University Fellows

Overview

The Centre for Learning and Teaching manages and co-ordinates the Learning and Teaching and SOLSTICE Fellowship schemes which are integral to Edge Hill University’s desire to develop and recognise excellence in teaching and learning within the University.  The scheme is designed to:

  • enhance learning of students by the dissemination of good practice across the University
  • recognise and support excellence in teaching for learning and learning support activity
  • strengthen the implementation of the University Learning and Teaching Strategy

Fellowships provide an opportunity to achieve personal and professional development and to share good practice across the University and to contribute within a vibrant community to sharing ‘practical examples that work’. This includes contribution to the future direction of learning and teaching strategies and to the expanding base of scholarship of learning and teaching at Edge Hill University.

It is expected that Fellows will demonstrate ongoing commitment to teaching and learning development within the context of University priorities.  This will be coupled with taking responsibility related to teaching and learning leadership within their subject, faculty, or service area and at University level.

Scope of the Fellowship Role

Fellowship members contribute to delivery of learning and teaching seminars and the SOLSTICE & CLT conferences which are open to the whole University Academic Staff and are practice-focused and research informed. Both branches of the fellowship have led to reputational gain in the sector through membership of national bodies, practice-based publications and to a small extent, publication in peer-reviewed journals related to learning and teaching.

Fellowship members produce an annual report on their ‘project’ activities and reapply against the criteria after a tenure of two years. The current fellowship model allows new fellowship members to access up to £1500 for projects where there is a clear focus on outcomes related to the student experience in a rigorous project plan. This may be accessed individually, by pairs or by groups of fellows.

Alongside supporting Faculty/Area/University priorities, each Fellow is expected to follow self-defined lines of development and scholarly activity during their tenure. These will be specified in their application and will be related to the foci specified below and may include references to:

  • the University learning and teaching strategy, or information strategy/e-learning strategy
  • faculty/department/Learning Services/teaching and learning/learning support development
  • An area/areas of interest germane to their individual teaching/learning support practice context

Activity will be supported and monitored by the Dean of Teaching and Learning or his/her designates. There is an expectation that fellows will support institutional staff development dissemination activities, identification of needs, design, and delivery and also engage with the activity of the Centre for Learning and Teaching.

Benefits of being a Fellow

For Fellows this is an opportunity to:

  • gain reward and recognition for your own achievements
  • be involved in an exciting and high profile development that will enhance Edge Hill University’s reputation
  • work with a team of committed professionals who have demonstrated excellence in learning and teaching
  • enhance the student experience via curriculum development, technology, research and scholarship
  • share knowledge, expertise and skills with the higher education sector both in the UK and internationally
  • develop knowledge, skills and abilities in a stimulating and creative environment

Applications, Timescale and Parameters

  • Call for new Fellows: There are two application rounds each academic year.  The first opens on 1st May (or nearest working day after), with a deadline of 15th June (or nearest working day after).  The second opens on 12th November, (or nearest working day after) with a deadline of 17th December (or nearest working day after).
  • Tenure: Fellowships are awarded for two years (1st Aug – 31st July for two years or 1st February – 31st January for two years)
  • Annual Report: Towards the end of the first year of tenure, Fellows must complete an interim review against objectives.  These reports are reviewed the Dean of Learning & Teaching and Associate Deans to ensure maintenance of a level of performance matching the criteria
  • At the end of the 2-year tenure: The title may be retained thereafter and while remaining a member of Edge Hill University staff, subject to making a renewed application every two years (the opportunity to apply for a further 2-year tenure or to submit a final annual report will be invited 1st May to be submitted by 15th June or 1st November to be submitted by 14th December depending on your current tenure)

May 2019 Call for Fellows

Full details of the application process will be communicated by CLT.  As part of the application process, applicants are advised to meet with the relevant Associate Dean and line manager to discuss their application.  A panel meeting comprising of the Dean of Teaching & Learning Development and Associate Deans is held in July and January to decide upon all applications.  Applicants will then be informed of the outcome.

AQDU

Learning & Teaching Fellow:

Anthony TurjanksyAnthony Turjansky

Learning & Teaching Fellow
Email: Tony Turjansky

My specific focus has been on enhancing student learning opportunities and using national qualification level descriptors and subject benchmarks in designing programme learning outcomes. I had a lead role in developing and implementing Edge Hill’s Taught Degrees Framework and led a working group to formulate Institutional policy on the assessment of students’ academic referencing skills at FHEQ levels 4-7. l  have also chaired an internal developmental enquiry into assessment literacy, and worked with colleagues in the Centre for Learning and Teaching on developing a Good Practice Knowledgebase. I am a member of the University’s Learning and Teaching Committee and Academic Quality Enhancement Committee and chair the latter’s sub-committees for external examiners and validation and audit, including chairing individual validations and periodic reviews. Externally, I am Deputy Chair of Ascentis, a Lancaster-based Access Validating Agency, member of the Quality Strategy Network Executive and a current QAA reviewer.

