychology and Engineering. Our approach to Assessment for Learning means that students will benefit from assessment which does far more than simply test what they know. They will take part in the kinds of activities that are: valuable long term, help them to develop, provide them with guidance and feedback and they will learn how to assess themselves as future professionals. We have plans to embed Assessment for Learning across the university and to share experience with colleagues across the higher education sector. Key Activities:
Centre for Excellence in Enquiry-Based Learning - CEEBLUniversity of Manchester CETL Aims & Objectives:CEEBL capitalises on the University of Manchester’s excellence in Enquiry-Based Learning (EBL), with Medicine and Manchester Business School being leaders in problem-based and case-based learning, and a National Teaching Fellow pioneering these approaches in Humanities. CEEBL will extend and embed EBL throughout the University, aligned with our Learning, Teaching and Assessment strategy and working with students as partners. We will establish a university 'hub' facility, linked to the four Faculty 'spokes'. The hub will provide support and expertise, whilst each spoke will implement a major EBL project, reaching at least 5,000 further students overall. A programme of evaluation and research will underpin the work of CEEBL at every stage. Key Activities:In addition to the major Faculty projects, every year CEEBL supports and funds a number of small scale projects, allowing EBL to be developed and embedded at School level across the University. A state-of-the-art facility enables CEEBL to support innovative teaching sessions, workshops and training for staff and students from University of Manchester and beyond, as well as hosting high quality external events.
Centre for Excellence in Preparing for Academic PracticeUniversity of Oxford CETL Aims & Objectives:This CETL is focusing on the development of postgraduate research students and postdoctoral researchers as the next generation of academics. It will build on Oxford's pre-eminent position as a provider of academics to the UK HE system, its development of graduates as teachers, and both pedagogic research and educational development support from the Institute for the Advancement of University Learning. It will implement accredited programmes to develop the teaching, research and graduate skills of future academic staff for UK HE, across all academic departments, and support a national Preparation for Academic Practice Network involving eight institutions with large doctoral programmes. Key Activities:One of the main focuses of the Centre is the development and implementation of schemes at Oxford that will enable contract research staff and postgraduate research students to undertake teaching, and to gain teaching experience. The Centre will attempt to support all Departments within the University of Oxford in pursuit of these objectives, including those founded on or linked to the area of Bioscience. These programmes are part of a framework covering teaching provision at the University, which involves induction, support and reflection and the intention is that that these programmes will be accredited by the Higher Education Academy. Additionally, the Centre has established a Network, consisting of Oxford and seven other research-intensive universities that are also interested in the promotion of Academic Practice. The Oxford Network will allow for the sharing of ideas and experience regarding Academic Practice, and will undertake a series of seminars, conferences and collective research projects to support this work. The Centre will address the international dimensions of Academic Practice, both in terms of the numbers of overseas postgraduate research students, and with regard to British students who need to compete for posts overseas. A research and evaluation agenda underlies all of these activities, so the various evaluation exercises will attempt to track and record what works, and what doesn't, in promoting academic careers, and in trying to match up people's expectations to the support services available. The research on teaching-research relations will be disseminated to a wider audience, and should also integrate with the tradition established within the Centre for Bioscience of examining the linkages between teaching and research.
