Faculty of Engineering & Design staff

Sharing experience and best practice across the Faculty of Engineering & Design

Seven questions with Andy Matthews

  

📥  Celebrating success, Staff experiences, Staff insight, Top tips

Last month I chatted to Andy Matthews who is a Senior Technician in the Department of Electronic & Electrical Engineering. Andy is responsible for the Undergraduate teaching labs, managing the risk assessment and practical needs of students undertaking project work. He’s also responsible for access and security in 2 East. I asked Andy seven questions relating (mostly) to his work here at Bath. Here they are, together with his response:


1. What is the most enjoyable aspect of your job?

"I really enjoy working with young people who are at such an optimistic stage of their lives and who don’t see any limits to their horizons.  It’s great being in that environment every day". 

Andy Matthews in the Electrical Engineering lab

Andy Matthews in the Electrical Engineering lab

2. How do you prepare for a typical working week?

"I make a list and try to prioritise the items. I can’t plan too far in advance because issues can arise at the last minute, and I may need to adapt my list according to demand.

I always have a big breakfast!"

3. What are your tips for effective leadership?

"I try to understand the different strengths of each team member. I work with this and organise tasks in accordance with their strengths and comfort zones."

4. How do you resolve difficult moments at work?

"I’m always mindful of University policies, but flexibility is also important. If a student makes a non-standard request relating to project work I always try to adapt our services to meet their requirements - unless there is a health and safety issue. We can never compromise on health and safety."

5. What is the most useful piece of advice you have ever been given?

"Two pieces of advice spring to mind:

  • To value your friendships – which I try to do! 
  • To always have some sort of plan and never simply hope for the best."

6. Who or what inspires you and why?

"Students inspire me. The enthusiasm they have for their project work motivates me to try my best for them, and I never feel I don’t want to come to work. I usually finish each week with a real sense of achievement."

7. If you didn’t do this job, what would prefer to be doing?

"I’ve always been interested in aviation, and a job flying light aircraft for an aid agency or something similar would be a great alternative."

Thanks Andy!

 

 

Assessment - using Moodle Assignment

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📥  Staff event, Technology Enhanced Learning

assignment_imgOn 31 March Rachel Applegate and I held a presentation and practice workshop on the Moodle Assignment tool. Our presentation looked at the settings and Rachel explained the impact (on staff and students) of choosing particular ones.

The presentation was recorded so you can view at your leisure. (The recording finished before the session did put you can see the remaining slides in the PowerPoint file).

panopt_screenshot, link to video recording

 

Also, the PPT slides may be a useful reminder and can be downloaded for your own use.

There wasn't much practice in the practice part of our session so we've put some links to resources here.

  1. Screencasts - videos that work through the process
    • Setting up a Moodle assignment
    • Grading and feedback (within the Moodle grading area)
    • Grading and feedback (exporting submission and offline grading)
  2. Handout - overview of marking methods in Moodle Assignment

If you couldn't make this session, we're also going to be on hand for a couple of drop-in sessions on 27 April 2017 - details will follow in a faculty email.

And finally... some answers to a couple of questions we said we would investigate.

Q&A from the workshop

Question: What do allocated markers see when you use marker allocation with marking workflow?

Answer: Teachers will be able to see (and mark) any student regardless of whether they have been allocated to them or not.
When marker allocation is on, Teachers can apply the marker filter to show only those students allocated to a specific individual.
Non-editing Teachers can only see their allocated students however (so they don't have the marker filter).

Question: What happens when you upload a grading worksheet with grades for some students in the cohort, but not others (e.g. if there are multiple markers and you have marked a sub-set of students)?

Answer: When you upload the grading worksheet, the grades and feedback will only apply to the sub-set of students you have marked – the empty records in the grading worksheet for the other students won’t overwrite any grades which are already recorded in Moodle

 

 

 

Forming a cross university networking group to share best practices and experiences

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📥  New initiative, Staff event, Staff insight

Jane L Phippen, Taught Programmes Manager at the Faculty of Engineering & Design, reflects on her involvement in forming a cross university networking group and hosting the University’s first Taught Programmes Administration Networking Event.


February 28 may have been the last day of the month, but it saw the first Taught Programmes Administration Networking Event hosted by the University of Bath.