CLT

Learning & Teaching Fellows:

JohnBostockDr. John Bostock

Learning & Teaching Fellow
Email: John Bostock

John’s Details

I was awarded a National Teaching Fellowship (NTF) in 2018 to recognise my commitment to educational development. I am still absolutely overwhelmed and delighted to have achieved this prestigious national award and to represent Edge Hill University as part of a highly regarded national group of colleagues who are making an outstanding impact on higher education. I also secured Principal Fellowship of the Higher Education Academy (PFHEA D4) in 2015 to recognise my longstanding professional interest and investment in linking scholarship with continuing professional development. I continue to lead on university-wide forums and working groups to transform and enhance student learning in a positive way, in particular around inclusive practices and student peer mentoring. These have resulted in a University Student Peer Mentoring Policy and an award-winning approach to Inclusion and Diversity. I also lead a university-wide, collaborative learning and teaching fellowship programme that promotes and maintains a high quality and transformative student experience. I continue to present and disseminate my ideas nationally and internationally. To view my publications and other outputs please click here to visit the University’s research archive.


SOLSTICE Fellows:

Dr. Dawne Irving-Bell

Centre for Learning and Teaching Projects Lead,
Senior Lecturer in Teaching & Learning Development.
Email: Dawne Bell

Dawne’s Details

I am particularly interested in exploring and developing the effective, practical and innovate use of technology within the context of education in order to improve the motivation and enhance the learning and attainment of students. I have written within the context of Educational Technology, and have also published more widely on the topics of school-based STEM, gender and social justice: http://repository.edgehill.ac.uk/view/creators/145.html


Arts and Sciences

Learning & Teaching Fellows:

BlankCurrently Recruiting

Senior Learning & Teaching Fellowship Lead
Email:

Details coming soon

Details to follow


Dr. Stephen Kelly

Senior Learning & Teaching Fellowship Lead (TEF)
Email: Stephen Kelly

Stephen’s Details

Dr Stephen Kelly is currently a Senior Lecturer at Edge Hill University Business School where he teaches and researches in the areas of Strategic Management, Purchasing; Supply Chain Management and Operations Management. Prior to his education career, he worked for over ten years for a number of different high profile global organisations such as Siemens, GEC and the NHS. He has a PhD in Management Science from Lancaster University, is a member of the Chartered Institute of Purchasing; Supply (CIPS), a CIPS Assessor, a Senior Fellow of the Higher Education Academy (SFHEA), an Executive Committee member of the International Purchasing; Supply Education; Research Association (IPSERA) and a Fellow of the Chartered Management Institute (FCMI). He was the co-founder and currently runs the IPSERA annual Educator’s Conference, which brings together participants from all parts of the world and focuses on increasing the impact of research informed teaching from an international perspective. He has a wide range of research interests and has published in the ABS 4-ranked International Journal of Operations; Production Management, as well as two book chapters and over ten conference papers. He has also worked on an EU ERASMUS+ funded project developing a pan-European Purchasing curriculum with the Universities of Mainz, Dortmund, Twente and Lappeenranta.


Robert Collinson

Learning & Teaching Fellow
Email: Robert Collinson

Robert’s Details

The objectives of my Fellowship are that the skills designed to further enhance the  employability opportunities of our students become more firmly embedded within the learning  experience and that, as a result, the employability of our students will be further and positively impacted. One of the main ways in which I am achieving this objective is though my work as Director of the University Law Clinic which provides free of charge legal advice to staff and students at the University as well as members of the public. Through their work as student advisors in the Law Clinic, final year law students gain direct experience of advising real clients with genuine legal issues. By applying their legal knowledge and considered legal advice to help clients, our students have a practical and in-depth experience and enhance their employability skills in a wide range of legal practice areas.


Linda-Kaye-150x150Dr. Linda Kaye

Learning & Teaching Fellow
Email: Linda Kaye

Linda’s Details

My current learning and teaching work is designed around enhancing students’ employability and supporting effective personal and professional development planning. Additionally, I am exploring factors associated with effective transition into Higher Education and retention within the first year of undergraduate study.


BlankAllison Moore

Learning & Teaching Fellow
Email: Allison Moore

Allison’s Details

This section will be updated soon.


Andrew Whittle

Learning & Teaching Fellow
Email: Andrew Whittle

Andrew’s Details

Simulation as a method of improving the learning and teaching experience.

Andrew is interested in researching the benefits of the use of simulation on the student experience and the benefits of using this type of pedagogy as an assessment tool.

As simulation is a technique that replicates ‘real-world’ activities and provides students with the opportunity to explore their own learning in a controlled safe environment, in high quality simulation learners may become immersed within a given situation or scenario and are able to put emergent skills and knowledge into practice.

Andrew is also interested in developing simulation exercises utilising, the new University ‘Crime House’ facility, that could be used as both formative and summative assessments within modules. The simulation environment will provide the benefit of consistent, constant, and immediate feedback. If the simulation is designed to offer feedback at various points throughout the timeline, students can take the feedback, make corrections, and move forward. The best part of immediate feedback is that it leads to immediate application of knowledge. Application is, like experience, a major component of effective adult learning.

