University Fellows

Overview

The Centre for Learning and Teaching (CLT) manages and co-ordinates the University 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 can reapply against the criteria after a tenure of two years. The current fellowship model allows new fellowship members to access up to £1000 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 is an annual call for new Fellows. This typically opens in December, with the deadline for applications being 31st January.
  • Tenure: Fellowships are awarded 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 by 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,

Full details of the application process will be communicated by CLT.  As part of the application process, applicants are advised to meet with the relevant Associate Dean/Director and line manager to discuss their application.  Decisions on applications are made by the Dean of Teaching & Learning Development and Associate Deans/Directors.  Applicants will then be informed of the outcome.

AQDU

Learning & Teaching Fellows:

Photo of Chris LawtonDr. Chris Lawton

Learning & Teaching Fellow
Email: Chris Lawton

Chris’ Details

The focus of my fellowship is around the impact of ‘quality’ on academic practice. I have previously published on this topic and have undertaken further research around early career academics’ perceptions of ‘quality’ in relation to their teaching practice. With colleagues from the Centre for Learning & Teaching, I had a lead role in redeveloping and delivering Edge Hill’s approach to the induction, training and development of external examiners, and have worked with colleagues across the university on a developmental enquiry into the experience of students on joint honours programmes. I am a member of the Academic Quality Enhancement Committee and represent the Academic Quality & Development Unit on the Graduate School Board of Studies. I have a PhD in Philosophy from Edge Hill and am a member of relevant subject organisations including the AUA (FAUA), Advance HE (FHEA), and the Philosophy of Education Society of Great Britain. I was also one of the authors of the QAA’s UK Quality Code (2018) advice and guidance on External Expertise and have presented my work at national and international conferences hosted by organisations including the Northern Universities Consortium (NUCCAT), the Association of University Administrators (AUA), the Academic Registrars’ Council Quality Practitioners’ Group (ARCQPG), and the Higher Education Institutional Research Network (HEIR).

CLT

Learning & Teaching Fellows:

Photo of John BostockDr. John Bostock

Learning & Teaching Fellow
Email: John Bostock

John’s Details

I was awarded a National Teaching Fellowship (NTF) in 2018 to recognise my commitment to educational development. I am still absolutely overwhelmed and delighted to have achieved this prestigious national award and to represent Edge Hill University as part of a highly regarded national group of colleagues who are making an outstanding impact on higher education.  I gained Senior Fellowship of the Staff and Educational Development Association (SFSEDA) in 2019 and I also secured Principal Fellowship of the Higher Education Academy (PFHEA D4) in 2015 to recognise my longstanding professional interest and investment in linking scholarship with continuing professional development. I continue to lead on university-wide forums and working groups to transform and enhance student learning in a positive way, in particular around inclusive practices and student peer mentoring. These have resulted in a University Student Peer Mentoring Policy and an award-winning approach to Inclusion and Diversity. I also lead a university-wide, collaborative learning and teaching fellowship programme that promotes and maintains a high quality and transformative student experience. I continue to present and disseminate my ideas nationally and internationally. To view my publications and other outputs please visit the University’s research archive.


Photo of Linda MarronLinda Marron

Learning & Teaching Fellow
Email: Linda Marron

Linda’s Details

Linda Marron is the Programme Leader for the Postgraduate Certificate in Teaching in Higher Education (PGCTHE) and a Senior Lecturer in Teaching and Learning and Development within the Centre for Learning and Teaching at Edge Hill University.

She has extensive experience of teaching in both further education and higher education and is a Senior Fellow of the Higher Education Academy (SHEA). Her research interests include Assessment Literacy, English as a lingua franca and English language learning as either a second, foreign or other language.

Qualifications:
MRes (Applied Linguistics)
DELTA
PGCE (Education and Information Technology)
BSc Information Technology and Psychology


SOLSTICE Fellow:

Dr. Dawne Irving-BellPhoto of Dawne Irving-Bell

SOLSTICE Fellow
Email: Dawne Bell

Dawne’s Details

Dawne’s research interests include the formation of learner identity, with a particular focus on STEM subject disciplines. The Scholarship of Learning and Teaching (SoTL) and pedagogical approaches to learning and teaching,  including the use of technology (and social media) to engage and enhance learning. She also enjoys lecturing on visual thinking and advocates for technology and design education. Dawne is a member of The Staff and Educational Development Association’s (SEDA) Conference and Events Committee and was recently invited to join the International Society for the Scholarship of Teaching and Learning’s (ISSOTL) Narrative Inquiry Collaborative Writing Group.