During the summer of 2016 the Undergraduate Managers visited the Universities of Birmingham, Exeter and Oxford-Brookes to ascertain if there was any interest in forming a networking group with the aim to share best practices and experiences, create a forum for discussions, understanding different processes and organisational structures.  We were enthusiastically welcomed and it did not take long to realise that there was indeed huge interest in this initiative.

Over the next few months we established the common areas for discussion and the event was planned.

On the 28 February we welcomed support staff from the three Universities to a networking event in The Edge.  During the course of the day 38 people participated, including our own colleagues from Bath.  The day consisted of group discussions and demonstrations of processes around the Curriculum Management Information System (CMIS), BSS Boards, Student notes on SAMIS, exam preparation on Moodle and we saw the iPhone Student Apps that Exeter have developed.  The conversations were lively and enjoyed by all and my highlight was to witness the open, animated discussions taking place.

So what is the next step?  There is certainly an appetite to continue with this type of engagement, whether it takes place here again at Bath is uncertain; we would like to encourage one of the other Universities to host the event – watch this space!

 

Macro of the month: User profile

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📥  Tracey's macro of the month

Introduction

The User Profile function in Confluence is an easy way to display contact details.

User Profile is a macro that displays the latest profile details of a named user. It can be used to help visitors to the wiki to find up to date contact details for key individuals, should they require them.

Application(s)

User Profile has one simple function:

  • allows you to display a dynamic list of contact details for a named user (based on what they have added to their profile within Confluence)

How to add User profile

First check to see if this is useful by looking to see if the user has updated their profile

  • Place you cursor where you want the User Profile macro to appear
  • Click on Insert (in the tool bar above) then Other Macros from the drop-down menu
  • In the pop-up window, type user profile into the search box
  • Type in the required username
  • Click Save

How to use User Profile

User Profile can help visitors to a wiki find contact details, or, in a group project, help members find out more about other members of the group. Using this macro means that the details will remain current as it updates whenever the profile details are updated.

Example

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Why I (mostly) like using the new CMS

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📥  Staff experiences, Staff insight

I've had a long hiatus from using the new CMS, but with our Faculty pages finally live, it feels like things are moving again and I've been reacquainting myself with the new system. I'm reminded every time I log into our old CMS what a better system we now have for those who update the website and those who read it. Here's why:

It forces you to write coherently

Before I even create a page in the new CMS I have to select a content type. This involves a good 10 minutes of working out what will fit my purpose. If I'm telling a story I'll probably select the case study content type, but I'll use a campaign if I'm writing persuasive content with lots of calls-to-action or a guide if I'm explaining something.

Once that's sorted I have to fill out a user need. I find this a really (really) tiresome job, but it's a good check to see if you are actually about to create a coherent page that someone will find useful. It's pretty tempting to stray into writing something you want to say and adding in content that is perhaps related but not directly relevant. When I scroll back up the page to check its user need, it helps me to refocus my writing on the intended audience: why am I doing this? Why is it important to someone?

It provides a structure to guide you

I'm not a fan of filling in boxes and until they introduced a preview button I really struggled to use the new CMS. I am often driven nuts by the word limits. For me the most annoying box of all is the one under the title, which is limited to 160 characters. I agonise over that box for about half the time the rest of the page will take. Then I turn around and show Becky and we agonise some more. The secret is, when you've got that sentence or two right, the rest of the page will follow. Getting it right in 160 characters means that you really know what your page is going to be about.

Screenshot of a page title and tag line

The 160 character tag line

I see now that other than the really useful things word limits ensure (not least how the pages are displayed in Google search results) they are actually helping me to write better. They force me to really get to the point and be concise. They are challenging me (quite literally, the page won't save if I've written too much) to take my time and really think things through. What I once raged against I see now is a support (still a frustrating one though) to guide my content and stop me settling for the quick win and a quiet life.

It demands better content

Pages need to have real substance now with information that delivers value or answers a question. Even the photos have to be better, a 16:9 ratio is unforgiving to non-professional shots. Using the new templates makes me realise how much we have been able to hide behind HTML styling in the old CMS. I was pretty horrified when I found out I wouldn't have access to the code in the new system (there's a part of me that would still like to have the option) but it really does make me focus on the quality of the content rather than spending 5 minutes faffing with a boxout. What I once saw as crushing the creativity of the content producer I now understand to be for the benefit of consistency.

