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 1st November  (or nearest working day after), with a deadline of 15th 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 15th December depending on your current tenure)

Full details of the application process will be communicated by CLT.  As part of the application process, applicants will need 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

Co-ordination of the institutional fellowship and the CLT staff development series which enables the dissemination of contemporary and effective Teaching, Learning and Assessment strategies to enhance the student experience.


chrisbeaumontDr. Chris Beaumont

(Honorary) Learning & Teaching Fellow
Email:Chris Beaumont

 

Chris’ Details

I was awarded a National Teaching Fellowship in 2013, for my work specialising in assessment and feedback, and Problem-based learning. I continue to develop and disseminate research-informed good practice in these areas. My current project explores students’ experience of employability initiatives in departments and seeks to identify and disseminate good practice.


SOLSTICE Fellows:

Dawne Bell

SOLSTICE Fellow
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


Claire Moscrop

SOLSTICE Fellow
Email: Claire Moscrop

 

Claire’s Details

My fellowship focus is the development of a supportive and developmental Higher Education Research Network for staff from all areas of the university. The aim is to build capacity through the development of online resources and support systems to compliment monthly face to face sessions. In addition to this my own research focuses on assessment feedback, with consideration of the student journey and the impact of feedback at each stage. I also have publications related to student transition and the use of technology to enhance student engagement.

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.


BlankRobert Collinson

Learning & Teaching Fellow
Email: Robert Collinson

 

Robert’s Details

This section will be updated soon.


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

Learning & Teaching Fellows:

Currently recruiting

Senior Learning & Teaching Fellowship Lead
Email:

 

Details coming soon

 


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.


Nichola Callander

Learning & Teaching Fellow
Email: Nichola Callander

 

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.


Gordon Laing photoDr. Gordon Laing

Learning & Teaching Fellow
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.


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.


Susan Williams

Learning & Teaching Fellow
Email: Susan Williams

 

Susan’s Details

Whilst working in Oxfordshire Susan was involved in practitioner research around Assessment for Learning and Formative Assessment strategies working with the King’s College team led at the time by Paul Black, Dylan William and Christine Harrison on their work ‘Beyond the Black Box’.

Since joining the University she has become involved in the research already underway within the degree programme related to Student Academic Mentors and has contributed to this being embedded within the degree programme for which she is Course Leader.

Susan is presently researching with Gillian Pye the Culture, Critique, Feed-Forward (CCFF) model of formative assessment based on the currently unpublished paper ‘Pye, G. 2015. Feedback or Feed-Forward? Semantics or significant discourse around student engagement with their assessment processes’.

Susan is also interested in how student mental health affects learning and how a student centred approach linking the University academic and support teams could impact this.


Annabel Yale

Learning & Teaching Fellow
Email: Annabel Yale

 

Annabel’s Details

This section will be updated soon.


SOLSTICE Fellows:

Currently recruiting

Senior Solstice Fellowship Lead
Email:

 

Details coming soon

 


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.


Scott Farrow

SOLSTICE Fellow
Email: Scott Farrow

 

Scott’s Details

As a Content Developer and VLE Support Assistant working across the Faculty of Education my role is to enhance online learning materials, promote the use of educational technologies to enhance learning and support both staff and students to build their digital capabilities to enhance teaching and learning.

The focus of my fellowship is to enhance staff development across the faculty to assist staff with improving their online course areas, teaching materials and assessment and feedback processes.

During my fellowship I am undertaking the PGCTHE and have recently presented at the 2017 Solstice Conference, ‘Using Panopto for students’ self-submitted lesson observations’ – view slides here:

https://www.edgehill.ac.uk/solstice/files/2017/01/Session_22_Anne_McLoughlin_Scott_Farrow_Web_Yes.pdf


Carl Simmons photoDr. Carl Simmons

SOLSTICE Fellow
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).


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.


Health and Social Care

Learning & Teaching Fellows:

Lynda Carey

Senior Learning & Teaching Fellowship Lead
Email: Lynda Carey

 

Lynda’s Details

As a Senior Teaching and Learning Fellow I aim to support and facilitate academics to explore and develop their pedological knowledge and skills to enable the delivery of high-quality teaching and learning experience for learners.

My specific area of interest is reflection and assessment, both of which underpin and support learners to develop strategies to remain curious and life-long learners. Utilisation of reflection is fundamental to supporting learners, who work within the health and social care setting, aiding the development of critical thinking and positive questioning of practice. By developing and utilising these skills, learners are better placed to deliver effective safe care.

Working across the Faculty my intention is to explore with colleagues teaching and learning strategies which are strength based in nature, facilitate students to identify and manage learning through reflection and demonstrate learning through meaningful assessment.


 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.


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.


Linda Robson

Learning & Teaching Fellow
Email: Linda Robson

 

Linda’s Details

My current project is focused on introducing peer mentorship within Pre-Registration nurse training. In this project, 2nd year student nurses act as peer mentors to first years for the first 12 months of their training course. I am also collaborating with colleagues across other faculties to strengthen peer mentoring across the University.


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.


Mary Farrelly

SOLSTICE Fellow
Email: Mary Farrelly

 

Mary’s Details

This section will be updated soon.


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.