This can then be developed to further expand and research the benefits of cross discipline simulations, an area in which he has done some exploratory work with his colleagues in Health, Paramedic Medicine and the Centre for Learning and Teaching

I recently co-delivered a workshop entitled “Scoping potential future synergies; exploring simulation as pedagogic tool for inter-disciplinary learning” at the Edge Hill University Centre for Learning and Teaching (CLT) Conference 2018.


SOLSTICE Fellows:

andrea-wrightDr. Andrea Wright

Senior Solstice Fellowship Lead
Email: Andrea Wright

Andrea’s Details

I am keen to help promote good practice in TEL especially in the use of the VLE across the Faculty. Listening to what staff and students really want and need from TEL is essential in making sure that our provision is beneficial and user-friendly for everyone.


Deborah Chirrey

SOLSTICE Fellow
Email: Deborah Chirrey

Deborah’s Details

Dr Deborah Chirrey is currently Associate Head of the English, History and Creative Writing Department, and her area of responsibility within the Department is teaching, learning and the student experience. In 2014, she was awarded an Edge Hill Student-Led Staff Award for Personal Tutoring, which came as a delightful surprise. As part of her current role, Deborah convenes the Department’s Learning and Teaching Forum, which seeks to ensure that best practice is communicated throughout the EH&CW Department and that innovations in teaching, learning, assessment and student support are disseminated to all colleagues.

Deborah’s research and scholarly interests cover phonetics and phonology; language, gender and sexuality; and forensic linguistics. She has delivered a number of conference papers to professional organisations (for example, IGALA 7 in Brazil and Lavender Languages in Washington DC) and has published scholarly articles in the International journal of sociolinguistics, Discourse processes and The Journal of language and sexuality, among others.


Ursula Curwen

SOLSTICE Fellow
Email: Ursula Curwen

Ursula’s Details

My interest is in the student voice. I’m working to find out what students are not saying to us directly by looking at social media feed to highlight what type of support may be needed at any given time of year.


Shirley Hunter-Barnett

Solstice Fellow
Email: Shirley Hunter-Barnett

Shirley’s Details

I have a great passion for excellent achievement and believe that Technology Enhanced Learning (TEL) can enhance this. I am especially keen to promote the use of online and blended learning and the use of audio as a form of feedback. I believe that listening to the needs of students and colleagues helps promote good practice in TEL and can be beneficial for everyone with regards to teaching and learning.

Education

Helena Knapton

(Learning and Teaching Development Lead FOE)

Email:  Helena Knapton

Learning and Teaching Development Lead within the Faculty of Education at Edge Hill University as well as a Senior Lecturer within the Secondary and Further Education and Training department.

Helena’s Details

Helena has worked across secondary, further and Higher Education settings, with extensive experience as a PGCE Business Education Course Leader.  She is currently co-authoring a text on ‘Teaching Business, Economics and Enterprise Education’ with Jamila Gurjee, a business, law and economics teacher, and has regularly contributed to the ‘Teaching Business and Economics’ journal.

As Learning and Teaching Lead, Helena leads on Faculty wide projects as well as representing and leading on University-wide projects to enhance the student experience.

Her current research interests are around the theme of employability and the engagement and understanding of stakeholders in this, including employers, lecturers and students.

Helena is a Senior Fellow of the Higher Education academy.

Qualifications

MA in Education (Educational Leadership)                Edge Hill University

PGCE Economics (11-18)                                             Worcester College of Higher Education (Coventry University)

BA (Hons) Theology                                                    London Bible College (now London School of Theology)

BA (Hons) Management and Business Studies           University of Liverpool

Research Interests

Previous research interests centred on the development of pedagogy that supports the delivery of the Business and Economics curriculum such as problem based learning, BTEC delivery, and the place of Business Links to deliver an outstanding learning experience for business students within 11-19 educational contexts.  The engagement with employers that were integral to these areas of research – both schools/ colleges and ‘business links’ provide the grounding of her research into stakeholder concepts and engagement with employability within an HE context.


Sarah Wright

Senior Learning and Teaching Fellowship Lead (TEF)
Email: Sarah Wright

Sarah’s Details

Sarah has a strong interest in innovation in teaching and learning in higher education.  This has seen her develop projects on the use of social media and online teaching, as well as lecture engagement and seminar design.  Sarah is an Apple Distinguished Educator and enjoys collaborating with a global network of educators, reflecting on research informed pedagogies which she can disseminate within the University.

Sarah is a TES columnist contributing on a range of educational issues and sits on the Board of Management for NAACE, the national association for educational; technology.

Sarah’s role within the CLT team focuses on the TEF, where she is committed to capturing the excellent practice that occurs within her Faculty and empowering the student voice.


Rachel Boyle

Senior Learning and Teaching Fellowship Lead
Email: Rachel Boyle

Rachel’s Details

Rachel has extensive experience of working to promote equality and diversity in education including projects in the United States. Her travels to New York to carry out research into the advancement of African Americans since the civil rights movement is one of her greatest achievements. As part of this trip she interviewed leading civil rights activists including Judge Jawn Sandifer and former Mayor of New York, David Dinkins.

