Faculty of Engineering & Design staff

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

Macro of the month: Table of contents

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📥  Tracey's macro of the month


This feature aims to introduce you to the various macros (small pre-set programmes) that are available within Confluence. They are designed to help you with the layout and functionality of your content. Table of contents works with the use of heading styles, that is text formatted using Heading 1, Heading 2 etc. in top tool bar the Edit window. In this way it is equivalent to the corresponding feature in MS Word.


Table of contents has two features:

  • displays the sections within a page as a list of click-able links
  • if the sections are edited, the table of contents updates automatically

How to add Expand


  • Place the cursor where you want the 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 'Table of contents' into the search box
  • Set the variables up as you wish (see below for examples)
  • Click Save

How to use Expand

Consider using this on any page that contains many sections as this macro gives readers:

  • a quick way to see what is there
  • reach their areas of interest quickly

Useful in the case of a long or complex pages

table of contents(click on image to enlarge)

To see these examples in action, go to: https://wiki.bath.ac.uk/display/~tm422/Table+of+contents


Faculty of Engineering & Design Technology Enhanced Learning: event write up

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📥  New initiative, Staff event, Technology Enhanced Learning

Last week saw the first Faculty of Engineering & Design Technology Enhanced Learning event. The event followed on from on from last semester’s LITEbox Technology Panel Debate chaired by Peter Lambert.

Jos Darling (Mechanical Engineering), Marcelle McManus (Mechanical Engineering), Mirella Di Lorenzo (Chemical Engineering) and Aydin Nassehi (Mechanical Engineering) each gave brief presentations. They highlighted their use of different technologies to address specific needs and to engage with students in their own learning and teaching contexts. Around thirty staff attended, in a range of learning and teaching related roles, from all departments and from different faculty teams.


Image of presenters answering questions during the event

Answering questions at the Faculty TEL event

The presenters gave their insights in to a number of developments. Steve Cayzer, an audience member, commented ‘It was great to see some of the innovative use of technology in the faculty. I found it particularly useful that staff were sharing actual experiences; the pitfalls as well as the opportunities.’

A full recording of the event is now available if you wish to watch again or share with colleagues.

Jos shared his experience of using online multiple choice quizzes for summative assessment. This approach helps to provide timely feedback for large cohorts. He shared the findings of initial pilots, and noted future trials and developments across the University.

Marcelle gave some great insights in to the use of lecture capture software for students to record group presentations. Industry experts can access the recordings at any time to provide feedback to students. Students write questions to their peers and develop new digital skills which are useful for online interviews.

Mirella explained how she uses Linoit (a virtual multimedia message wall or ‘post-it’ board). This provides an interactive space for students to ask questions and provide feedback. She shared ideas on how this can support student engagement in different contexts (for example with first or final year students). She also highlighted the positive feedback from students.

Finally Aydin demonstrated how audience response systems can bring presentations to life, allowing large student cohorts to engage and interact during lectures. Aydin gave an interactive demonstration and provided a useful comparison of different technologies (for example 2sli.de and Poll Everywhere).


Word cloud highlighting key themes from the event

Key themes word cloud: Creative Commons Licence (by-nc-nd). See worditout.com


Some key themes emerged through the presentations:

  • learning technologies to encourage and manage interactions with large cohorts of students
  • streamlining assessment practices
  • providing timely feedback to students
  • using technologies to help students engage in the learning process
  • helping students to engage with audiences outside the University (e.g. in industry)
  • how to balance the time invested in development with long-term efficiencies, and the beneficial impacts for staff and students.

We plan to hold further events to continue sharing good practice with learning technologies in the Faculty. If you would like to take part in a future event to share examples from your own learning and teaching context, please do get in touch.