Dawne is the Network Lead for the AdvanceHE Connect Social Media for Learning Group, Editor of the Journal of Social Media for Learning and a member of the Scientific Committee for EuroSoTL: Building Communities through the Scholarship of Learning and Teaching. Dawne is a Principal Fellow of the Higher Education Academy (PFHEA) and leads on the University’s Graduate Teaching Assistant Teaching in Higher Education Programme, and the Postgraduate Certificate in Teaching in Higher Education Developing Practice through Pedagogic Research Module.

In her current position Dawne chairs institutional enquiries and leads on university-wide strategies to enhance the student learning experience, including Personal Tutoring and Induction and Transitions.

Click the link to access Dawne’s University page.

To visit Dawne on Twitter: @belld17


Arts and Sciences

Learning & Teaching Fellows:

Photo of Collette GavanCollette Gavan

Senior Learning & Teaching Fellowship Lead (TEF)
Email: Collette Gavan

 

 


Photo of Stephen KellyDr. 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.


Photo of Deborah ChirreyDeborah Chirrey

Learning & Teaching 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.


BlankJoe Gazdula

Learning and Teaching Fellow
Email: Joe Gazdula

 

 


Photo of Kenny GreenoughKenny Greenough

Learning & Teaching Fellow
Email: Kenny Greenough

Kenny’s Details

Kenny Greenough is currently the Programme Leader for all the Sports Coaching degrees and is a Senior Lecturer in the Sport department.  Kenny holds Senior Fellowship status of the Higher Education Academy and maintains an interest in enhancing student learning via varied and diverse pedagogical approaches . Kenny has disseminated the use of technology in his own subject area and has designed assessments to enhance engagement, whilst influencing other programmes within the sport department.  He has a sustained influence on learning and teaching at undergraduate and postgraduate level and has been the appointed representative for the Faculty of Arts and Science on the University’s Institutional Learning and Teaching Committee.

Alongside his career in HE, Kenny has coached within professional level sport, worked for The FA and holds the prestigious internationally recognised UEFA A Licence qualification. His approach to curriculum design at module and programme level is led by coaching and pedagogical experience and research which is, in turn, always underpinned in his professional engagement with the real-world coaching industry.


Photo of Sally HesterSally Hester

Learning & Teaching Fellow
Email: Sally Hester

Sally’s Details

My time as a Learning and Teaching Fellow will be spent working with colleagues in my department and across the university on two fronts.  Firstly, with my colleagues in the School of Social Sciences, we will be considering what to keep from providing both blended and exclusively online learning. This will include what recorded materials and online resources we should continue to provide to facilitate lively engagement in the classroom and increase accessibility. Secondly, I will be investigating the development of distance learning in our programmes to further our commitment to equal opportunities. 


Photo of Linda KayeDr. Linda Kaye

Learning & Teaching Fellow
Email: Linda Kaye

Linda’s Details

My current learning and teaching work involves evaluating Departmental strategies around learning community and peer mentoring. This involves leading on research enquiry and evaluation activities to monitor and disseminate the effectiveness of these L&T strategies. Additionally, I support colleagues through a number of staff development events on issues such as “Handling rejection in academia” and also have an informal mentoring role on Twitter via my blog series, to support colleagues particularly in the early stages of their careers.


Photo of Kelly MarrinKelly Marrin

Learning and Teaching Fellow
Email: Kelly Marrin

Kelly’s Details

Dr Kelly Marrin is currently the Programme Leader for Sport & Exercise Science and is a Senior Lecturer in Sport & Exercise Physiology in the Department of Sport & Physical Activity.  Kelly holds HEA Senior Fellowship status and has a strong commitment to learning and teaching at undergraduate and postgraduate level. Kelly is also a British Association of Sport & Exercise Sciences (BASES) accredited Sport & Exercise Scientist and has taken a lead role in the BASES endorsement of the Sport & Exercise Science programmes. Thus, curriculum design is informed by engagement with industry, ensuring students develop appropriate graduate skills and competencies. Kelly is particularly interested in monitoring student engagement and achievement. Her existing research profile comprises work on circadian rhythms, sleep and sports performance. Kelly is planning to expand this area to evaluate students subjective sleep quality, wellbeing and academic performance.