Why you should find out more about it

Change can be a brutal process. I have often felt disheartened and confused during this CMS transition project. I still despair on a monthly basis, but when I look at a new page on a mobile I find my answer: the content and the design are so much better. I know the way to overcome many (not all) of my CMS frustrations is to learn more. Find out the rationale behind the compromise, the reason why my status quo has been challenged, what benefit a perceived sacrifice has been made for. I follow the Digital's team blog, 'watch' their release notes wiki page, attend their Show & Tell sessions, and most importantly click that 'suggest an improvement to this page button' and just find out why.

Once you know the thought behind the content strategy and the coding you will feel reassured as to the talent working on this new system and have faith in its ability to get better. I once used to ask myself "why is this happening on our watch?" Now I understand what an opportunity it is to question, to rethink, to reflect and improve. I wouldn't give up the past difficulties or the ones to come because it only makes us think more. With understanding it's impossible to return to before, there's only new ways, better ways.

 

Macro of the month: Contributors/Contributors Summary

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📥  Tracey's macro of the month

Introduction

The Contributors/Contributors Summary function in Confluence is useful in just about every wiki space where there are multiple authors and editors; it both informs visitors about who is working on a space and also acknowledges those contributors.

Contributors/Contributors Summary is a macro that produces an up to date list of contributors to a page, pages or whole space, enabling you to quickly see to see who has contributed and how recently/frequently.

Application(s)

Contributors/Contributors Summary has the following function:

  • allows you to create and display a dynamic list of contributors for the pages of your choice, arranged by factors such as frequency of contribution
  • the Summary version of the macro has less functionality but by that is easier to use

How to add Contributors/Contributors Summary

First check to see if this is useful by looking to see if the pages or space of interest have, or are likely to have, multiple contributors

  • Place you cursor where you want the Contributors/Contributors Summary macro to appear
  • Click on Insert (in the tool bar above) then Other Macros from the drop-down menu
  • In the pop-up window, type contributors into the search box
  • Set the variables up as you wish (you may need to experiment until you get a table that works for your data)
  • Click Save

How to use Contributors/Contributors Summary

Contributors/Contributors Summary can help acknowledge the team effort that is behind many wikis and encourage participation. This can be useful for staff and student projects.

Example

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The need to move towards a more sustainable society

  

📥  New initiative

Dr Caroline McFarlane from the Department of Chemical Engineering writes about why she worked to develop our new MSc in Sustainable Chemical Engineering


Hello, my name is Dr Caroline McFarlane and I’m the Director of Studies for the MSc in Sustainable Chemical Engineering.  In this blog post I’m going to talk about some of thinking that led us to develop the new MSc, in particular our view of the need for chemical engineers who understand sustainable development. In future posts I’ll be introducing you to some of the people who teach on the course and talking about some of its highlights, like the interdisciplinary group case study, the design project and the research projects that our students could be working on.

So why did we decide to develop a new MSc in Sustainable Chemical Engineering?

We know that many of the practices and lifestyles of a modern society can’t be sustained indefinitely. Many people can’t meet even their basic needs, and at the same time we’re exceeding the capacity of the planet to meet our demand for many resources and to accommodate our emissions. Across the globe we’re facing major challenges, just take for example climate change or the severe air pollution that is affecting large areas of Europe and Asia and is linked to millions of premature deaths every year. Sustainable development needs all of us – as citizens and engineers– to consider the impact of our own lives, the processes we run and products we produce, both now and in the future.

As chemical engineers we can play an absolutely central role in changing practices and driving forward innovative solutions in order to live within the constraints of the planet. We can apply our understanding of the ways in which complex systems behave to understanding the problems faced. We can contribute to sustainable development by applying our technological knowledge in innovating, designing and managing processes to improve environmental, social and economic outcomes. This might be through more efficient use of material and energy resources, minimising resource consumption and waste generation (for example, through cleaner technology, good practice, process intensification and material and energy integration) and also by recovering, valorising and re-using waste streams within a process or between different sectors. We also have a vital role to play not only in problem-solving but also framing problems and participating in political and social decision-making processes using our expertise.

So, sustainable development requires chemical engineers these days to take on a very challenging and potentially very fulfilling role as agents of social change. This requires a new knowledge and skills-set to frame and address the complex issues involved. Chemical engineers need a holistic approach, which takes into account environmental, social as well as techno-economic objectives, and the ability to work with a range of stakeholders, including professionals from other disciplines and the public. This is why we’ve combined courses in advanced chemical engineering with courses in holistic and life cycle approaches and give students lots of opportunities to practice and apply transferable skills, such as, interdisciplinary/team working, problem solving, negotiation, big picture and critical thinking, in order to improve their employability.