Related events

LITEbox event on 7th April: Using Moodle for summative assessments to reduce marking time – Dr Momna Hejmadi, Department of Biology & Biochemistry

Using online multimedia message walls to encourage participation – workshop write up and recording – Dr Jessica Francombe-Webb

A flipped teaching toolkit for a quantitative module – event write up and recording – Dr Aydin Nassehi

See also Audience Response Systems – event write up and recording – Dr Richard Joiner, and a demonstration of the 2sli.de share system in the Technology Showcase – with Robin Shields

Videoconferencing and innovative teaching in social sciences classrooms – event write up and recording, showing another approach for students engaging with external experts – Dr Wali Aslam


Reflecting on a year as President of IStructE

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📥  Celebrating success, Staff experiences, Staff insight

Professor Tim Ibell, Associate Dean for Research, reflects on his year as President of the Institution of Structural Engineers:

During 2015, I had the immense privilege of being President of the Institution of Structural Engineers. The Institution is the largest professional body worldwide devoted solely to structural engineering, with 27,000 members spread across 105 countries.

Gaining entry into the Institution of Structural Engineers is famously difficult, and involves having to pass a seven-hour written examination as one of the steps. Only 35% of those taking this examination pass it, despite all those attempting it having at least a Masters degree, or equivalent, in structural engineering. This means that when, as President, you visit Members of the Institution around the world they are fiercely proud of their connection, and fiercely determined that standards should never drop in entering the Institution. This was a striking issue for me on my travels, which included visits to the US, UAE, Malaysia, Singapore (twice), Hong Kong, China and India. I also visited all 22 UK (and Irish) regional groups.

My message remained consistent throughout the year. Our profession is profoundly creative, and becoming ever more creative as we embrace the digital revolution. Our university education of structural engineers must reflect this fact. We can no longer plough the furrow of a narrow engineering education based squarely on maths and physics. We must embed a breadth of outlook and creativity as core learning outcomes, and use creativity as the basis for an inspirational learning environment such that students want to learn everything they need for themselves because they are motivated to do so. Without the underpinning creativity, we have a dull, lifeless degree programme which requires that students are taught because they won’t wish to learn. Learning and teaching are opposite concepts, and should be treated as such. Learning is deep and profound. Teaching is a remedy which requires repeated dosages.

This message was greeted very positively wherever I went, which was very pleasing. Even better, when the four presidents of the constituent professional bodies making up the Joint Board of Moderators (the accreditation body for Civil, Structural, Transport and Highways Engineering) met, I was able to secure their support to embed creativity as a specific required learning outcome in UK UG degrees from now on. My colleague, Paul McCombie, presented the concept to the JBM Board on my behalf, to a very receptive audience. I definitely feel we are getting somewhere with this issue, and a few days ago an article was published by the Institution, which sums up my vision for where we should be heading as a profession.

If you are reading this and have any ambitions to be the president of your own professional body, then my advice is to JUST DO IT. It is a fabulous privilege, a tremendous honour, a brilliant showcase for the University of Bath, and a platform to make a real difference. I loved it.


Faculty facilities refurbishment update

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📥  Celebrating success

Julian Sulley, Director of Technical Services for the Faculty, provides an update on refurbishment work within 2 East and 4 East:

4 East

The new Gas Turbine Research Unit (GTRU) laboratory has recently been completed. We have installed 6” and 2” diameter pipework from a lab across the corridor and a supplementary CO2 gas supply via a newly installed BOC facility in the 6 East yard. To accommodate laser measuring equipment we have ensured the lab is able to provide a total blackout. Final commissioning of the facility is ongoing, as is the manufacture and construction of the latest research rig. This is estimated to take around a year.

As a consequence of the new GTRU lab, the technicians prep workshop has been moved to a new location. This required an urgent last minute revision to the planned conversion of the wind tunnel annex, which was subsequently extended to create a new workshop.

The now infamous toilet conversion to a shower block facility remains ongoing! What started out last June to be a simple update to add an additional shower cubicle and spruce up the toilet block has developed into a full blown major refurbishment. This has involved a complete redesign of the drainage provision and major foundation work. This also presented an opportunity to further remove asbestos from the foyer and adjoining areas.