Photo of Allison MooreAllison Moore

Learning & Teaching Fellow
Email: Allison Moore

 

 


Photo of Lisa MoranLisa Moran

Learning & Teaching Fellow
Email: Lisa Moran

Lisa’s Details

Dr Lisa Moran is a Senior Lecturer in the Department of Social Sciences. She is a highly experienced lecturer, having taught with several Higher Education Institutes in Ireland, including NUI Galway, Institute of Technology, Sligo, Oscail at Dublin City University and St Angels’s College, Sligo, a constituent campus of NUI Galway. She is also a highly experienced researcher and holds a PG Dip and MA in Academic Practice from NUIG. She is a Senior Fellow of the Higher Education Academy, UK. Lisa is completing a MA in Management in Education part-time with Waterford Institute of Technology, Ireland.

For her Fellowship, Lisa is pursuing a research project entitled Conceptualisations of Teaching and Learning Quality among University Senior Management, Staff and Students in UK Higher Education: A Qualitative Investigation. This study extends Lisa’s interest in quality assurance in Higher Education (HE) management and governance. A more comprehensive overview of the project is detailed below:

Conceptualisations of Teaching and Learning Quality among University Senior Management, Staff and Students in UK Higher Education: A Qualitative Investigation 

This qualitative study expands my interest in Quality Assurance (QA) in Higher Education and broadens my expertise in applying and developing qualitative research methods. This study applies Interpretive Phenomenological Analysis (IPA) and in-depth interviews to ascertain discourses of quality in teaching and learning among senior management, lecturers, support staff and students in a sample of pre- and post-1992 universities in the UK. The increased emphasis on quality in the Higher Education literature and policies forms part of key justifications for conducting research in this area. Sparse qualitative literature exists on university governance and on discourses of quality among university management in the UK per se (Kok and McDonald, 2017). Given the emphasis on REF and TEF in the current climate and changing educational contexts with Brexit and Covid-19, more research on this topic is warranted. The current context of learning and teaching in online and blended spaces also renders it extremely important to hear students’ voices about what constitutes quality and how this compares to discourses of university staff members. The inclusion of lecturing and support staff in the sample is also significant as little research exists on how they interpret quality either. Furthermore, institutional narratives of quality are interesting in how they are formulated, learned, and diffused throughout an organisation. Such narratives at policy and institutional levels influence how people operationalise quality in their teaching and how they interpret the meaning of quality every day. The expansion of quality programmes by Ofsted such as ‘Start for Success’ further shows the importance of this research for how we do our jobs as educators in a practical sense and capturing student and staff views on quality in teaching in an everyday sense.

The following is an overview of some of the key topics and issues that this study explores.

  • Discourses of Quality among staff and students in a cross-section in pre- and post-UK universities.
  • Institutional learning and socialisation that shapes and reflects how quality discourses form, are learned, and exchanged in different universities.
  • The UK and European policy contexts on quality.
  • The impacts of Covid-19 on teaching and learning quality (e.g., quality of student experience, relationships with staff, empathy, perceptions about blended learning approaches, online teaching etc.).

Kevin Thompson

Learning & Teaching Fellow
Email: Kevin Thompson

Kevin’s Details

In my current role in Creative Arts production my main focus is on effective student centred group work, and problem based learning. I am keen to support and disseminate good practice in these areas of learning and teaching.


Photo of Andrew WhittleAndrew 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:

Photo of 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.


Photo of Shirley Hunter-BarnettShirley Hunter-Barnett

SOLSTICE Fellow
Email: Shirley Hunter-Barnett

 

Education

Learning & Teaching Fellows:

Photo of Helena KnaptonHelena Knapton

(Learning and Teaching Development Lead FOE)

Email: Helena Knapton

Helena’s Details

Helena has worked across secondary, further and Higher Education settings, with extensive experience as a PGCE Business Education Course Leader with a particular interest in authentic assessment.  As Learning and Teaching Lead, Helena leads on Faculty wide projects as well as representing and leading on University-wide projects to enhance the student experience.

Helena is developing expertise in employability and Graduate Outcomes, with research being undertaken around the engagement and understanding of stakeholders of this, including employers, lecturers and students.  Current projects are on the accessibility of the term ‘employability’ and identifying effective (and measurable) initiatives to support BAME students as they start their careers.

Helena co-authored a text on ‘Teaching Business, Economics and Enterprise Education’ with Jamila Gurjee, a business, law and economics teacher, and has regularly contributed to the ‘Teaching Business and Economics’ journal.

Helena is a Senior Fellow of the Higher Education academy.