With these skills and knowledge our students will be well-prepared for a career in academia or in industry, working in the traditional industries (for example, chemicals, pharma, food and beverage) or the emerging and rapidly growing green sector, such as, renewable fuels, resource and waste management.

go.bath.ac.uk/sustainable-chemical-engineering

 

TEL Survey - results and action plan

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📥  Technology Enhanced Learning

During the summer/autumn of 2016 we asked academic staff in the Faculty to complete our Technology Enhanced Learning survey. The survey aims to inform our planning so we can better support teaching staff.

In discussion with the Associate Dean for Teaching & Learning, Marianne Ellis, we've now had a chance to pull the data together into some headline issues which have helped us develop an action plan for this year (and on into next year). We'd like to share this with everyone here.

Please get in touch if you have any questions (Yvonne Moore and Rachel Applegate) at fed-tel@bath.ac.uk

The tool we used to present these headlines is a free web infographic maker called Piktochart.

Image: slide 1, top priorities.
Image: slide 2, staff want to know more.

Image: slide 3, barriers to using technology. Image: slide 4, types of support staff would like. block_6 Image: slide 6, action plan.

 

The Teaching Excellence Framework (TEF) for beginners ….

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📥  Staff experiences, Staff insight, Uncategorised

Back in December Selina (Jobson) and I thought we’d try and get to grips with the latest educational acronym  ‘TEF‘ and find out what on earth its all about.  Spoiler alert – there are a quite a few acronyms coming up! We attended a briefing event in London at which representatives from the Dept. of Education (DofE), the Higher Education Academy (HEA), and the National Union of Students (NUS) explained what TEF is, how it will operate and what it’s meant to achieve. The day also included presentations from two University administrators on how their Institutions are preparing for TEF, a presentation from the Vice Chancellor of the University of Greenwich and a general discussion.

So… what is TEF?

It’s a scheme introduced by the government with the aim of measuring the quality of teaching at Higher Education Institutions (HEIs).  Universities will be given a rating to indicate the level of teaching quality they provide and as the scheme moves forward it will cover teaching at both undergraduate and postgraduate levels and then move on to give subject /discipline level ratings. There are three areas (criteria) against which Universities are rated – Teaching Quality; Learning Environment and Student Outcomes & Learning Gain - which then produce one overall rating.  The ratings will be Gold, Silver and Bronze. This year it’s a voluntary scheme but the vast majority of HE Institutions have decided to participate (299 in total).

The government’s aim is that TEF will be used to:

  • Provide clear information to students about where the best provision can be found
  • Encourage providers (i.e. Universities) to improve teaching quality to reduce variability
  • Help drive UK productivity by ensuring a better match of graduate skills with the needs of employers and the economy
  • It will also be used as a mechanism to allow Universities to raise the level of tuition fees charged to students (more on this later!) and to promote quality, choice & greater competition.

How will it work?

TEF ratings will be mainly assessed by metrics – what are those I hear you cry? Metrics are large sets of data and statistics which Universities already coordinate and provide to bodies such as the Higher Education Funding Council for England (HEFCE). It will also be important that all academics involved in teaching have recognised Teaching Qualifications – here at Bath there is likely to be a major push to ensure this happens.  Three years-worth of metrics will be used for TEF and they are

  • National Student Survey (NSS)  - for info on students’ perceptions of the quality of teaching, assessment, feedback, academic support
  • Destination of Leavers from HE (DLHE) – the annual survey of recent graduates which provides info. on what our graduates are doing e.g. are they in ‘graduate’ employment or further study or unemployed!
  • Higher Educations Statistics Agency (HESA) data – the annual return which is prepared by SREO and which covers recruitment and retention (in broad terms the number of ‘student bums on seats’)
  • In the future TEF might also include additional metrics e.g. Longitudinal Earnings Outcome (LEO) data (what type of employment graduates have 5 years after graduation).

Each University also submits a written report (limited to 15 pages – the font and margin sizes have also been specified). This written report should explain or comment on any anomalies in the metrics (contextualise the data) but primarily focus on the impact and effectiveness of teaching. The ‘student voice’ is also supposed to be clear within the written report. Ultimately each University’s written submission will be published.

