University Fellows


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: 1st May (or nearest working day after) each year
  • Tenure: Fellowships are awarded for two years (1st Aug – 31st July for two years)
  • Annual Report: Towards the end of the first year of tenure, Fellows must complete an interim review against objectives.  Reports should be submitted via the ‘University Fellowship Area’ BlackBoard.  These reports are available to the Dean of Learning & Teaching and Associate Deans to ensure maintenance of a level of performance matching the criteria (reports are requested on 15th June to be submitted by 31 July)
  • 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)

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


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.


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.


Dawne Bell

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:

Claire Moscrop

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:

Dr. Alice Diver

Senior Learning & Teaching Fellowship Lead
Email: Alice Diver


Alice’s Details

Dr Alice Diver joined the Department of Law and Criminology as a Senior Lecturer in Law in September 2015, having spent 15 years as a Lecturer/LLB Course Director at the School of Law (Magee campus), Ulster University. She is currently Programme Leader for the LLB (Law & Criminology,) module co-ordinator for Contract Law and Advanced Lawyers’ Skills, and supervises LLM and LLB Dissertations. A graduate of Queen’s University, Belfast (1988), she qualified as Solicitor in 1991, working in private practice until 1995. She holds an LLM in Human Rights and Criminal Justice (Dist.,QUB, 2004), PGCHEP (Ulster, 2006), FHEA (2007) and served as External Examiner for a number of Irish HE Institutions since 1999. During her time at Ulster, she was discipline lead for the Law School (Magee campus, 2013-2015) in the What Works II project, focusing upon student induction and pre-arrival activities as a means to reducing attrition rates. In 2015 she was awarded a UUSU Faculty of Social Sciences Learning & Teaching Award for Inspirational Teaching. She has collaborated with other HE institutions (NWRC, LYIT) to present conference papers (UU, CHERP, 2006; SLS, 2014) and convene and chair symposia on Learning and Teaching (EHU, ACRE, 2016). Her main interests within the field of Learning and Teaching relate to pastoral care, inclusive learning, and the wider legislative and policy frameworks surrounding the right to education.

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.

Lisa Adams-Davey

Learning & Teaching Fellow
Email: Lisa Adams-Davey


Lisa’s Details

Lisa Adams-Davey has been an educator, actor, and director since 1988, a Senior Lecturer at Edge Hill University (EHU) since 2005, and a consultant in Acting (Stagecraft) for Opera Singers at the Royal Northern College of Music since 2013. Her research concentrates on Performance and Therapy, with particular emphasis on Health and Wellbeing. Lisa has been an Institutional Teaching and Learning Fellow since 2015 (EHU) and is in her final year of training to be a Psychotherapeutic Counsellor. She is a Suicide Interventionist (ASIST), a Mental Health First Aider and Instructor, a qualified Hypnotherapist, Laughter Therapist, and Reiki Healer.

BlankRobert Collinson

Learning & Teaching Fellow
Email: Robert Collinson


Robert’s Details

This section will be updated soon.

Patricia Hornby-Atkinson

Learning & Teaching Fellow
Email: Patricia Hornby-Atkinson


Patricia’s Details

Pat is a Senior Lecturer in Psychology and is interested in providing students with the opportunity to experience Psychology in a practical way and in empowering students to actively shape their work life experience.  Pat is engaged at a national level in the development of Higher Education and most recently has been invited to sit on a DfE committee considering the future of QTS.   Pat has worked closely with Careers in Edge Hill and with local employers in designing Assessment Centres to inform student’s about their human capital and how best to exploit it in a job market context.  This work is developmental in respect of a much broader objective which is aimed at Psychology students in Edge Hill designing and administering their own Assessment Centres and applying their psychological knowledge and skills in assisting other students across the University to develop their human capital.

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.


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

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

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.


Learning & Teaching Fellows:

Dave Wooff

Senior Learning & Teaching Fellowship Lead
Email: David Wooff


David’s Details

The aims and foci of this fellowship have arisen through ongoing work already undertaken and completed using Technology Enhance Learning (TEL) and Technology Enhanced Teaching, including Augmented Reality (AR) work within the Faculty of Education at Edge Hill University. It is clear that the potential benefits to all stakeholders are huge and the impact already observed shows that the use of current technological advancements in a teaching and learning environment can only serve to benefit the student experience. In undertaking this work, it is anticipated that there will be a direct impact on practice at a variety of different levels. Published work spanning the outcomes from this fellowship can be found here:

Sarah Wright

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

Sarah’s Details

This section will be updated soon.