Qualifications

MA in Education (Educational Leadership) Edge Hill University

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

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

BA (Hons) Management and Business Studies University of Liverpool

Research Interests

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


Photo of Gordon LaingDr. Gordon Laing

Senior Learning & Teaching Fellowship Lead
Email: Gordon Laing

Gordon’s Details

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

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


Photo of Carl SimmonsDr. Carl Simmons

Senior Learning and Teaching Fellowship Lead
Email: Carl Simmons

Carl’s Details

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

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

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

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


Photo of Rhonwen Bruce-RobertsRhonwen Bruce-Roberts

Learning & Teaching Fellow
Email: Rhonwen Bruce-Roberts

Rhonwen’s Details

My current role is as the History PGCE Course Leader, leading and supporting trainee Postgraduate History teachers to achieve their Postgraduate award and the necessary criteria for QTS. The History PGCE Curriculum is underpinned by a Connected Curriculum Framework and is Decolonised. Its core pedagogic principle is that students’ learning should be characterised by research and active, critical enquiry. The ways in which these active learning approaches are embedded in the History PGCE curriculum ensuring that students are connecting actively with researchers, participating in enquiry and presenting their ‘outputs’, in multiple forms, to targeted ‘real world’ audiences. Through collaborative enquiry, they are being explicitly prepared for the workplace [History classroom], as well as understanding how new knowledge is created, for example Decolonisation. My work at HE has often included supporting staff to progress down their own L&T career progression routes through mentoring and leading on interactive professional development sessions on teaching and learning to trainee teaching students, academics, researchers and colleagues  for an effective learning process and to enrich the student learning experience. My particular area was the implementation of the Teaching and Learning Strategy which focused on Curriculum innovation; Promotion of pedagogic research and scholarship; Adoption and embedding of effective practices; Technology Enhanced Learning. Prior to this, I taught on several courses in Higher Education, utilising my expertise and experience gained as a Subject Leader in History.

Throughout my teaching career, both in school, FE and HE, I have been committed to supporting students by influencing learners positively, to inspire them and to enable them to achieve. A positive and challenging learning environment is established using creative and innovative approaches that are research-informed to foster higher levels of engagement and progress. Supportive intervention and TEL are also used to ensure that every student succeeds and fulfils their academic potential.

Current research interests includes incorporating creative and innovative approaches to teaching and learning to foster a learning environment where students have a love of learning, are engaged and making progress. I also have research interests in inclusive learning communities, Decolonisation,  student engagement and learning transitions, the experiences of beginner teachers with regards to the place of diversity within history and the challenge of policy and curriculum. I am currently undertaking research into Trainees’ perceptions of Decolonisation and the impact of the History PGCE Curriculum. This research project aims to improve student achievement in terms of progression, degree outcomes and employability, and increase student satisfaction with teaching on their course.


BlankElizabeth Dunn

Learning and Teaching Fellow
Email: Elizabeth Dunn

 

 


Photo of Louise HawxwellLouise Hawxwell

Learning and Teaching Fellow
Email: Louise Hawxwell

 

 


Photo of Claire NorcottClaire Norcott

Learning & Teaching Fellow
Email: Claire Norcott

Claire’s Details

I am a Senior lecturer for Primary English in the Department of Children, Education and Communities. In addition, I am the Employability lead and also the Primary Newly Qualified Teacher (NQT) lead.

I have a PGCert in Understanding and Managing Children with social, emotional and behavioural difficulties and am in the final year of study for my Master’s in education.

Currently I am interested in exploring the ways we can support our students who are parents to ensure they are able to engage in University life. I am also keen to research strategies that can promote and develop resilience within our students to ensure they are equipped with the skills to succeed both at University and beyond.


Photo of Sjay Patterson-CravenDr. Sjay Patterson-Craven

Learning & Teaching Fellow
Email: Sjay Patterson-Craven

Sjay’s Details

My current role is as the Programme Lead for the Secondary PGCE and Course Lead for the Secondary PGCE RE, leading and supporting trainee Postgraduate trainees to achieve their Postgraduate award and the necessary criteria for QTS. Prior to this, I taught on several non-QTS courses, utilising my expertise and experience gained from my time as Head of Department/Faculty in Secondary schools.

Throughout my teaching career, both in school and HE, I have been committed to supporting students’ success in assessment. Making use of supportive intervention and T&L strategies I am keen to ensure that students can fulfil their academic potential and develop the necessary skills for life-long academic achievement. I am also interested in the development of professional identity and agency, especially amongst beginner teachers.

In addition to my wider research post-doctoral interest in teacher agency, I am interested in ways in which assessment literacy strategies and creative approaches to assessment, can all be utilised to ensure that assessment practices are authentic, not unduly onerous and that assessment criteria is transparent, accessible and able to be utilised effectively by students.


Photo of Natalie ReynoldsNatalie 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.