The metrics and written submission are then considered by the TEF Assessment Panel, chaired by Prof Chris Husbands, VC at Sheffield Hallam University (appointed by the government for 2 years).  The TEF Panel will announce the outcomes and award Universities Gold, Silver or Bronze ratings which are valid for 3 years. If a University has been awarded a ‘bronze’ it could choose to reapply to TEF in subsequent years to try and raise its rating but otherwise you keep your rating for three years.

What’s the timeline?

We’re in the first ‘proper’ year of TEF (elements of the process were kick-started in 15/16 TEF year 1 which is why 2016-17 is referred to as TEF year 2).

The University submitted its written report at the end of January, the TEF Panel will now start reviewing all the metrics and reports from all participating Institutions and the outcomes will be announced in late May. We’ll find out whether we’ve got GOLD!!

Next year (2017-18) the TEF approach will applied to subject level pilots and in the following year (2018-19) taught postgraduate programmes will be included.

Talking points

Not surprisingly there’s a lot of discussion and debate about TEF. Here’s a potted summary of views and opinions about TEF,

  • There’s a general welcome for the focus on teaching and the quality of student’s learning experience, as it’s considered to be long overdue.
  • There are hopes that the esteem and profile of teaching will be raised (compared to research).
  • However there’s concern that the metrics themselves don’t actually tell you how ‘good’ or ‘excellent’ a University’s teaching is and in any case no-one really seems to be able to define what ‘Teaching Excellence’ is (although apparently everyone knows it when they see it). What for example can the metrics on post University destinations and employment tell us about the quality of teaching a student received?
  • TEF ratings (gold, silver etc.) will be directly linked to the level of fees a University can charge its students. From 2018-19 those Universities with a gold or silver rating will be allowed to increase undergraduate fees at a higher rate than those Universities with a bronze rating. Over time this will lead to a widening gap between higher and lower fee charging Universities. The NUS is particularly unhappy about the link between TEF and fee levels and has voted to boycott the National Student Survey (NSS) in protest. As the NSS scores are one of the key TEF metrics it’s not entirely clear what impact the boycott will have.
  • The NUS is also concerned that the reliance and focus on metrics will drown out the  ‘student voice’
  • There are significant reputational implications for Institutions awarded a bronze or even a silver award. Who wants to go to a University that’s not got gold?
  • Subject level TEF will be a whole new challenge – what happens if at a subject level you’re rated bronze but at a university level you're rated gold (already being referred to as medal clash)?

What’s been happening here at Bath

The University’s written report went in to the TEF Panel at the end of January.  I don’t know what went into the report or who was consulted but I should think the Students’ Union was involved.  There’s a real drive towards getting all academic staff involved in teaching to have formal Teaching Qualifications, which you may have heard discussed in various fora. The Bath branch of the NUS is formally participating in the boycott of NSS (more details can be found here: https://www.nus.org.uk/Documents/Boycott%20the%20NSS%20Flyer_.pdf.

And if you’re interested in finding out more…

Come and have a chat with me (Rachel Summers) or Selina - we most definitely do not have all the answers but might be able to point you in the right direction to find them.

 

Lost in transition

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📥  Uncategorised

Do you remember what you were doing on October 27 2016? I do. It was the day we launched our new Faculty of Engineering & Design web pages. This made us the first of the four faculties/school to publish its section on the new Bath website (sorry Science).

The ease with which our pages went live was testament to the months of preparation and hard work put in by Beth and me in our team, my fellow editors from other faculties and the digital team. Since then, we’ve taken every opportunity to spread the word about our new pages and encourage feedback. So far the response has been positive and it’s proven a good opportunity to discuss the thinking behind the new look.

Reasons to be cheerful

Some people I've shown the new pages to have looked a bit shocked at how different the new design is to the old site. But there are good reasons for this.

Responsive design

All our new pages adapt to the size of the screen they are displayed on. If you've ever tried to look at our old pages on your mobile, you’ll recall the good old squint and pinch action required to change the view from silly to sensible size. A bit of delving into analytics shows that people are using different devices to view our pages more each year. In 2011, 3.66% of users were accessing our engineering pages from a mobile device. This figure has risen year on year to 17.82% for 2016. So making our web pages responsive reacts to the shift in how people use the internet. It puts our users and their experience first. It also neatly coincides with Google's work last year that saw new search algorithms rolled out to boost rankings for mobile-friendly sites.