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.

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’.

Felix ObadanFelix Obadan

Learning & Teaching Fellow
Email: Felix Obadan


Felix’s Details

Overview of my current fellowship Learning and Teaching Fellowship project on BME and International students includes:


  • Exploring and supporting the learning experience of BME and International students studying at Edge Hill. This is carried out through analysis of quantitative and qualitative information on all aspects of the student journey, from pre-enrolment to graduation.
  • Influence and Inspire colleagues in their teaching, learning assessment practice, by example and through dissemination of good practice.
  • Member EHU University “Confucius Institute”

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.

phil-rigby-photoDr. Phil Rigby

Learning & Teaching Fellow
Email: Phil Rigby


Phil’s Details

I am particularly interested in the communication practices that have become acknowledged as central to the development of disciplinary understanding, rather than simply as vehicles for the transmission of subject knowledge. I believe that oral, written and other modes of communication at university are crucial to the way in which students come to understand their chosen field of study.

Based upon research evidence and following reflection upon feedback from students, I believe that a focus on academic literacy practices will allow a considered response to some of the current challenges for the HE sector, including the nature of knowledge, which requires students to develop creative, independent and interdisciplinary problem-solving skills; and the implications for the provision of meaningful feedback on student work throughout their programmes of study.

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.


Jacqui Basquill Jacqui Basquill

Senior Solstice Fellowship Lead
Email: Jacqui Basquill


Jacqui’s Details

I believe that technology can be the greatest support for students and colleagues and in my role as Senior SOLSTICE Fellow, I assess new technologies and promotes those that will enhance practice. My research interests include the use of tablet technology to enhance teaching in Higher education and the pedagogy supporting the use of technology in the Early Years Foundation Stage.

Scott Farrow

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:

dawn-hewitson-photoDawn Hewitson

Email: Dawn Hewitson


Dawn’s Details

Technology can be a tool to assist in learning but it can also instill fear. In my role as SOLSTICE Fellow my aim is to support students and colleagues and to break down barriers to learning with technology. I am particularly interested in STEM (Science, Technology, Engineering and Maths) learning and the impact of new technology on STEM. My research interests are the impact of fear and anxiety on learning and also the impact of ‘cyberbullying’ on teachers’ workload.

Carl Simmons photoDr. Carl Simmons

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).

Paul Smalley photoPaul Smalley

Email: Paul Smalley


Paul’s Details

  • Project has been around the use of social media.
  • A variety of media platforms with students have been used to date – initially twitter, now more so WhatsApp. Paul has used blogs with students and has also developed an RE blog – which has helped with the marketing of Edge Hill University as a place to study RE.
  • Staff development has been offered to encourage this approach with other staff. It has been broadly welcomed (with a number of departments setting up twitter accounts).
  • Paul has been able to present at Solstice and CLTR conferences and has a partially written paper that currently needs further development.

Mark Sutcliffe photoMark Sutcliffe

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:

Richard Kitt

Senior Learning & Teaching Fellowship Lead
Email: Richard Kitt


Richard’s Details

My role as the Senior Teaching and Learning Fellow (FOHSC) is to support all fellows undertaking their projects and to lead various work streams centred on developing teaching and learning strategies. At the moment I am working on a number of projects centred on developing marker feedback in the Faculty of Health and Social care.
My interests in particular are the development of various simulated aspects to develop communication skills with mental health professionals.

 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.

BlankJane Guest

Learning & Teaching Fellow
Email: Jane Guest


Jane’s Details

Jane’s PGCE and MSc focused on several projects considering; the implications for Dyslexic students within the clinical learning environment and how best to support the student to facilitate their intended learning outcomes and academic success. She has successfully published her work.

Pedagogical considerations within the academic setting for dyslexic students has been well researched, however it is apparent that tailored-support does not always transfer into the clinical learning environment. Regulatory requirements such as The Disability Act, and a lack of mentor understanding and preparedness has identified the importance of proactively identifying and providing inclusive support. Despite national drivers to increase inclusion and equality, students with dyslexia still experience barriers within their clinical placement areas.