Photo of Pinar RobinsonPinar Robinson

Learning and Teaching Fellow
Email: Pinar Robinson

Pinar’s Details

I have 13 years’ teaching experience in inner-city London schools where I held senior leadership positions including; mathematics leader, phase leader and assistant headteacher.

I am interested in;

  • Education Policy and Planning
  • Education Management
  • Teaching Principles and Methods
  • Curriculum and Assessment
  • Teacher Education

Currently, I am studying a PhD in trainee teachers’ competence and confidence in mathematics teaching. To gain an international perspective into teacher training, I visited 3 university led teacher training schools in Finland and Hungary.


Photo of Rachael Sackville-JonesRachael Sackville-Jones

Learning & Teaching Fellow
Email: Rachael Sackville-Jones

Rachael’s Details

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

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

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

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


Photo of Justine SmithJustine Smith

Learning & Teaching Fellow
Email: Justine Smith

Justine’s Details

Justine has worked at Edge Hill University since 2013 and within that time has worked across all 3 faculties, teaching modules as diverse as Positive Behaviour Support in the Faculty of Health, Food Technology and Nutrition in the Faculty of Arts and Science and is the Early Career Teaching (NQT) CDP Secondary Lead in the Faculty of Education.

Coming from a background in Secondary School Teaching, Justine has worked within the Secondary and FET Department of FoE as the PGCE D&T Course Leader and now a Senior Lecturer in FET. Her interests lie in teaching within diverse learning environments and the behavioural impacts on students, pastoral and personal tutoring, and how being an effective reflective practitioner aids student/ trainee progression. She is also looking at CPD opportunities for recently qualified trainee teachers within Secondary and Further Education Training linking to the Governments Early Career Framework (2019) and the development opportunities that this can bring.


Photo of Annabel YaleAnnabel Yale

Learning & Teaching Fellow
Email: Annabel Yale

Annabel’s Details

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


SOLSTICE Fellows:

Photo of Sarah WrightSarah Hallam

Senior SOLSTICE Fellowship Lead
Email: Sarah Hallam

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.


Photo of Claire HawkinsDr. Claire Hawkins

SOLSTICE Fellow
Email: Claire Hawkins

Claire’s Details

I have an interest in developing blended and online approaches for learning and teaching. I have prior experience of designing and implementing online learning using Blackboard, from my experience in the Secondary Department in FoE. I have an MA E-learning and PhD TEL and E-research.

I have experience of productively using tools on Blackboard, some of which can be problematic for engagement, e.g. discussion boards. Being clear about our rationale for using these tools and how students’ own engagement with them supports their learning, can help to increase engagement. I am looking forward to exploring the pedagogical benefits of these tools further.

In 2020/21, as part of my Fellowship, I launched the Teaching Online Reading Group with Sonia Edwards, for Faculty of Education staff. In 2021/22 this group will be open to all staff across Edge Hill University. We meet regularly for an informal discussion of a research paper related to TEL and use this as a springboard to reflect on and develop our own practice.


Health, Social Care & Medicine

Learning & Teaching Fellows:


Photo of Toni BewleyToni 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.

Photo of Liz CooperElizabeth Cooper

Senior Learning & Teaching Fellowship Lead
Email: Elizabeth Cooper

 

 


Photo of Peter LeadbetterDr. Peter Leadbetter

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

Peter’s Details

Peter is a Senior Learning & Teaching Fellow in the Faculty of Health Social Care & Medicine. He is programme lead for the Foundation Year to Medicine (a Widening Access initiative). He is also lead for the undergraduate Medical School Teaching & Learning working group and the National Foundation & Gateway to Medicine Leads network.  He is a Chartered Psychologist with the British Psychological Society (BPS).

Peter has also won the Student Union student led teaching awards in both the Lecturer and Personal Tutor category.

Peter previously worked as a Research fellow at the University of Liverpool (School of Medical Education) where he undertook his PhD (clinical communication). He explored the transfer of medical student’s clinical communication skills from the University setting to patient encounters. He also explored the influence of attachment theory on this process. Prior to this Peter predominately worked in education with disadvantaged young people and asylum seekers in the UK, the USA, and Australia.

 Qualifications:  

  • Chartered Psychologist with the British Psychological Society (2016) 
  • PhD (Medical Education & Psychology), University of Liverpool (2014)   
  • Senior Fellow of the Higher Education Academy (2019) & Fellow of the Higher Education Academy (2013-2019) 
  • PGCTHE (Teaching & Learning in Higher Education), Edge Hill University (2013) 
  • MEd (Educational Psychology), University of Manchester (2006)  
  • BA (Sociology), University of Queensland (2003) 
  • BHMS (Human Movement Studies), University of Queensland (1992) 

Photo of Anna BussuAnna 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.