Centre for Integrative LearningUniversity of Nottingham CETL Aims & Objectives:The Centre for Integrative Learning is an innovative venture in supporting high-quality student learning. The Centre will build learning environments that foster students’ abilities to integrate their learning - connecting academic study, reflective self-awareness and experiential learning inside and outside the curriculum. It will enhance students’ academic performance, their employability and their personal confidence to engage successfully with the challenges of a rapidly changing world. Key Activities:The Centre offers:
Centre for Professional Learning from the WorkplaceUniversity of Westminster CETL Aims & Objectives:The Centre will integrate excellence in promoting and enhancing students' workplace learning from Biosciences, Integrated Health and Media, Arts & Design. Students will be carefully prepared for learning that is designed, supported and assessed with strong employer and professional body input and thus highly relevant to professional development. Workplace tutors will be supported in facilitating learning and offered a Postgraduate Certificate in Work-based Tutoring. Students will acquire effective reflective practices to enhance their ongoing professionalism. The Centre will embed these practices in the current core provision and extend it to other provision within the university and the wider HE community. Key Activities:
Centre for Promoting Learning AutonomySheffield Hallam University CETL Aims & Objectives:The Centre builds on work in several subject disciplines which have developed significant ways of promoting students as autonomous learners through transformative models of autonomy. We draw on innovative pedagogies, learning processes, learning environments. The Centre promotes learning through diverse activities including peer tutoring, student-led conferences, student-led assessment, simulations, internationalising student activity. We bring these together and create new opportunities for learning particularly through digital media. Students will have the opportunity to engage with other students nationally and internationally through partner arrangements already developed by Centre staff including work with the Higher Education Academy. Key Activities:
Centre for Excellence in Teaching and Learning in Reusable Learning Objects – RLO CETLLondon Metropolitan University, University of Cambridge, University of Nottingham CETL Aims & Objectives:The RLO CETL will develop a range of multimedia learning objects that can be stored in repositories, accessed over the web, and integrated into course delivery. It will extend the work of the partners in establishing effective methods for the design, development and delivery of reusable learning objects. There will be a strong programme of embedding and evaluation in a range of subject areas, from Nursing through to Computing, supported by a bold staff development programme. The RLO CETL will also contribute actively to research on the pedagogical and organisational issues in using learning objects to achieve real educational impact. Key Activities:
Centre for Excellence in Work Based Learning - CEWBLMiddlesex University CETL Aims & Objectives:The CEWBL builds upon the distinctive Middlesex University approach to work based learning as a field of study as well as a mode of learning. The centre will increase the number of students directly benefiting from excellent teaching and learning at Middlesex University and advance curriculum innovation in higher education by developing new models of teaching and learning appropriate to knowledge recognition, creation and use at work. In doing this we will develop excellent teaching resources and enhance understanding of the role of e-learning and the use of credit accumulation and modular frameworks to support HE/employer partnerships. Key Activities:Areas of expertise are:
We can offer support and guidance for those working with:
Centre of Excellence for Work-Based Learning for Education Professionals - WLE CentreInstitute of Education, University of London CETL Aims & Objectives:The WLE Centre will enable the institute to establish a Centre of Excellence for Work-Based Learning, focusing in particular on education professionals. This will build on existing innovative practice in teaching, learning and assessment, with the objective of improving work performance. The centre will support the development of our work-related programmes, and enhance students’ learning opportunities through face-to-face programmes and the use of new technologies to facilitate learning at work. The centre will also support new initiatives, including the development of accreditation and assessment frameworks, for workplace learning. These and other outputs will be made available to other institutions and employers. Key Activities:The Centre aims to engage in developing new research and learning/teaching modes in relation to work-based provision and any other aspect of work-based learning. These areas include inter-alia policy formulation, curriculum development, research and enquiry: the relationship between theory, learning and professional practice, new approaches to modes of work-based learning, the role of knowledge in professional development, the interface between education and related disciplines such as health and social science, issues related to work-based learning in the context of the re-modelling of the PGCE, innovative approaches to work-based assessment, e.g. e-portfolios, widening participation, e.g. inclusive pedagogy, accreditation of prior (and experiential) learning, non award-bearing CPD in higher education. The Centre is located in a newly refurbished TV studio, apart from regular research activities, the centre offers a range of services relating to students, staff and outside bookings. The Centre could be used both for filming and presentation purposes having, as a longer term aim, to make the studio and recording facilities available for outside bookings for professional purposes. The WLE Centre web site is a virtual networking hub for technology-enhanced teaching, learning, collaboration and dissemination activities. Various online services enable staff, learners, participants and professionals to collaborate on projects, courses, community exchange, and other WLE Centre activities.
Centre for Sustainable Futures - CSFUniversity of Plymouth CETL Aims & Objectives:The CETL aims to transform the University of Plymouth from an institution characterised by significant areas of excellence in education for sustainable development into an institution modeling university-wide excellence and, hence, able to make a major contribution to sustainable development regionally, nationally and internationally. Students across the university and its network of partner colleges will be provided with opportunities to engage critically with sustainability agendas and their social, ethical, professional and personal implications. The impact on student learning will be reinforced through opportunities for action research projects into the greening of the campus and into community and regional sustainability initiatives. Key Activities:There are four key cross-cutting activity lines - ‘Research’, ‘Change and Development’, ‘Evaluation and Monitoring’, and ‘Promotion and Dissemination’. These apply across three core areas of ‘Curriculum’, ‘Campus’ and ‘Community’, all of which contribute to the fourth ‘C’ of higher education which is Culture. Together, these core areas, and activity lines provide a broad strategic framework within which any particular initiative and its contribution to the whole can be located.