During the asbestos removal work, it was discovered that an internal wall wasn’t properly bonded and, as such, had to be demolished and rebuilt together with fire intumescent painting of the supporting steelwork. This work is now well advanced and completion is expected shortly. New ceilings, improved lighting and general redecoration of the foyer and stairwell area are also planned as part of the refurbishment. Other corridors, stairwells and foyer areas on level 1 have been refurbished or are planned as part of an ongoing programme.

2 East

The former distance learning offices have now been converted into new laboratory space. They have all been refitted with Velstone topped bespoke fixed and portable benching. There has been substantial investment in equipping the new laboratories with dedicated equipment kits. This work was originally planned to be part of the ACER backfill project scheduled for this summer but the decision was taken to pull forward this element of the project. Again, this entailed a complete asbestos strip out, new heating, lighting power and data installations all within a very compressed timescale, all of which was achieved.

Next up: ACER backfill project scheduled for this summer. More information to follow.

Refurbished labs in 2 East

Refurbished labs in 2 East

Refurbished labs in 2 East

Refurbished labs in 2 East


Macro of the month - Expand

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📥  Tracey's macro of the month


This feature aims to introduce you to the various macros (small pre-set programmes) that are available within Confluence. They are designed to help you with the layout and functionality of your content. Expand is a very basic macro with one specific use. You may rarely use it but has the capacity to make a page more more user friendly.


Expand has one function:

  • hide items until the user clicks on the link to reveal them

How to add Expand


  • Place the cursor where you want the Expand 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 Expand into the search box
  • Set the variables up as you wish (see below for examples)
  • Click Save

How to use Expand

Look at any part of a page that might useful be hidden until the reader specifically indicates that they want to see it. This could be:

  • a large block of text
  • a list
  • instructions/help
  • answer/hint to a question
  • further examples
  • references/bibliography
  • credits



(click on image to enlarge)

To see these examples in action, go to: https://wiki.bath.ac.uk/display/FEDSA/Expand



Transitioning person profiles to the new content management system (CMS)

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📥  New initiative, Staff insight

The hard facts

There are 199 published person profile web pages across our four Departments' website sections. These are mostly academic or academic-related with a smattering of Research Officers/Associates, Emeritus Professors and visiting staff. By Department, this looks like:

  • Architecture & Civil Engineering: 75
  • Chemical Engineering: 28
  • Electronic & Electrical Engineering: 30
  • Mechanical Engineering: 66

That’s a lot of profiles to transition! And we are working with Department office staff to do just this.

We have been running the 'first wave' of the project during January and February. This focuses on transitioning person profiles for academic members of staff (Professors, Readers, Senior Lecturers and Lecturers).  We’ll review progress in March before moving on to the 'second wave' (academic-related, research and visiting staff).

Not just a copy, paste and publish job

The new CMS is all about taking a more structured approach to how we think, write and present our content. This has benefits for both CMS users and website visitors. As editors, authors and contributors to the site, we can use structured templates to produce good content easier and faster. This structured approach helps us focus on what content our site users need and so helps them find the information they want easier and faster. Everybody’s happy!

What you can include in your new profile

A person profile page in the new CMS consists of a series of fields (some required) with set character limits.

Screenshot of the person profile template in CMS beta

Screenshot of the person profile template in CMS beta

Role summary (required)

This describes your role and research area. It is limited to 160 characters so that it will appear in full on search engine result pages (SERPs).

SERP for Gary Hawley

Search engine results page (SERP) for 'Gary Hawley'. The description is over 160 characters and gets cut off.

Role (1000 characters)

The duties and responsibilities of your current role.

Role-related posts (1000 characters)

A bullet-point list of your current role-related positions. For example, current institute memberships, chairs or editorial roles.

Career achievements (1500 characters)

The major achievements of your career. For example, this could include awards, previous academic and/or non-academic positions.

Education (1000 characters)

Your higher education background and qualifications.