Dr. Anita Flynn

Learning and Teaching Fellow
Email: Anita Flynn

Anita’s Details

Dr Anita Flynn, DProf, MSc Clinical Nursing, DipHE, PGCT&LS, RSCN, RGN, EN
Lecturer/Practitioner/Educator, Fellow of the Higher Education Academy
Faculty Staff Development Lead

My Learning and Teaching Fellowship will focus on the induction and transition of new Academic Staff and how a positive, structured, supportive and facilitative approach towards the induction and Professional Development of new staff contributes to enhancing the student experience.

My new role as Staff Development Lead is currently focussed on the induction and transition of all new academic staff as they join the faculty. This includes the development and recent introduction of a new Faculty Academic Staff Induction Handbook which is supported by a new structured approach to academic staff induction across the three schools in the Faculty of Health, Social Care and Medicine. The aim of this approach is to provide a consistent and supportive approach which facilitates the individual to integrate, develop and grow in a supportive and non-judgemental environment.

My Learning and Teaching Fellowship will provide opportunities to link with other Fellows across the faculty and institution to establish what work is being done across the University around new staff induction and their transition into HEI, providing opportunities to raise awareness, work collaboratively, and disseminate strategies among colleagues across faculties. In addition, undertake evaluation and implementation of further developments within the faculty.


Photo of Andrew KirkAndrew 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.


Photo of David LawsonDavid Lawson

Learning & Teaching Fellow
Email: David Lawson

 

 


 

Photo of Helen McNeillHelen McNeill

Learning & Teaching Fellow
Email: Helen McNeilll

Helen’s Details

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

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

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

Photo of Charlotte MoenCharlotte Moen

Learning & Teaching Fellow
Email: Charlotte Moen

Charlotte’s Details

My Learning and Teaching Fellowship is focussed on enhancing the learning experience through the introduction of coaching for Undergraduate and Postgraduate students in the Medical School, Faculty of Health, Social Care and Medicine. Coaching enables the individual to grow through learning; the coach’s role is to facilitate the student to find the solution within their own experience/knowledge base.

Effective leaders are emotionally intelligent possessing self-awareness, empathy, self-management and relationship management (Goleman, 2004). Leadership coaching aims to facilitate the development of these four skills. Furthermore, through developing self-awareness leaders can self-manage and self-management together with empathy enables the leader to develop positive relationships with others. Coaching also have the potential to impact on resilience, resourcefulness, reflective practice and communication skills’ (Lovell, 2018). All of the skills are essential to providing high quality patient care.

My project will explore the impact of providing 1:1 coaching to medical students. The aim is to

  • develop medical students personal coping strategies in relation to self-management, self-care and working effectively with others.
  • explore the impact of coaching on students’ personal and professional development.

Photo of Fazeela PatelFazeela Patel

Learning and Teaching Fellow
Email: Fazeela Patel

Fazeela’s Details

I am a lecturer for peri-operative Studies (Healthcare). My clinical background is of an Operating Department Practitioner (ODP) wherein I started my journey into leadership and management. I have a wealth of experience in influencing change for improvement, having led numerous projects in healthcare to improve staff morale, culture and patient care. The ideas drawn from my background have informed my outlook on the influence of teaching and learning. I am extremely passionate about continual improvement in the quality of teaching and learning. Under the ideology of Higher Education as transformative, I believe that the strategies we use to make learning happen can be applied in a way to develop life-long skills which can be taken beyond the course outcomes and reach wider goals. My personal research and research interests explore strategies to develop transformed individuals who flourish within their profession and have a controlled and well-balanced demeanour, allowing continued personal and professional development. I am an advocate for humanistic and democratic teaching and learning, and value these as integral in developing professional relationships with adult learners, for learning to happen intrinsically. My latest draft for publication is, ‘Discipline in the Higher Education Classroom’ which concludes how strategies can be intertwined into teaching and learning to develop professional value-based attributes.


Photo of Paul RawlingPaul Rawling

Learning & Teaching Fellow
Email: Paul Rawling

 

 


Photo of Richard WilliamsRichard Williams

Learning & Teaching Fellow
Email: Richard Williams

 

 


SOLSTICE Fellows:

Photo of Kevin HenshawKevin Henshaw

Senior Solstice Fellowship Lead
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.