Her main research interest centres around the educational experiences and achievements of black, Asian minority ethnic (BAME) children. She is specifically interested in working to improve the educational experience of pupils and students from BAME backgrounds. Most recently, Rachel’s research has looked at trainee teachers’ perceptions of race and racism within education and its impact upon classroom practice. This work has led to a research led teaching approach here at Edge Hill.


Carl Simmons photoDr. Carl Simmons

Senior Learning and Teaching Fellowship Lead
Email: Carl Simmons

Carl’s Details

Since 2005 I have worked with Edge Hill students to construct learning experiences that build academic and personal skills and extend their aspirations. My approach to teaching and learning has been largely pragmatic – taking a mixture of research evidence about what’s likely to “work”, observing and talking with colleagues, taking risks to try to new approaches and reflecting on student feedback and outcomes. In particular I have been successful in trialling many forms of e-learning informed by my background in computer science, my former role leading E-learning in an FE college and my MSc in E-Learning and subsequent research.

My current research and pedagogy interests include the impact of technology enhanced formative assessment, particularly the development and use of screencast feedback rather than traditional written feedback comments. This appears to have a substantial impact on the quality of tutor feedback, an improvement in trainees use of tutor comments and their perception of the course overall.

I have also recently embarked on a project to examine the role of maker education in schools and the impact that partnerships between maker-entrepreneurs and teachers might have.

My main curriculum areas are Education and Computing and I am co-author of the textbooks Hello App Inventor!: Android programming for kids and he rest of us (2014) and Teaching Computing (2014).


Gordon Laing photoDr. Gordon Laing

Senior Learning & Teaching Fellowship Lead
Email: Gordon Laing

Gordon’s Details

  • Project has been focused on employability
  • Enhance students’ perceptions of the support provided by the University in relation to improving employability rates at first or second interview;
  • Enhance the relevancy of tasks and activities that help prepare students for job applications and interviews to improve employability rates at first or second interview;
  • Enhance students’ perceptions and expectations required of them in their first year of employment (NQT);
  • Improve the quality and timeliness of ‘employability’ data captured at a programme level;

Development of pre-course ‘employability’ tasks and early student programme learning activities linked applicants / new students’ reflecting upon ‘geographical’ preconceptions of location of first teaching post.


Nichola Grimshaw

Learning & Teaching Fellow
Email: Nichola Grimshaw

Nichola’s Details

My role within the Department of Children, Education and Communities centres on the quality of learning, teaching and assessment across our programmes and my interest focuses as a Learning and Teaching Fellow have grown from that work:

  • students’ perceptions of academic ‘challenge’ in higher education and what often appears to be a very ‘passive’ attitude to learning which contradicts the graduate attributes of independence, curiosity and proactivity;
  • developing approaches to authentic peer review for academic staff;
  • assessment feedback and students’ perceptions of its ‘quality’.

During 2017-18 I will also be involved in a research project in collaboration with Tate Liverpool and Liverpool primary schools – ‘My School is at the Gallery’. This project will explore children’s and teachers’ perceptions of gallery and museum spaces as contexts for learning and aims to develop a pedagogical model for schools’ residencies where classes move their whole curriculum to the gallery for a week.


Gillian Griffiths

Learning & Teaching Fellow
Email: Gillian Griffiths

Gillian’s Details

Throughout my career I have been interested in the use of technology to support and enhance learning. This fellowship has developed through an interest in how the reflective cycle can be enhanced and developed to improve the student experience.

Currently, my interests include:

  1. the use of video to support students observational and reflective abilities, particularly during placements,
  2. augmented verbal feedback during observation to give ‘ongoing, real-time’ feedback.

Whilst these may be viewed as separate projects, they are both associated and relate to the reflective cycle students engage in. Presentations at SOLSTICE and CLT conference/ Learning and Teaching days have acknowledged that benefits are observed from both of the above projects. However, it is clear that the merits of, and best practice surrounding the timing of feedback, is complex.

Going forward the use of verbal feedback in many practical learning environments could be a very useful developmental tool. In addition, I feel, exploring the integration of terminal feedback, augmented verbal and video feedback, could be useful in the development of learning.

Rachael Sackville-Jones

Learning & Teaching Fellow
Email: Rachael Sackville-Jones

Rachael’s Details

I am a senior lecturer in the Early Years Education and also Inclusion lead for the department.

I have previously worked as an Early Years and primary teacher and also as a Specialist Inclusion teacher for a Local Authority.

I have an MA in Autism Spectrum Conditions in Children and Young People from MMU.

My research interest is Special Educational Needs and Disability and Inclusion, with a particular focus on Autism.

Dr. Anthony Liversidge

Learning & Teaching Fellow
Email: Anthony Liversidge

Anthony’s Details

Dr Tony Liversidge MA MEd PGCertRDS BEd SFHEA FCollP CBiol MRSB

Previous scholarship and research work on assessment has energised my thinking about how to support students to write better assignments in addition to using a range of modes of assessment feedback, particularly verbal feedback.  In particular, I have become an advocate of devising and offering assignment writing frames to students to help them structure and focus their writing and to help them with critical reflection and technical aspects such as correct referencing.  Feedback from trainees both informally and in module/course evaluations has indicated the usefulness of the templates, which have included key questions that need answering in the various sections of the templates.

