Paul Hyland is Professsor of History, and Head of Learning and Teaching and of the Centre for Learning and Teaching Development at Bath Spa University.
He has been:
- Head of the School of Historical and Cultural Studies at Bath Spa (1994-2000)
- Leader of the Higher Education Funding Council for England's national teaching development project 'History 2000' (1996-2001)
- Director of History in the Higher Education Academy's Subject Centre for the development of teaching and learning in History, Classics and Archaeology, based at Glasgow University (2000-07)
- Leader of pedagogical research and development for 'Artswork', Bath Spa University's 'Centre for Excellence in Teaching and Learning' (2005-10).
He is currently:
- Leader of BSU work for the Higher Education Academy's 'Transforming the Experience of Students through Assessment' project: www.testa.ac.uk
- Director of the Joint Information Systems Committee's 'Feedback and Assessment for Students with Technology' project, 2011-14: www.fastech.ac.uk
- Leader of BSU partnership for the European Commission projects MAHATMA (Developing MAs for Higher Education Leadership and Management, 2012-15): www.mahatma.am/ ; ALIGN (2013-16): http://www.yafa.am/en/?p=4924 ; and TNE-QA (2013-16): www.tne-qa.com/
In 2000 he became the first historian in Britain to be awarded a National Teaching Fellowship by HEFCE/Institute for Learning and Teaching.
He has produced many books and articles in literary and cultural history, and on the development of teaching and learning in higher education. He is co-founder and editor with Neil Sammells of the internationally-refereed quarterly journal 'Irish Studies Review' (Taylor and Francis, 1990 to date) and of the literature series 'Crosscurrents'. His most recent books are 'The Practice of University History Teaching', edited with Alan Booth (Manchester University Press, 2000), and 'The Enlightenment' (Routledge, 2003). He is currently researching subject-based conceptions of excellence in university teaching.
If you'd like to contact him, please email: email@example.com
- BA(Hons) Lancaster University
- PhD Lancaster University
- PGCE University of Bath.
- Postgraduate Certificate in Education (University of Bath).
- Fellow of the Higher Education Academy, 2000-
- National Teaching Fellow, 2000
- International Society for the Scholarship of Teaching and Learning, 2004-.
- Literary and Cultural History
- Eighteenth-Century Studies
- Learning and Teaching in Higher Education.
My principal interests are:
- Learning and Teaching in Higher Education. The ways in which individual teachers, disciplinary communities and institutions can enhance the quality of students' learning in higher education. In particular, how teachers' conceptions of their work change in the light of their experiences within their disciplines, and how the assessment of student's learning can be improved across whole degree programmes.
- Eighteenth Century Studies. The legacy of the Enlightenment both as a global phenomenon and within the local contexts in which Enlightenment ideas and practices emerged. In particular, how the diaries of the physician, musician, inventor and general busybody, Dr Claver Morris, can illuminate the challenges and contexts of the early Enlightenment.
- Examiner and Chief Examiner at various institutions since 1988.
Other external roles
- Member of Board of Directors (Trustees), Bath Royal Literary and Scientific Institution, 2013-.
- Contributor to 'Historians on Teaching' videos, Oxford University, 2013: Historians Teaching
- Reviewer for National Teaching Fellowships scheme, Higher Education Academy, 2012-.
- International Adviser for the "Academic Standards" project, Australian Learning and Teaching Council, 2010-12.
- External Adviser for "Arts Learning and Teaching Online", JISC OER project, University of the Arts, 2010-13
- International Assessor for the Swedish National Agency for Higher Education's awards for "Excellent Quality in Higher Education", 2007-8.
- Member of the Editorial Board for the "International Journal for the Scholarship of Teaching and Learning". Center for Excellence in Teaching, Georgia Southern University, 2007-.
- Member of the Quality Assurance Agency's review panel for Subject Benchmarking in History, 2007.
- Member of the Founding and Steering Committees for the International Society for the Scholarship of Teaching and Learning in History, Indiana University, 2006-.