Teaching units

A bullet-point list of the undergraduate and postgraduate units you teach on, with links to the unit catalogue.

Research interests (1000 characters)

A bullet-point list of your key research areas.

Current research projects (1000 characters)

A bullet-point list of your research project titles with links

The profile template also includes:

  • your contact details
  • your availability to supervise student research projects
  • a link to your publications in Opus
  • an option to include supporting external links (e.g. personal websites or social media)

What we're doing and how you can help

The Department office staff are creating the new person profile pages in the new CMS. They're using content from the existing person profiles but are leaving fields blank where information is missing or out of date.

The Faculty Web Content Editor (me) and the Marketing & Web Administrator (Beth) are reviewing the new profile pages as they're created. We'll make any necessary edits in line with the University's editorial style guide and person profile style guide.

We'll contact you with a link to preview your draft profile when we have transitioned the content across. We'll ask you check that all the facts on the page are correct and give you the opportunity to fill in any blank fields.

We will review the pages a final time with input from Digital. We will publish the person profile pages in line with the go live date for each Department's content.

If you have any questions about the CMS transition or your person profile, please email us at fed-web@bath.ac.uk.


Faculty Technology Enhanced Learning event – 3rd March 11.15-12.05

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📥  New initiative, Staff event, Technology Enhanced Learning

Following on from last semester’s LITEbox Technology Panel Debate chaired by Peter Lambert, we are hosting an event focussing on learning technologies within the Faculty.

Faculty of Engineering & Design academics are warmly invited to a presentation and discussion event on Thursday 3rd March 11:15-12:05 in CB5.13. The event may also be of interest to staff in teaching and learning related roles.

A series of presentations will showcase technologies which improve the student experience and which can also save time for academic staff (a win-win situation).



5 minutes presentations

Multiple Choice Quizzes for Summative Assessments (in Moodle) – Jos Darling
Video Assessments and Feedback (using Re:view (Panopto) in Moodle) – Marcelle McManus
LINO-it, A Virtual post-it Board – Mirella Di Lorenzo
Audience Response using Smart Phones – Aydin Nassehi

Introduction to Technology Enhanced Learning support in the Faculty - Rachel Applegate & Yvonne Moore

Image of group presentation

Image from Intel Free Press https://creativecommons.org/licenses/by/2.0/

What are the drivers for you to use technology in teaching and learning?
Do you encounter any barriers?
What solutions could help you?

It would be helpful if you can express your interest in attending so we have an estimate of numbers. Please reply to Rachel Applegate (Learning Technologist): fed-tel@bath.ac.uk


Macro of the Month - Panel


📥  Tracey's macro of the month

This feature aims to introduce you to the various macros (small pre-set programmes) that are available within Confluence. They are designed to help you with the layout and functionality of your content.

This month’s macro is Panel. Like all macros it can be found under Other Macros in the Insert menu.

Panel is a very basic macro with multiple uses. In fact, it will probably be the macro you use most often in any space.

Panel has four functions which you can use in combination or independently:
• to add a border to part of a page
• to add a background colour to part of a page
• to add a title to part of a page
• to make a wiki space easier to edit (and since a wiki is always a work in progress, it's a good idea to think about how it will develop in future)

How to use a Panel:
• When you add a panel you will be asked for your choices of title, border type, background colour etc.
• When you have made your choices, click Save
• Add any material you like to the panel: text, images, tables etc.
• If you want to move the panel and its contents, simply drag and drop the panel into its new position
• Panels can also be copy and pasted (within a page or across pages) making it easy to make a new panel based on an existing one


Examples of panel(click on image to enlarge)



Faculty social media explained

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📥  Staff insight

Our channels

Our Departments each have public Twitter and Facebook profiles, some of which are more established than others.