In relation to the University priority of assessment literacy and a Faculty of Education focus on appreciative inquiry, I want to work on the further development of my assessment writing frames with accompanying audio/video guides.  I have some evidence that the introduction of frames has had a positive impact on the assignment marks for both undergraduate and postgraduate secondary science students, but I want to conduct a detailed multi-factorial analysis on the data.  It would also be beneficial for me to work collaboratively with secondary colleagues within the Faculty of Education (and perhaps beyond across the University) to see if the approach works for other subject and course areas.

Thus, the development of my knowledge of relevant quantitative statistical data analysis techniques, alongside the development of my templates and skills in using appropriate software for visual/verbal assignment guides will be the key focus of my fellowship.


Alexis Moore

Learning & Teaching Fellow
Email: Alexis Moore

Alexis’ Details

Many students with identified Specific Learning Difficulties (SpLDs) can find the transition into HE challenging. There are also students who have successfully compensated for unidentified SpLDs until entry into HE. The increasing demands of self-direction, organisation, volume of academic reading and writing mean that SpLDs may be identified for the first time as students embark on their first semester.

I am interested in how these groups of students can be supported to engage with resources available within the University and specifically at programme level to develop key academic literacies, resilience and confidence and to challenge some stereotypes of ‘dyslexia as a disability’.


Gillian Pye

Learning & Teaching Fellow
Email: Gillian Pye

Gillian’s Details

Gillian has a number of research interests. Her Masters Dissertation focused on the benefits of peer mentoring in higher education in raising self-efficacy of student and the demystification of academia. This has resulted in the formation of a university wide peer mentoring network and presentation at university conferences.

Gillian is currently working on a research project, Culture, Critique, Feed-Forward (CCFF) model, centred on higher education student engagement in feedback and feed-forward, outlined in a currently unpublished paper – Pye, G. 2015. Feedback or Feed-Forward? Semantics or significant discourse around student engagement with their assessment processes. The work focuses on unpacking the assessment processes for students and encourages their engagement with tutor feed-forward to self-regulate their learning. Interim results show success amongst those students engaging well with the process. This project is currently running until December 2018

Gillian is also involved with a research group on Supporting Transitions for Vocational students. Future work in this area has already been planned with a project in conjunction with Learning Services, filming sections of the HE Study Skills booklet to encourage new students to engage fully with this process before Frist Week. The same study skills work is being used to establish a face to face research engagement project with one (possibly) two feeder FE institutions as well. The analysis of the results of this research in the building of mental toughness (Clough & Strycharczyk, 2014) and academic and personal resilience is an exciting prospect, and an area I am very interested in publishing work within.


Natalie Reynolds

Learning & Teaching Fellow
Email: Natalie Reynolds

Natalie’s Details

Enhancing the learning experience to increase engagement and progress.

Throughout her teaching career, Natalie has incorporated creative and innovative approaches within ‘everyday’ learning in order to foster higher levels of engagement and progress from her learners.

Her current research interests include the experience and engagement of learners on the periphery, and Natalie continues to develop this alongside strategies and approaches to enhance engagement and progress in the work that she undertakes with Postgraduate English trainee teachers.  Natalie is passionate that both learner and tutor should have regular opportunities to incorporate creative approaches into their work to foster and maintain a mutual love of learning.


Michaela Smith

Learning & Teaching Fellow
Email: Michaela Smith

Michaela’s Details

I am particularly interested in student transitions into Higher Education and seek to develop strategies to meet the diverse needs of students to support successful transition. Firmly rooted in research evidence, and following reflection upon feedback from students, I aim to provide learning experiences that overcome any barriers to learning and allow students to rise to meet the challenges of study in Higher Education.


Dawn Warren

Learning & Teaching Fellow
Email: Dawn Warren

Dawn’s Details

Effective personal and academic tutoring is a highly recognised inclusive and supportive system, which plays an important role in a student’s transitional experience into HE, and throughout their higher education experience. Substantial research evidence supports the view that challenging students to make the most of their abilities and to empower students to shape their own learning, is a crucial part of the role of the personal tutor.  I am particularly interested in supporting academic transitions through personal academic tutoring; aligning, developing and further enhancing academic and learning literacy opportunities across programmes and levels to support key moments of academic transition, and in doing so, fostering independent and academically robust learners.



Annabel Yale

Learning & Teaching Fellow
Email: Annabel Yale

Annabel’s Details

My main research interest is the first year student experience of personal tutoring and I completed my PhD in June 2018 on this. My findings offer further support for the difference a personal tutor can make to students, particularly through the first year challenges of negotiating independence. Personal Tutoring is positively linked to many student outcomes, for example, an increase in academic ability which contributes to successful transition (Brinkworth et al., 2009), higher academic self-concept and motivation (Cokely, 2000), and improved retention (Thomas, 2012). I am therefore fully committed to improving the student experience of personal tutoring and building the confidence and competence of personal tutors themselves. In 2019 I will be extending my research to a wider sample which will include the experiences from the personal tutor perspective as well as students.