Centre for Human Rights Education - CRUCiBLERoehampton University CETL Aims & Objectives:This CETL will enhance student learning through an active engagement with the world in dealing with issues of human rights, social justice and citizenship. The title reflects the role of CRUCiBLE both as a forum for bringing together diverse partners and as a catalyst for real change within higher education. The CETL will make use of our existing expertise and experience in building partnerships between human rights organisations and universities to construct programmes and learning resource materials as well as providing opportunities for student placements. CRUCiBLE expertise, networks, resources and facilities will be made available to other universities. Key Activities:Programmes: “Questioning Citizenship”, developed as a compulsory first year module, has been rolled out across a range of single honours programmes such as drama, history and education. The module is designed to introduce students to a wide range of human rights and social justice issues. It will familiarise students with an understanding of concepts of citizenship, human rights and social justice. These concepts will be contextualised within historical, contemporary and current debates and national and international political institutions. Teaching and learning will focus on a range of case studies and current examples. There will also be an opportunity for students to apply these concepts and issues to their chosen subject of study. Partnerships: Crucible is working with a range of local and national NGOs, such as the Children’s Rights Alliance, Reprieve, Global Witness and UNIFEM. Partners’ interests vary from working with us on curriculum development to placements, awareness raising events and information sharing. Placements: Placements for MA International Service and Human Rights undergraduate students have been arranged with organisations such as the VSO, Survival, NSPCC and Save the Children.
Enabling Achievement within a Diverse Student BodyUniversity of Wolverhampton CETL Aims & Objectives:The University of Wolverhampton is nationally recognised for widening participation. The CETL will support students drawn from a diverse background and enable their success. Excellent student outcomes have been achieved through the use of diagnostics to identify and support learner needs, as well as the development of specific learning skills embedded within a virtual learning environment. The CETL will integrate this work and use an e-portfolio to enhance personal development and planning whilst exploiting cutting-edge communications technology. The CETL activity will ultimately affect all academic staff engaged with Level 1 students and will provide national leadership and advice on the optimum methods of supporting students. Key Activities:Design for Interior Textiles has produced a generic diagnostic tool, the Individual Learning Profile, to identify individual learner needs on entry to the course. Students are assessed as high, medium or low risk and provided with tailored academic and learning skills support. Environmental Sciences has created an electronic student tracking system for identifying at risk students. For those at risk, the virtual learning environment is used to provide interactive tutorials and study skills support. Face-to-face contact and peer support are available via a drop-in centre. Politics and Philosophy have identified the need for specific learner and learning support to improve student abilities to write effectively. This is achieved through the module, ‘Writing for Academic Success’, that refines learning and writing skills. Education Studies has pioneered the embedding of learner support in the subject curriculum by creating a bank of materials within the virtual learning environment entitled ‘Learning for Success’ Staff use these interactive materials to deliver learning support integrated with their subject curriculum. Students are encouraged to reflect on their own learning and to develop personal strategies to improve their ability to learn
Enhancing, Embedding and Integrating Employability Centre for Excellence in Teaching & Learning - E3ISheffield Hallam University CETL Aims & Objectives:E3I’s holistic approach advocates embedding and integrating a coherent range of employability features in programmes, benefiting all students, developing attributes needed for success in their chosen paths and lifelong development, and supporting widening access to employment. Our models and examples (policies, strategies, and practices) will be adaptable to other institutions. Ongoing evaluation will contribute to employability research. Our holistic approach and our links into national and international HE communities will enable E3I to have a key sector co-ordination and dissemination role. Our articulation of employability and the curriculum features supporting it, grounded in pedagogy, research and our own evaluated practice, puts E3I at the cutting edge of practice. Key Activities:
Foundation DirectUniversity of Portsmouth CETL Aims & Objectives:Foundation Direct will provide enhanced campus-based and online support for the university's growing number of vocational foundation degree students. Centre tutors will provide generic skills and subject-specific guidance, careers management and Personal Development Planning. Students will learn how to manage and evaluate their studies and work-based learning and develop their professional practice. Foundation Direct will work with employers, FE college partners and professional bodies engaged with foundation degree students to ensure that curricula are developed and delivered appropriately. The CETL will research the effective support of foundation degree students and disseminate this good practice in collaboration with external partners. Key Activities:Foundation Direct will provide:
Higher Education Learning Partnerships - HELPUniversity of Plymouth CETL Aims & Objectives:The HELP CETL aims to become the national exemplar of excellence in locally-based higher education in further education (HE in FE). CETL funding will enable HELP to build on the excellent track record of the University of Plymouth (along with its regional further education college partners) in developing successful HE in FE partnerships and significantly widening participation while simultaneously maintaining high retention levels. We will further strengthen our partnership, enhance the students’ experience, support a major expansion of provision and spread excellence both across our network and more widely through collaboration with other HE in FE consortia. Key Activities:Increasing scholarly activity within HE in FE through University Fellowships and CPD Awards.
