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The event was still known as the Course Directors' Conference at this point. This event brought Course Directors together from across the whole university, and aimed to provide an opportunity for academics at any stage in their career, to learn from each other and enhance their practice. It was the beginning of a drive to build a network of academic leaders.

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This Course Directors' Conference focused on exploring the leadership aspects of the role, and gave participants a chance to reflect on these skills as well as discussing issues more directly related to the student experience.

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This year, the academic leaders were able to hear updates on major change initiatives in UAL, as well as updating on other initiatives which had been brought about as a result of ALF. Participants were asked to give thought to the future of subject disciplines and to form collaborations in order to continue the momentum after the event.

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Shining a spotlight on research, and enhancing engagement

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Shining a spotlight on research, and enhancing engagement

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In 2012, the focus of ALF was on research, and how a balance might be attained between research and practice. We then went on to reflect on the quality of engagement we have with students, and heard from a variety of internal and external speakers. The event ended with a challenge to create actions that could be taken forward after the event.

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At ALF in 2013, we invited an external keynote speaker to give us insights into the future of HE. We then reflected on the UAL academic experience, and debated the benefits of opening up collaborations between our colleges. On day 2 we looked even further afield and looked to identify ways in which UAL could raise its profile on the international stage.

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In 2014 we looked to the future and back into the past- a keynote speaker undertook a future-gazing presentation, and then we looked back on our accomplishments via a presentation on an oral history project, and reflecting on the value of our alumni and ways in which we can develop our relationships with them. Day 2 focused on how students themselves can undertake research alongside us, and how we can create a positive environment which values research and practice equally.

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ALF 2015 had creativity at its core- we undertook an impactful interactive session on object-based learning, and also worked with the newly appointed UAL Chairs, to look at channelling and challenging creativity in students. Both sessions were designed to identify actions which could be taken forward after the event. There was also a developmental focus, with an overview of the UAL Fellowship Programme and an encouragement to apply for a place on this initiative. The REF was showcased, and we also discussed the implementation of the UAL research strategy. We held this ALF at the ICA, and were able to take advantage of viewing exhibitions on display.

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This year, we focused on the new UAL strategy and its emphasis on transformative education. This was contextualised by a speaker from UUK, and our Vice Chancellor. Pecha kucha presentations took place afterwards, with the aim of enriching teaching with research, and how this could be achieved. On day 2 we reflected on transformative education, and heard powerful interviews with students about their experiences. We then moved on to think about social responsibility and widening participation, before undertaking action planning as a result of the 2 days' content.

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Asking challenging questions and reflecting on what we can do to effect change

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Asking challenging questions and reflecting on what we can do to effect change

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In 2017 we focused on attainment and were able to debate a complex situation through the insights of a number of speakers. Our new Deputy Vice Chancellor gave a valued talk about his plans for the academic direction of UAL. On day 2, an inspiring keynote speaker encouraged us to think about new ways of enhancing our approach to attainment, and we also introduced different delivery methods to ALF and showcased how these could be used on a day to day basis.

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How do creative HEIs respond to the increasing diversity of students in how they teach, enable learning and assess?

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How do creative HEIs respond to the increasing diversity of students in how they teach, enable learning and assess?

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The 2018 ALF benefited from a variety of speakers, all focusing on how we must move forward and continually enhance our practice, in order to meet the on-going evolution of the needs of students. Assessment was a particular focus, and on day 2 we continued to reflect on the need to provide parity of experience to all students. We ended the event by hearing about "Generation Z" from a journalist's perspective, and reflected on what we might need to do to provide an experience which is relevant to today's young people.

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This year the Forum focused on assisting staff in embracing the transition in roles and structures, from the role of Course Director to that of Programme Director and Course Leader. There was also substantial time given to discussion groups designed to create projects/collaborations which could be taken forward, e.g. Feral Space, Sustainability.

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This year participants were given a variety of opportunities to co-create the agenda for the Forum, and we called these sessions "Luck of the Gods". They involved nominating a range of topics and voting for the most popular. These topics included support for mental health issues, development for course directors, marking criteria and succession planning. Intensive workshop discussions were then held on the chosen topics.

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The 2019 ALF focused on the dual themes of “criticality and empathy”, and how we can strike a balance between the two, which would result in students being able to learn from critique, whilst being supported within an educational environment which respected their individuality and specific life journey.

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The 2019 ALF focused on the dual themes of “criticality and empathy”, and how we can strike a balance between the two, which would result in students being able to learn from critique, whilst being supported within an educational environment which respected their individuality and specific life journey.

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We heard a variety of student voices, via a powerful session which allowed students to tell us about their experiences of studying at UAL, and we then reflected on the actions we could take in order to sustain a critical creative education, whilst maintaining an effective balance between power and care. On the second day our Associate Dean of Students led a panel discussion around the experience of black, male academics at UAL, and we finished the event by literally walking in someone else’s shoes- an immersive activity designed to help remind us that everyone has their own story to tell, and to avoid making assumptions about another person’s context. This powerful session prompted participants to leave the Forum reflecting on how they could bring more empathy to bear in their day to day lives.