Mark Anderton

SOLSTICE Fellow
Email: Mark Anderton

Mark’s Details

·         Mark has always had a passion for technology and mathematics and was fortunate enough to be awarded a scholarship by Nord Anglia Education PLC (DfE) to carry out some research into the impact of technology in relation to developing and challenging learning.  

·         In addition to this, he has also been involved with the development of Educational Studies from a technology perspective, in association with Oxford University and Intel, in relation to the benefits of using technology within the classroom. This was then rolled out to other educational establishments within the area in order to develop further effective strategies. 

·         Since joining the University, Mark’s research project has been focused on the impact of technology on mathematics, specifically; “In how far does technology (iPads) enhance subject knowledge within mathematics?  

·         Mark is currently involved in how this research can and is supporting/enhancing modules across a number of undergraduate degree programmes and subsequently is an area which he is very interested in publishing within.


Mark Sutcliffe photoMark Sutcliffe

SOLSTICE Fellow
Email: Mark Sutcliffe

Mark’s Details

I am a SOLSTICE Fellow working in Professional Education (FoE) supporting both undergraduate and postgraduate programmes, I am keen to integrate technology that effectively supports both synchronous and asynchronous learning opportunities. I am particularly interested in how tablet and cloud-based technology can support and enhance practice.


Pete Atherton

Learning and Teaching Fellow
Email: Pete.atherton@edgehill.ac.uk

Pete’s Details

Pete has a varied portfolio of teaching experience, from Secondary English, to English, media and film studies in FE to lecturing and research on the PGCE in universities and freelance public speaking.  His Master’s Dissertation in 2017 was about Kahoot! and formative assessment. This led to the publication of a paper in 2018 on edtech and the learning process.  In 2018, ’50 Ways to Use Technology Enhanced Learning in the Classroom’ was published by Sage.  He is already planning a follow up to this book and will contribute a chapter to another book about Education Studies in June 2019.  He is planning Edtech Expo 2019.   Pete’s current research interests are: how social media tools and data can help disseminate research, events as a form of collaborative learning, gamified blended learning and student engagement and social media as a pedagogic tool.  He is passionate about importance of considering learning goals first and technological tools second. 

Health and Social Care

Learning & Teaching Fellows:

Elizabeth Cooper

Senior Learning & Teaching Fellowship Lead
Email: Elizabeth Cooper

Elizabeth’s Details to follow:


 Dr. Peter Leadbetter

Senior Learning & Teaching Fellowship Lead (TEF)
Email: Peter Leadbetter

Peter’s Details

As a Senior Learning & Teaching Fellow (TEF), my aim is to develop and support projects and initiatives within the Faculty that support our vision to maintain teaching excellence (TEF Gold). Central to this role is supporting and leading projects that enhance the “student experience”.

My research aligns to this aim, as I am currently involved in funded pedagogic research that includes understanding the impact of visiting course related sites (such as Auschwitz) on student’s emotional development and group identity. This role also directly aligns to my new role in the Faculty as Postgraduate Research Student Teaching & Learning lead.


 Toni Bewley

Senior Learning & Teaching Fellowship Lead (TEF)
Email: Toni Bewley

Toni’s Details

Service User and Carer involvement is a mandatory part of professional undergraduate programmes. As such it is a requirement of many professional bodies including those representing nursing, midwifery, paramedics, operating department practitioners and social workers.

Since 2015, I have been the Chair of the Service User and Carer Council and Group in the Faculty of Health and Social Care.

As a Teaching and Learning Fellow my project aims to address the integration of Service Users and Carers across all professional and non-professional programmes in the Faculty of Health and Social Care.

The proposed project objectives are as follows

  • Implement a Service User and Carer Strategy across the FOHSC
  • Introduce strategies for teaching staff to develop inclusive practices which embrace ways of including Service Users and Carers within their programmes
  • Evaluate the impact of Service User and Carer input into curricula from teaching staff, Service Users and Carers and Students.

Milly Bell

Learning & Teaching Fellow
Email: Milly Bell

Milly’s Details

Areas of learning and teaching that are of particular interest to me are induction experiences and how these aid the transition into undergraduate study and also the development of study skills for those students from all different educational backgrounds.

As a learning and teaching fellow my intended project is focused on the student’s transition into undergraduate study and the development of study skills in their first year of study. I aim to develop strategies to encourage students to engage with the Faculty of Health and Social Care prior to the commencement of their nursing programme, with the aim of increasing their sense of belonging to the University. Further to this, I aim to develop initiatives to help them to improve their study skills during the first year of their programme.