Photo of Sarah CrosbySarah Crosby

SOLSTICE Fellow
Email: Sarah Crosby

Sarah’s Details

My SOLSTICE Fellowship focus stems from my experience in planning and delivering clinical reasoning simulation with pre-registration nursing students. Clinical reasoning in healthcare is essential for the delivery of safe and effective care. As a teaching strategy it supports learners in the development of clinical judgement and critical thinking skills, as well as boosting overall self-efficacy and self-confidence.

Specifically, I will be looking to embed a blended learning approach within the pre-registration nursing curriculum, developing the use of interactive learning modules within the VLE, combining online learning with simulation to enhance our delivery of clinical reasoning. My aim is to further support students in the development of robust decision-making and thinking processes, in preparation for their nursing practice.


Photo of Chris KeilyChris Keily

SOLSTICE Fellow
Email: Chris Keily

 

 


Photo of John MorganJohn Morgan

SOLSTICE Fellow
Email: John Morgan

John’s Details

I have been working collaboratively with the institutions Digital Learning Manager and Learning Technologists at identifying, mapping and embedding digital capabilities within the new portfolio of recently validated professional programmes within the Department of Nursing and Midwifery Education. This has involved the development of a TEL strategy which was commended as the Nursing programmes validation event. I have also developed a digital capability curriculum mapping tool, based on the JISC capability framework for learners, which maps the JISC learner profiles against academic levels within undergraduate nursing. As part of my SOLSTICE fellowship, my aim is to continue my work on mapping and then monitoring how digital capabilities are embedded and monitored within the portfolio of programmes within the department.

I have also led, departmentally on the development of a ‘new look’, standardised, departmental VLE for the portfolio of nursing programmes within the department. The aim of this development is to ensure that the use of the VLE is maximised to support teaching, learning and assessment within a ‘Year of Study’ approach to programme delivery. This has led to the development of a contemporary looking VLE which maximises the use of the existing available functions in order to enhance teaching. Learning and assessment within a virtual platform. The work undertaken has been in collaboration with senior SOLSTICE fellows from within the institution, the institutions Digital Learning Manager and Learning Technologists along with the Programme Development Team for the new programmes within the department. My SOLSTICE fellowship will allow me to continue my work on the development of the departmental VLE for Years of Study. I would like to develop strategies which support staff in using and engaging with the VLE as a tool in order to enhance teaching, learning and assessment using the VLE.


Photo of Nicola RelphNicola Relph

SOLSTICE Fellow
Email: Nicola Relph

Nicola’s Details

As a SOLSTICE Fellow, my intended aim is to support staff in moving towards a blended learning approach to delivery using technology enhanced teaching methods. I will provide development sessions to staff that outline the capabilities of the University’s technology platforms including Panopto, Collaborate and Blackboard.  I have used Collaborate to teach students on a blended learning programme and completed assessed student presentations in this environment. I would like to develop the area of using online tools for assessments across the Department. I can reflect on my previous online teaching experience to influence learners positively in their potentially new online learning environment. I have explored different methods to engage students and consider the social, cognitive and teaching presences, following the work on the “Community of Inquiry” by Fiock (2020). I look forward to working with staff and students in my fellowship role.

FIOCK, H. 2020. Designing a Community of Inquiry in Online Courses. International Review of Research in Open and Distributed Learning. 21(1), 1-19.


Photo of Eoanna StathopoulosEoanna Stathopoulous

SOLSTICE Fellow
Email: Eoanna Stathopoulous

Eoanna’s Details

As a SOLSTICE Fellow I aim to support staff in moving forwards by effectively understanding and applying blended learning approaches and practices. My passion lies in Technology Enhanced Learning (TEL) as I find these methods enable great opportunities for creativity and ingenuity in teaching thereby bringing an element of fun to the learning experience for students and staff. I have experience in utilising a wide range of platforms which enable a flipped classroom approach, and I am particularly keen to disseminate my knowledge in supporting virtual synchronous sessions. For example, I make considerable use of Panopto, and Collaborate in assessment, and MS Teams and Skype in supporting tutorial and admission processes.

I am also interested in how TEL can support the student induction experience and their transition to undergraduate programmes. For example, I devote much time to reflecting upon how we can create engaging study skills to support them transition into professional programmes, and in response to the demographic needs during these unprecedented times. I hope to develop my diverse interests to support colleagues in the Faculty and beyond.


