The Centre for Excellence in Teaching and Learning through Design (CETLD) is a higher education initiative that seeks to advance higher education through design.
CETLD was created in 2005, a Higher Education Funding Council for England (HEFCE)-funded partnership between the University of Brighton Faculty of Arts and Architecture, the Royal College of Art, the Royal Institute of British Architects and the Victoria & Albert Museum.
The centre was established as a five-year project, developed to enhance learning and teaching in design through research that brings together resources and expertise from Higher Education and collections-based partners.
Its objectives included the advance of understanding,practice-based learning, interdisciplinarity in design education, student voice and student-centred approaches to learning, use and application of collections.
The Centres for Excellence in Teaching and Learning respond to the British Department of Education and Science and the Department for Education and Employment visions for "purposefully linking learning institutions and providers--including universities, libraries, museums and galleries--in the development of a `learning society.'"
There are 74 British national Centres for Excellence in Teaching and Learning.
Famous quotes containing the words centre, excellence, teaching, learning and/or design:
“Old politicians, like old actors, revive in the limelight. The vacancy which afflicts them in private momentarily lifts when, once more, they feel the eyes of an audience upon them. Their old passion for holding the centre of the stage guides their uncertain footsteps to where the footlights shine, and summons up a wintry smile when the curtain rises.”
—Malcolm Muggeridge (1903–1990)
“The whole appearance is a toy. For this,
The dove in the belly builds his nest and coos,
Selah, tempestuous bird. How is it that
The rivers shine and hold their mirrors up,
Like excellence collecting excellence?”
—Wallace Stevens (1879–1955)
“The discipline of the Old Testament may be summed up as a discipline teaching us to abhor and flee from sin; the discipline of the New Testament, as a discipline teaching us to die to it.”
—Matthew Arnold (1822–1888)
“If you think of learning as a path, you can picture yourself walking beside her rather than either pushing or dragging or carrying her along.”
—Polly Berrien Berends (20th century)
“For I choose that my remembrances of him should be pleasing, affecting, religious. I will love him as a glorified friend, after the free way of friendship, and not pay him a stiff sign of respect, as men do to those whom they fear. A passage read from his discourses, a moving provocation to works like his, any act or meeting which tends to awaken a pure thought, a flow of love, an original design of virtue, I call a worthy, a true commemoration.”
—Ralph Waldo Emerson (1803–1882)