  Helen McNeill

Learning & Teaching Fellow
Email: Helen McNeilll

Helen’s Details

My Learning and Teaching Fellowship is focussed on enhancing the learning experience for part-time Postgraduate Taught (PGT) students in the Faculty of Health, Social Care and Medicine. The students I work with are healthcare professionals from a diverse range of clinical settings who undertake postgraduate studies for professional development and career advancement. These students face the challenge of balancing postgraduate academic study with demanding professional roles in healthcare and medicine and it is essential that curriculum design and delivery is flexible and tailored specifically to their needs.

The strategic importance and growth in numbers of PGT students in this university must be embraced as an opportunity. My project will focus on:

  • Enhancing student success through carefully designed teaching strategies used in online/blended learning environments to ensure that we motivate early online engagement and sustain this momentum throughout the duration of students’ PGT studies.
  • Creating a ‘community of practice’ for colleagues with the shared aim of delivering excellent teaching and learner support for PGT students.
  • Engaging with the scholarship of learning and teaching to explore ‘what works’ for PGT students.

Anna Bussu

Learning & Teaching Fellow
Email: Anna Bussu

Anna’s Details

Dr Anna Bussu BSc (Hons), Ma, Med,  MSc,  Ph.D., MBPsS CPsychol, FHEA
Lecturer in the Psychosocial Analysis of Offending Behaviour

As a Teaching and Learning Fellow, my aim is to develop and support projects and initiatives within the Faculty that support our vision to maintain teaching excellence (TEF Gold) and to promote student retention. I would like to develop projects that enhance the “student experience” in the areas of peer mentoring and outdoor experience in order to develop the active learning and skills development of students. I would like to work collaboratively with the Centre for Learning and Teaching (CLT) along with the Learning and teaching fellows in my Faculty and other Faculties in order to promote useful activities that support students and colleagues. I would also like to disseminate teaching and e-learning strategies among colleagues. My action plan includes two action research projects: (1) peer mentoring and (2) the impact/evaluation of a course related holocaust visit (and teaching) on students’ emotional intelligence and social relational life skills.


Shelly HaslamShelly Haslam

Learning & Teaching Fellow
Email: Shelly Haslam

Shelly’s Details

As a T & L Fellow, my intended project aims to address calls for evidence to support the efficacy of the flipped classroom model in higher education, and to address a limited evidence base for the use of the flipped classroom in health education. I will engage in a project focused on the implementation and evaluation of alternative learning and teaching strategies in the higher education setting. The flipped classroom approach involves the minimising of face-to-face information transmission from within class time, replaced by a range of interactive, and engaging student activities, supported by pre and post lecture materials. The flipped classroom centres on the principles of active learning as a strategy to engage learners, beyond the commonly experienced ‘passive role’ of the undergraduate student.

The proposed project objectives are as follows, discussed in line with the AHSC research objectives (2016);

  • Implement the flipped classroom across a sample of level 4, 5, 6 (and possibly 7) modules.
  • Evaluate the use of the flipped classroom from the student perspective, with a focus on evaluating the impact on student engagement, satisfaction, experience and motivation.
  • Evaluate the use of the flipped classroom from the lecturer perspective, with a focus on evaluating the impact on staff time, staff satisfaction with the approach and exploring the benefits of the flipped classroom across the faculty
  • Produce a framework of good practice for the successful implementation of the flipped classroom approach to support the continuity across implementation.

Andrew Kirk

Learning & Teaching Fellow
Email: Andrew Kirk

Andrew’s Details

Since becoming a Teaching and Learning Fellow I have focused on a number of small projects to enhance the student experience. I am a firm believer in active learning and have developed a number of methods and strategies within the paramedic curriculum that I have also disseminated across the wider faculty, to good effect. Students enjoy active learning and always feedback very positively when these methods are incorporated into lessons.

Simulation based learning is another area of focus and is crucial in order to help bridge the theory-practice gap that exists in health and social care programmes. I have helped integrate a range of innovative technologies and strategies to simulation based learning in the paramedic programme. This has been expanded across professional boundaries and inter-professional collaboration with the midwifery department has enabled students from two programmes to work together in real-time simulations.

Internationalisation is another key focus of mine and I am exploring strategies to enhance the integration of both EHU and international students into respective programmes in the UK and abroad.


Brónagh Dunning

SOLSTICE
Email: Bronagh Dunning

Brónagh’s  Details

Brónagh Dunning – Lecturer in Nurse education

RGN, Bsc (Hons), MSc, FHEA

The intentions of my fellowship contributions are to impress upon students and staff the benefits of Technology Enhanced Learning (TEL). I propose to do this by influencing and inspiring both, in adopting the use of new technologies and to educate them in developing their digital literacy skills. My interests are in developing TEL which will inspire and encourage colleagues to adopt and utilise these technological advancements into their teaching practice and make both students and staff aware of the capabilities of technology in teaching. I am optimistic that this will help to bridge the obvious gap between teaching and assessment, and technology. My other interests include student inductions, transitions and the overall student experience.

I am an active member of the FOHSCM TEL group as well as the department of nursing TEL group. This has allowed me to develop my own skills in relation to the use of technology across the faculty as well as within the department of nursing. These groups have allowed me to collaborate with other health professionals, sharing ideas and concepts, and introducing them to my own teaching and learning approaches. I am passionate about incorporating technology into my teaching sessions and promote the use of online learning environments.