Department of Architecture & Civil Engineering
Facebook: Architecture & Civil Engineering at Bath
Twitter: @BathArchAndCivE

Department of Chemical Engineering
Facebook: Chemical Engineering at Bath
Twitter: @BathChemEng

Department of Electronic & Electrical Engineering
Facebook: Electronic & Electrical Engineering at Bath
Twitter: @BathElecEng

Department of Mechanical Engineering
Facebook: Mechanical Engineering at Bath
Twitter: @BathMechEng

We also have a Faculty Instagram account @BathEngAndDes for student project work, images of research and life at Bath.

The Faculty contributes content (but does not have access) to central University of Bath accounts including Twitter, Facebook and Weibo. Departmental LinkedIn groups are managed by the Department of Alumni Relations and individual members of the Faculty.

How our channels are managed

Department Offices manage social media output in collaboration with the Faculty Marketing Team. The Departments respond to enquiries and contribute departmental specific content through their own accounts. The Marketing Team has centralised access to all channels through the social media management tool Hootsuite. This enables us to schedule and coordinate content. We share reports, best practice guidelines, strategy and a content calendar on our collaborative Wiki page. We have a social media training module for staff who contribute to our official channels.

Our aim

Our social media channels aspire to create a thriving and engaged community of staff, current students, prospective students, alumni, researchers and industry partners. We aim to showcase our research activities, student work, life on campus, and opportunities for work, collaboration and study within the Faculty.

What was popular in 2015?

  • Downloadable print (brochures and newsletters)
  • League table results
  • Student project work
  • News featuring members of staff
  • PGR opportunities

Some highlights of the coming year

  • Undergraduate and MSc course spotlights
  • Research Centre insights
  • Archive photos to celebrate our 50th anniversary
  • Showcasing user-generated content: blog posts, student projects and events

If you have content you’d like to contribute to our social media channels please contact your Department Office.


Celebrating the Recognising Excellence Award Scheme


📥  Celebrating success

Recognising Excellence awards are intended to recognise and reward those who have demonstrated exceptional performance. This exceptional performance may have been on a one-off or short-term basis, or at a consistent level throughout the year. The scheme provides staff, managers and colleagues with the opportunity to nominate an individual or a team for an award.

Across the Faculty nominations were received for a number of individuals and teams, highlighting the fantastic efforts and dedication of many members of the Faculty support team.  I was extremely proud to read such motivational and inspiring words about the team members, confirming to me, how together we complement each other to near perfection.

Rather than name the successful individuals or teams, I thought it would be useful to highlight where the nominations had matched against the criteria to be awarded against and how this links back to your Effective Behaviours Framework.

As you will be aware there are many criteria that a nomination can be set against, 15 in total.  The following 12 were demonstrated this year:

  • Management of a specific area of activity in a department/faculty resulting in significant improvement against appropriate metrics
  • Achievement of income, cost or performance related targets for the department or sub unit
  • Significant improvements in operational or service level agreement standards or operational efficiency
  • Achieving consistently high levels of customer satisfaction
  • Quality of work
  • Controlling costs and improving cost effectiveness
  • Minimising bureaucracy and streamlining procedures in a department/faculty or across the University
  • Improvements in team working in a unit, department/faculty or across the University
  • Demonstrating inspirational management of staff; motivating and leading by example
  • Demonstrating exceptional teamwork and interpersonal skills; creating and maintaining excellent working relationships
  • Contributing ideas and assisting in the implementation of a major change in efficiency, quality, cost reduction or achievement of departmental objectives.
  • Exceptional leadership of – and input into – large scale projects with significant impact upon the University or across the HE sector.

Linking this back to the behaviours framework as a Faculty Team we were able to match the nominations against all 9 behaviours:

  • Managing self and personal skills
  • Delivering excellent service
  • Finding innovative solutions
  • Embracing change
  • Using resources
  • Providing direction
  • Developing self and others
  • Working with people
  • Achieving results

It is important we embrace the behaviours, build them into your daily working life and remember to capture those moments where we as an individual or team are proud of the achievement made no matter how small it may seem.

I would like to thank you all for a fantastic 2015 and hope 2016 has many more pockets of glory and moments to be proud of.