- Founding Member of the International Society for the Scholarship of Teaching and Learning, Indiana University, 2004-.
- Member of the Editorial Board for "MountainRise", Coulter Center for Excellence in Teaching and Learning, Western Carolina University, 2003-.
- External Adviser for staff promotion, course review and validation panels, UK and overseas universities, 2000-.
- Member of the Learning and Teaching Support Network and HEA's Quality Enhancement Network groups, 1997-2006.
- Consultant/Reviewer for BBC (History Trail), research boards and publishers, 1990-92.
Research and academic outputs
Gomez, O, Greensides, F and Hyland, P, eds. (2003) The Enlightenment: a sourcebook and reader. Routledge, London. ISBN 9780415204484
Hyland, P and Booth, A, eds. (2000) The practice of university history teaching. Manchester University Press, Manchester. ISBN 9780719054921
Hyland, P, Briggs, S and Sammells, N (1998) Reviewing Ireland: essays and interviews from Irish Studies Review. Sulis, Bath. ISBN 9780952685661
Mpalive-Hangson, M and Hyland, P (1997) Writing and Africa. Longman, London : New York. ISBN 9780582214187
Booth, A and Hyland, P, eds. (1995) History in higher education: new directions in teaching and learning. John Wiley, Oxford. ISBN 978-0631191360
Hyland, P and Ward, N, eds. (1993) The London spy [by Ned Ward]. Studies in literature, 1500-1800, 5 . Colleagues Press, East Lansing, Michigan. ISBN 9780937191477
Hyland, P and Sammells, N (1992) Writing and censorship in Britain. Routledge, London. ISBN 9780415073325
Hyland, P and Sammells, N (1991) Irish writing: exile and subversion. Palgrave Macmillan, London. ISBN 9780333525425
Hyland, P, Brawley, S, Pace, D, Richardson, S, Timmins, G and Mills Kelly, T (2011) 'Embracing failure: a workshop on the failure in SOTL and learning from mistakes.' In: Rust, C, ed. Global theories and local practices : institutional, disciplinary and cultural variations. Improving student learning (18). Oxford Centre for Staff and Learning Development, Oxford, UK. ISBN 9781873576809
Griffin, B (1998) '"Such varmint": The Dublin police and the public, 1838-1913.' In: Briggs, S, Hyland, P and Sammells, N, eds. Reviewing Ireland: essays and interviews from Irish Studies Review. Sulis Press, Bath, UK, pp. 57-65. ISBN 9780952685654
Hyland, P (2014) What was the Enlightenment? In: Bath Royal Literary and Scientific Institution (BRLSI) Christmas Lecture, 12 December 2014, Bath Royal Literary and Scientific Institution (BRLSI), Bath, UK.
Hyland, P (2014) Transforming the experience of students through assessment. In: Centre for Transformative Practice in Learning and Teaching Annual Conference: Assessment for Learning: transforming student learning through assessment and feedback, 24 March 2014, Birkbeck, University of London.
Hyland, P (2013) Improving student assessment and feedback in higher education. In: Staff Capacity Building: Academic Development and Training Programme, 29 April - 3 May 2013, Centre International D’etudes Pédagogiquies, Sèvres, Paris.
Hyland, P and Brawley, S (2011) Improving assessment and feedback. In: After Standards: The Future of History, 28 - 29 April 2011, University of New South Wales, Sydney.
Hyland, P, Pace, D, Brawley, S, Booth, A, Erekson, K, T. Mills, K, Timmins, G and Richardson, S (2009) Setting an agenda for the scholarship of teaching and learning history. In: ISSOLTL 09: Solid Foundations, Emerging Knowledge, Shared Futures, 22 - 25 October 2009, Indiana University, Bloomington.
Hyland, P and Walker, A (2008) Development through data: students' expectations and teachers' perceptions. In: SEDA Spring Conference 2008: Engaging with Student Expectations, 8 - 9 May 2008, Royal National Hotel, London.