Aims:

  • To disseminate good practice and diverse teaching methods.
  • To change behaviours surrounding technology and demonstrate its effective use in teaching, learning and assessment.
  • Support staff in incorporating technology into their modules
  • Respect and support student diversity through the use of TEL.
  • Deliver teaching Excellence
  • Encourage colleagues to promote online collaborative learning

Alexandra Swift

Learning & Teaching Fellow
Email: Alexandra Swift

Alexandra’s Details

The overarching aim of my learning and teaching fellowship is to embed creative arts within nursing and health education. Arts based pedagogy can help learners value the uniqueness of another person, develop their own self knowing, promote critical thinking and remind us that caring is more than just a set of tasks (Jack, 2016) My current focus is to employ creative arts to strive to diminish the taboo surrounding death and dying, and to encourage greater openness amongst student nurses and nurse lecturers about this sensitive topic.

The recent All Party Parliamentary Group (APPG) report on Arts health and wellbeing released July 2017 also emphasises how arts engagement has a role to play in the self-care of health and social care professionals (APPG, 2017) Utilising arts based pedagogy will, therefore, also assist in fostering resilience and well-being amongst healthcare students when dealing with the many complexities associated with end of life care.


Angela Whelan

Learning & Teaching Fellow
Email: Angela Whelan

Angela’s Details

Mental health and wellness has gained increasing awareness over the past few years. Teaching, learning and assessing can be impacted upon and contribute to a person’s mental health from both staff and student perspectives. The aim of the current fellowship project is to produce an online Mental Health First Aid resource which can be used by students and staff alike. The package will not replace face to face courses, but it will be an introduction to the concept of mental health and well-being, teaching people how to identify, understand and help a person who may be developing a mental health issue. This resource does not train people to be mental health workers but offers basic general information about mental health problems. The knowledge presented and understanding developed by working through the resource will help to increase awareness about mental health, well-being thus helping remove some of the associated stigma and fear.


SOLSTICE Fellows:

Kevin Henshaw photoKevin Henshaw

Senior Solstice Fellowship Lead (starts: 1st September 2018)
Email: Kevin Henshaw

Kevin’s Details

I believe that the growth in digital technology can help to provide opportunities to support students and colleagues on many levels of teaching and learning. As part of my role as the Senior SOLSTICE Fellowship Lead, I actively embrace new technologies and Practices. I aim to promote those technologies that will enrich pedagogical practice. My foci of research includes the use of digital recordings to enhance feedback for ‘soft skills’ such as presentations and simulated clinical scenarios.


Barry Matthews

SOLSTICE Fellow
Email: Barry Matthews

Barry’s Details

Barry Matthews is a lecturer in Paramedic Practice and Pre-Hospital Care, joining Edge Hill University from practicing as a paramedic with the North West Ambulance Service in 2016.

As a SOLSTICE fellow, Barry’s interests lie in bringing Technology Enhanced Learning into the teaching environment, especially in his own discipline of Paramedic Practice. Barry’s research project theme looks at the power of observation as a learning tool and its usefulness in international collaboration and skill sharing; and the global mobility of Paramedic Practice.

Barry is involved in collaborations between departments and faculties in the development of virtual simulation environments and problem based learning strategies. He is a member of the Technology Enhanced Learning steering group for the Faculty of Health and Social Care and is involved with innovative projects within this discipline. Other interests include the use of multimedia in learning and it usefulness in communicating with practice mentors, building international collaborative links and Barry also assists in the running of the Social media profiles and PARE platform for the Paramedic Practice team.


hayley-mckenzie-photoHayley McKenzie

SOLSTICE Fellow
Email: Hayley McKenzie

Hayley’s Details

Over the past eighteen months I have been a member of the TEL steering group and have participated in numerous development sessions around the integration of technologies to enhance students learning which I have introduced into various modules across the Child Health and Wellbeing AHSC programme. Developing the use of blogs, flipped classrooms, collaborate, Kahoot and panopto as well as creating innovative VLE areas and alternative assessment methods to enhance the students learning experience and promote diversity.

The Applied Health and Social Care degree programmes encourage students to partake in voluntary placements across a broad spectrum of organisations and sectors. With this comes a need for disseminating essential information to the students prior to them commencing a placement.

The primary aim of my solstice fellow project is to develop an interactive APP for the Applied Health and Social Care student to support them in their placements and voluntary work experiences as well as enhancing their overall employability through the demonstration of good practice in generic and sector specific employability skills. The App will incorporate key elements these include; Safeguarding; proactive approaches to work including effective communication and a guide to workplace professionalism.

Key Objectives:

  • To provide key information to students through their mobile devices on Safeguarding, keeping themselves safe and their role in protecting children, young people and vulnerable adults.
  • To disseminate good practice information across to students to support them in their professional conduct and assist them in demonstrating their full potential within their placement.
  • To provide models/examples of good professional practice within the workplace which in turn may increase student’s employability profile.