Clean design

An uncluttered page makes for a better user experience. It's easier on the eye and allows visitors to scan for salient content. It also addresses the design preferences of our core audiences. User research by the Nielsen Norman Group suggests that young adults prefer minimalist and flat designs as they let them scan content quicker.

Accessibility

Tim Berners-Lee, inventor of the World Wide Web, once said:

"The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect."

Our design and content choices are made with W3C's Web Content Accessibility Guidelines in mind. This means we're trying to make sure that everyone using our pages can get to all the information they need. This echoes something especially important to me: our values and duty as a university to promote inclusivity, equality and diversity.

Content driven

Finally, something I can take some credit for! With clean designs and an easy-to-use content publisher, we can focus on producing quality content that people want to read.

What's in the box?

So I’ve talked about what you see when you access our pages but not so much about what we (editors, authors, contributors) see when we input content. The new content publisher replaces OpenCMS as our content management system. If, like me, you've had the pleasure of using OpenCMS, you probably won't be too sad to say goodbye to it. You may miss me apologising to you for what I've often optimistically called its  'random quirks'. But maybe not too much.

My favourite bits

Structured content. There are 12 content types in the content publisher. Every time we create a page, we choose an appropriate template to match the content e.g. project, event, case study or announcement. The beauty of these templates is that they are straightforward and easy to use with a clear purpose that focuses on the user need. We also use markdown so there is minimal formatting needed.

No more broken code! The way the templates are built means that you can't accidentally break any HTML, which was a recurring problem for users in OpenCMS. The time I would have spent seeking out and fixing rogue divs can now be better spent working with subject matter experts (you lot) to craft engaging content.

A section of the announcement content type in the content publisher.

A section of the announcement content type in the content publisher.

Empowerment and education. Because the content publisher is easy to use, it's also easier to train people. This helps us devolve responsibilities and roll out access to more users. It also means we can focus on the important stuff; namely, good content! We can spend more time looking at how to write better content as well as share skills and best practice. We already have clearer guides on:

My hope is that this new approach to web content will ignite a positive culture shift to more collaborative working between requesters and creators.

But how did we get here?

In September 2015, Beth and I spent a week in Digital Basecamp working on transitioning Faculty content. We had already audited all our existing pages and chosen an action (e.g. major edit, split, merge, archive) for each page. At this stage, it was decided that recruitment content would remain out of scope until the new 'course search' app was built. This is why you can still see our old Graduate School pages.

We wrote user needs for all the content we wanted to transition and assigned them a content type. We used Trello to track the progress of the sprint. We created cards for each piece of content to transition and ranked it in terms of difficulty using the Fibonacci sequence. Each piece had to go through a series of editing, reviewing, fact-checking and proofing before it reached the 'ready for live' stage.

A trello board

Capture of the Trello board for Faculty of Engineering & Design transition on completion

During the sprint and in the following weeks, we transitioned the agreed existing Faculty content as well as creating some new. So we were ready to publish, right? Wrong. Transition came to a halt for reasons beyond our control and probably best not to dwell on now.

Skip to a year later and we were back in Digital Basecamp reviving the Trello board and dusting off our not-so-new content. The problem with time is that it keeps changing things. We couldn't simply publish the content that we'd created the year before because a lot of it was now out of date. We spent another week and a half reviewing, updating and creating content before I could rejoice in the fact that we were ready for final sign off. And that brings us back round to 27 October 2016 when I celebrated launching our new pages by making a plastic dragon roar.

I'm not going to lie; at times, transitioning this section has felt more like a marathon than a sprint. But it has been worth it. I've learnt a lot about content over the past two years: how to audit content, how to better structure and write content, and how to think about its value to our audience. These are things I want and hope to share with others.

So what next?

Although signing off the Faculty section felt momentous, we still have a way to go before we can burn OpenCMS. Four departments, a new course search app for undergraduate and postgraduate courses, and a multitude of research centres are all banging down my door. At the front of this queue is Electronic & Electrical Engineering content. We are going to spend a week in April working with Ann and Cassie to transition the department content for elec-eng. I'm confident that the work we've already put in on this and the lessons we've learnt along the way will make for a smooth transition sprint.

If you have any questions about transition, please email fed-web@bath.ac.uk. If you've seen the new faculty content and want to feedback, you'll find a 'suggest an improvement' link on the bottom right of all pages.