Learning Services

Learning & Teaching Fellow:

Samantha Gillies

Learning and Teaching Fellow

Email: Samantha Gillies

 

SOLSTICE Fellows:

Photo of Martin BaxterMartin Baxter

SOLSTICE Fellow

Email: Martin Baxter

 


Photo of Peter BeaumontPeter Beaumont

SOLSTICE Fellow

Email: Peter Beaumont

Peter’s Details

I am a Learning Technologist working in the Learning Technology Development team, acting as the team contact for FHSCM. My role primarily involves working with academic staff to give advice on the use educational technologies including the University’s online learning environment, to design and deliver sessions and create online resources to introduce staff and student to aspects of technology enhanced learning, and to help resolve problems that occur.

Recently I have been working on a VLE review and am interested in looking at how possible future learning environments might meet the needs of teachers and learners. Over the last few years I’ve done staff development sessions on, and supported staff use voting systems and interaction apps in the classroom, and I am interested in looking at how these may work differently within online and blended learning. As part of my PGCTLHE I did some research on barriers to learning technology adoption, as one way of looking at our role is seeing it as helping to remove these barriers. I would also be interested in looking how the recent move to more online activities has impacted academic staff perspectives on barriers to adoption, and how the changes impact the support they need from Learning Technologists in overcoming the barriers.


BlankAdrian Cain

SOLSTICE Fellow

Email: Adrian Cain

 


Photo of Carol ChattenCarol Chatten

SOLSTICE Fellow

Email: Carol Chatten

 


Photo of Sonia EdwardsSonia Edwards

SOLSTICE Fellow

Email: Sonia Edwards

Sonia’s Details

My career has been based on communicating information to people in a way that they can gain the knowledge they need to progress. This has been achieved in many ways including teaching and facilitating within further education, vocational training, primary schools and funded charity projects. At present I continue this role at EHU within the Academic Engagement team. My principal objective is to manage the relationship between Library and Learning Services (LS) and the Education Faculty, ensuring that the best possible support is provided and available to their staff.

Within my fellowship role I have and will continue to work alongside the Learning, Teaching and Assessment strategy teams, Human Resources, Centre for Learning and Teaching and Technology Enhanced Learning groups. These consultations bring to light Academics successes, needs and restrictions, therefore underlining the actions that need to be implemented by LS i.e. to share good practice, add training or adapt resources. With this information I can ensure that our provisions are continually evolving and can be used in inductions, professional development and course planning. Overall alongside my team and department I can help provide and disseminate support for tutors across the University so they in turn have more time and resources to sustain student learning.


Photo of Laura RiellaLaura Riella

SOLSTICE Fellow

Email: Laura Riella

Laura’s Details

As the Digital Training Manager at Edge Hill University, I act as a specialist member of staff within Library & Learning Services to coordinate a diverse programme of staff development. My role centres around supporting and developing staff’s digital skills, ensuring that staff at Edge Hill feel confident and knowledgeable about using a range of technologies. A Certified Microsoft Innovative Educator and Apple Teacher, I support new developments, strategies and activities across the University regarding digital advancements in teaching and learning. I regularly attend internal committees, departmental meetings and strategy groups in order to provide expertise relating to learning technologies, seeking to ultimately support staff in enhancing their online learning and teaching methods for students.

As a SOLSTICE Fellow my project aims to develop e-learning packages for staff, aimed at supporting digital transformation, staff confidence and digital skills. The e-learning staff development packages aim to upskill and enhance staff’s digital skills, whilst striving to motivate, empower and support staff with using new technologies. Using a practice informed approach, they will be key in supporting staff to adapt their working practices, i.e. moving teaching, learning and student support online.

The proposed project objectives are as follows:

  • To design, develop and disseminate e-learning packages focused on upskilling staff’s digital skills, digital proficiency and confidence
  • To provide a greater awareness of digital pedagogies, blended learning approaches and TEL
  • To provide models/examples of good professional practice and teaching and learning within the workplace
  • To increase the visibility of Library & Learning Services staff development offer and work in collaboration with other departments
  • To disseminate good practice and diverse teaching methods

Photo of Mark WilcockMark Wilcock

SOLSTICE Fellow

Email: Mark Wilcock

Mark’s Details

I develop, manage and support eLearning and the use of technologies in learning and teaching. This includes training and advising both academic and support staff in ways in which they can effectively incorporate the use of technology into their learning facilitation, teaching and student support systems.

I engage and facilitate an array of specialist applications we use on a daily basis for our Virtual Learning Environment (VLE) and have extensive experience of developing and using technologies to enhance learning and support within the  faculties and various departments. Within the Learning Technology Development team I work regularly on both individual and group projects that are developed and assigned based on the objectives we identify each year. The projects we review are closely aligned with current and future Technology Enhanced Learning themes and the strategic objectives of the University, with focus on student experience, research, external partnerships, international engagement and overall sustainability.


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