Since becoming a Teaching and Learning Fellow I have focused on a number of small projects to enhance the student experience. The overall theme of these projects is to enhance inclusive practices and raise mentors awareness of the challenges that dyslexic students encounter in clinical placements. Clinical placements are ‘required by law to proactively prepare for the needs of students with dyslexia, ensuring they have the same access and opportunity to a full range of teaching and learning opportunities.’

The purpose of the projects are to enhance existing collaborative partnerships with a foci on dissemination of good practices between academics and professional service staff.

My L&T project considers the introduction of new learning resources to support the clinical mentor and dyslexic student. The new resources will be transferable between students, HEI, the clinical mentor, supporting a tripartite model of learning. Benefits in addition to sharing good practices include enabling the effective use of all new learning resources through education, and ensuring that the resources are fit for purpose, fully accessible and inclusive for all.

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.

BlankDr. Julie Kirby

Learning & Teaching Fellow
Email: Julie Kirby


Julie’s Details

This section will be updated soon.

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 photoAngela 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.


Laura Taylor

Senior Solstice Fellowship Lead
Email: Laura Taylor


Laura’s Details

Laura Taylor is a senior lecturer in the Faculty of Health and Social Care and a senior SOLSTICE Fellow who joined Edge Hill University in 1992. She has more than 25 years’ experience of learning and teaching within the HE sector, in various posts across the nurse education spectrum, including an active role in the development of pre registration graduate and post graduate nurse training.

Before joining the University, she was a senior specialist nurse, her clinical practice focus was Neurosciences where she retains her links with a regional neuroscience unit working with the Practice Education Facilitators to enable work based learning. As well as working to understand the issues facing nurses who are using electronic solutions to record or perform patient care.

Laura has helped broker and support staff and students’ participation in integrating technologies in order to enhance learning. This has resulted in the development of a faculty based creative space which has become known as the Digital Production Lab which provides access to on the spot support, training and technologies that enable the creation of online reusable learning objects.

She is involved in the leadership of a number of TEL developments, such as the Edge Hill University VLE Baseline Framework, as a team member and has worked in a consultancy capacity on many TEL projects mainly to establish infrastructures that stabilize the integration of new technologies. Thus creating quality standards to promote a consistent online student experience. She is currently working on ensuring an App that is being created to support students out on work experience is suitable for work based use as well as securing the use of video to record summative practice presentations.

Laura has led strategic development and modernization initiatives to establish Electronic Assessment Management across the Faculty of Health and Social Care through the integration of online submission, online marking, online feedback, online moderation and online return to manage summative assessment. And is looking forward to planning the integration of I devices required in order to support online Summative Assessment of students while out in clinical practice.


“Dialogue and Teamwork-Innovative Practice for developing e-learning” at the RSC Northwest Annual Conference 2006.

“The customs of HE made easy” at the North West Aim higher Conference 2006 “Raising achievement and increasing access to HE”, Manchester Metropolitan University.

“SOLSTICE: Supporting Collaborative Partners in Developing and Delivering eLearning”” at the Collaborative Provision Conference, 3 May 2007, Edge Hill University.

“SOLSTICE: The Non-Net Generation “Don’t Forget Us!” at the “Supporting the Net Generation” International Conference 14th July 2007, The Blended Learning Unit (BLU)) University of Hertfordshire.

Developing a standard Web based Virtual Learning Environment (VLE) for a preregistration Nurse Education programme at the Fourth SOLSTICE Research Forum, 19th June 2007.

“Supporting students making the transition from FE to HE: The cadet Nurse” at the Widening Participation” Exploring Learning Trajectories” Conference to launch the Widening Participation Centre. 20th and 21st May 2008, Edge Hill University.

“Developing a standard Web based Virtual Learning Environment (VLE) for a Pre-Registration Nurse Education programme at the SOLSTICE Conference “eLearning and Learning Environments for the Future” 5th June 2008, Edge Hill University.

E Quality Street: Made for Sharing” “at the SOLSTICE International Conference ” Technology Enhanced Learning Practices and the Student Experience 2009 , Edge Hill University.