Institute for EnterpriseLeeds Metropolitan University CETL Aims & Objectives:The Institute for Enterprise will create an inclusive enterprise education community to act as an engine of change within Leeds Metropolitan University, the region and beyond. Enterprise education will be at the core of the student experience through a suite of nationally available top-up programmes, the development of a masters qualification and creation of physical and virtual infrastructures, which foster a vibrant learning community of academics, students and employers. Each site will access innovative learning resources, with a flagship ‘enterprise café’ providing the focus for a resource centre and networking space, to enhance national understanding of enterprise education. Key Activities:The Institute for Enterprise will develop:
The Institute for Enterprise will disseminate its work to the Higher Education Academy Network, Leeds Metropolitan University staff and students through a range of events (master classes; conferences; staff development).
Lancaster Postgraduate Statistics CentreLancaster University CETL Aims & Objectives:Our CETL aims to enhance and extend our existing excellent practice in quantitative postgraduate training, both to specialist statisticians and to users of statistics in other disciplines. This dual objective echoes the Lancaster Statistics Group's reputation for world-class statistical research at the interface between theory and applications. By collaborating with colleagues in the natural, social and management sciences, we will motivate and encourage topical and relevant inquiry-led training in theoretical and applied statistics. Our approach will produce highly employable graduates in a range of disciplines: statistics specialists who appreciate the wider relevance of statistics to scientific work; and non-statisticians who are enthusiastic and knowledgeable about the quantitative aspects of their particular specialism. Key Activities:Benefits of the PSC to Learners:
Staff Incentives:
Institutional and National Impact -
LearnHigher - Excellence in Learning DevelopmentLead Institution: Liverpool Hope University CETL Aims & Objectives:LearnHigher is an existing collaborative partnership between 16 HEIs involving practitioners working in learner development and study support roles. The partnership shares each practitioner’s specialist expertise and excellence covering a wide range of learner development areas, identifying, quality assuring and sharing resources. This coordinated approach ensures that the highest quality resources reach the maximum number of students. LearnHigher, in conjunction with the Higher Education Academy, will create a portal service to provide these resources and materials to the whole of the sector for both students and staff and become an internationally renowned centre of excellence in learner development. Key Activities:
LearnHigher is committed to improving student learning through practice led enquiry, building a research base to inform the effective use of learning development resources. Each of the 16 partner institutions is engaged in enquiry led practice which aims to build a sound evidence base in student’s practices in a broad spectrum of learning areas that underpin activity across all academic subjects.
Personalised Integrated Learning Support - PILSOpen University CETL Aims & Objectives:PILS will build on Open University expertise in supporting a large and diverse student population to offer a better integrated and more personalised learner support service. Working closely with the staff who most directly support students, their tutors, as well as academic and other learning support staff the CETL will develop a blended learning approach which provides greater individualisation of information, advice, resources and support. This will enable students to become more confident learners who can make informed decisions about the best mix of services and media to help plan, develop and monitor their learning and progress in order to achieve personal, educational and career objectives. Key Activities:In the long term PILS intends to build a model working and sharing at the programme level. The work of the PILS Centre will build upon the progress made by the Programme Based Student Support Project which is working in the subject areas of Psychology and Molecular Science.