Using Phenomenography to understand Pre-Registration Nurse Lecturers perception of the Observed Structured Clinical Examination (OSCE) 2010

“The Big Bang: Electronic Assessment Management” “at the SOLSTICE International Conference” Learning and Teaching in H.E.; Effective Practices 2013 , Edge Hill University.

Back to Basics: Making the most of the VLE ” at the SOLSTICE International Conference ” Learning and Teaching in H.E.; Effective Practices 2013, Edge Hill University.

“Lightening Talks caused by Blogs” at the SOLSTICE International Conference “eLearning Technology Enhanced Learning Practices, 2014, Edge Hill University.

“Using Turnitin as a Formative Assessment Tool to Support Academic Writing Skills” at the SOLSTICE International Conference “eLearning Technology Enhanced Learning Practices 2014, Edge Hill University.

QR Stations: A route to work base learning Richard Williams and Andrea O’Donnell, Alder Hey Hospital 2015 SOLSTICE eLearning Conference

The role of the Senior SOLSTICE fellow – Prezi Dr Andrea Wright, Laura Taylor, Jacqui Basquill, Edge Hill University 2015 SOLSTICE eLearning Conference

“Try it + Watch it = Self Perception”: Supporting Professional Pre Registration students’ enhance oral and practical presentation skills 2016 SOLSTICE eLearning and Centre for Learning and Teaching (CLT) Conference: A celebration of Learning and Teaching

“A Senior SOLSTICE Fellow’ story”: An Introspective Account skills 2016 SOLSTICE eLearning and
Centre for Learning and Teaching (CLT) Conference:
A celebration of Learning and Teaching

BlankMary Farrelly

Email: Mary Farrelly


Mary’s Details

This section will be updated soon.

Kevin Henshaw photoKevin Henshaw

Email: Kevin Henshaw


Kevin’s Details

I believe that the growth in technology can provide opportunities to support students and colleagues at many levels. As part of my role as a SOLSTICE Fellow, I actively embrace new technologies and aim to promote those that will enrich practice. My foci of research includes the development recording of digital feedback in order to enhance teaching and learning in Higher Education.

elaine-hughes-photoElaine Hughes

Email: Elaine Hughes


Elaine’s Details

Elaine has worked at Edge Hill for 16 years and prior to this worked as a Registered Nurse in a variety of surgical settings. Whilst working in practice Elaine gained a breadth and depth of experience to inform her current role as a Senior Lecturer in Nursing within the Faculty of Health and Social Care. During this time she has developed an active interest in utilising technology in learning and teaching in the undergraduate nursing curriculum.

As a SOLSTICE fellow Elaine has developed and integrated the use of interactive quizzes using a variety of different modes when teaching specialist subjects to large classes. Utilising a flipped classroom approach the interactive nature of quizzes with real time face-to-face feedback enhances the students learning experience while potentially improving the depth of knowledge.

Elaine has also developed PDPs with a range of supporting technologies to enable learners to actively engage in their personal development and consider employability within the pre-registration nursing programmes.

Other interests include the use of technologies in simulated learning ensuring students can practice their skills in a safe environment as well as previously working inter-professionally to develop a range of simulated learning activities for Nursing and Medical students.

Barry Matthews

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

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.

Delyth Meirion-OwenDelyth Meirion-Owen

Email: Delyth Meirion-Owen


Delyth’s Details

Through the SOLSTICE fellowship , my project aims to enhance the student experience at Edge Hill University by identifying the digital literacies required to support patients living with long term conditions.

My project objectives are:

  1. To explore the current definitions of digital literacy used in health and social care
  2. To gather examples of common assisted technologies used for helping patients with long term conditions
  3. To acquire examples of digital literacies utilized to support patients living with long term conditions.
  4. To make explicit the core digital literacies that health and social care undergraduate pre-registration students require make use of the assisted technologies.

John Morgan photoJohn Morgan

Email: John Morgan


John’s Details

The benefits of clinical simulation within healthcare education are widely acknowledged both in healthcare education literature as well as within the Nursing and Midwifery Council (2010) Standards for Pre-registration Nurse Education.

Through the SOLTICE Fellowship my aim is to develop and promote the use of simulation technology within the Faculty of Health and Social Care. This will be achieved by determining the support needs required to enable simulated technology to be utilised, then developing and implementing a structured approach for providing support in the development and incorporation of simulation into undergraduate programmes in the Faculty.