Centre for Excellence in Mathematics & Statistics Support - SIGMALoughborough University, Coventry University CETL Aims & Objectives:SIGMA builds on our extensive experience, reputations and expertise in the mathematics and statistics support provided to thousands of students from across our universities for whom mathematical and statistical methods are required components of their undergraduate and postgraduate programmes. SIGMA is making substantial investment to enhance existing provision and address proactively the needs of those who can benefit from it. This will strengthen our capacity to support students with disabilities and those from non-traditional backgrounds. A test bed for innovative approaches to learning will be established, and all our activities will be underpinned with a substantial programme of pedagogic research. Key Activities:
Supported Online Learning for Students using Technology for Information and Communication in their Education - SOLSTICEEdge Hill University CETL Aims & Objectives:SOLSTICE encompasses excellence in supported online or blended learning. It involves academics and learning technologists as a hub of expertise in pedagogic design for development of this method and its embedding within curricula. It focuses on capturing the power of new technologies including VLEs for flexible delivery and is orientated towards widening access by making learning opportunities available from the workplace. It will initially focus on professional development for students working in public services but will add value to delivery of all Edge Hill programmes. Key Activities:
External to Edge Hill SOLSTICE activities focus on:
Surrey Centre for Excellence in Professional Training and Education - SCEPTrEUniversity of Surrey CETL Aims & Objectives:SCEPTrE aims to enhance the learning experience of students, especially those on professional placement, using an enquiry-based approach to education. It builds on our experience in Professional Training (PTr) and draws upon our 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. It will be a centre for resources, expertise and excellent practice in professional training. Key Activities:
The Blended Learning UnitUniversity of Hertfordshire CETL Aims & Objectives:The University of Hertfordshire’s strategic vision is educational provision where high quality e-learning opportunities are blended with excellent campus-based learning in coherent, reflective and innovative ways. The Blended Learning Unit will enable teachers, StudyNet Champions and student representatives to continue the development and dissemination of Blended Learning for all our students. External dissemination activities, including conferences, open days and secondments, will be conducted in collaboration with the Higher Education Academy, the JISC and other stakeholders. Key Activities:Most Blended Learning Unit research can be categorised into the following areas:
The Blended Learning Unit offers workshops for University of Hertfordshire staff (open to external participants as well) to aid their implementation of learning technologies. Additionally, they hold an annual Blended Learning Conference to exchange ideas on blended learning innovations and best practice with other higher education institutions.
Centre for Excellence in Professional development through Education, Research & Technology - The ExPERT CentreUniversity of Portsmouth CETL Aims & Objectives:The ExPERT Centre aims to facilitate the adoption of innovative, blended approaches to learning and teaching and to enhance the pedagogic knowledge base through the performance of educational research. By encouraging scholarship in learning and teaching, we intend to enhance the student experience and support the professional development of staff and students alike. The main aims of the Centre are focused on staff and students in the Health-related sciences. However we are taking an inter-disciplinary approach to our activities and engaging with staff from across the institution in an attempt to adapt best practice across disciplinary boundaries. Key Activities:
The Reinvention Centre for Undergraduate ResearchUniversity of Warwick, Oxford Brookes University CETL Aims & Objectives:The Reinvention Centre puts undergraduate research at the centre of undergraduate education. By reinventing the relationship between teaching, learning and research, students will benefit from becoming contributors to the research culture of their departments. Student research will be enhanced through curricula redesign, extra-curricula research opportunities, research scholarships, accreditation for research skills, student exchanges and joint ventures with community organisations. An important aspect of the work of the Reinvention Centre is the design of appropriate learning and research facilities for undergraduates. Initially focusing on the collaborating departments, the Reinvention Centre’s work will be extended into other departments within the two universities over the lifespan of the CETL. Key Activities:Funding projects devised by both staff and undergraduate students:
We are also partially funding Warwick’s Undergraduate Research Scholarship Scheme, which is run by the Centre for Academic Practice: more details may be found at http://www.warwick.ac.uk/go/urss Reinvention also publishes Reinvention: a Journal of Undergraduate Research, an online, peer-reviewed journal, dedicated to the publication of high-quality undergraduate student research. The journal welcomes academic articles from all disciplinary areas.
Visual Learning Lab - VLLUniversity of Nottingham CETL Aims & Objectives:Visual imagery can play a powerful role in accelerating human learning. Complex verbal explanations can often be simplified through visual support - now made more accessible through new technologies. The Visual Learning Lab (VLL) has grown from work in Education, Geography, Engineering, Medicine, Psychology, Computer Sciences and Nursing. These departments are already developing innovative visual learning for example through video links between the university and school classrooms and hospital theatres, and visual simulations of complicated engineering plants and geographical data. The VLL will promote, develop and extend these and other applications to accelerate and improve student learning. Key Activities:
White Rose Centre for Excellence in the Teaching and Learning of Enterprise - CETLEUniversity of Sheffield, University of Leeds, University of York CETL Aims & Objectives:The White Rose CETL will enable students to develop enterprise skills so that they are equipped to make an impact in the future as social entrepreneurs, enterprising employees and successful business owners. Each of the three universities involved will have an Enterprise Zone: a dedicated enterprise teaching and learning facility that forms an institutional focal point for students, researchers and staff interested in enterprise. It builds upon the innovative and successful foundations of the White Rose Centre for Enterprise and intends to expand embedded enterprise across the whole curriculum for all three universities, with a focus in social sciences, arts and humanities. Key Activities:
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