National Teaching Fellowship Scheme - Higher Education Academy

National Teaching Fellowship Scheme
2012

Welcome from Professor Craig Mahoney
Chief Executive, The Higher Education Academy
Welcome to the 2012 awards of the National Teaching Fellowship Scheme and to the family of
colleagues who make up the Association of National Teaching Fellows. May I be the first to offer my
warmest congratulations to this year’s Fellows on your great achievement.
Good teaching is at the heart of a positive student experience, and the HEA is here to support the
higher education community in delivering world class learning and teaching to students. As you can
see from the work of the individuals profiled in this booklet, there is much to celebrate and admire
in UK higher education teaching. Students deserve to be taught and supported in their learning by
professionals of the calibre of National Teaching Fellows: one way to ensure that high standards
for teaching are met is through the use of the HEA’s UK Professional Standards Framework, which
institutions can apply to their professional development programmes, and against which individuals
can have their individual experience evaluated. During the last academic year we launched the revised
framework and released a report of the findings of our sector review of the framework undertaken
to ensure it is even more effective.
Without the unstinting support and expertise of the Advisory Panel and the cadre of reviewers across
the sector who support the process, the National Teaching Fellowship Scheme would not be the success
that it is. I would like to personally thank everyone who has been involved in this year’s process. Finally,
I would also like to thank Professor Caroline Gipps, Chair of the NTFS Advisory Panel. The experience,
dedication and passion for teaching that she brings to the panel is greatly respected.
I hope you enjoy your evening, and I look forward to meeting you.
Welcome from Professor Caroline Gipps
Chair, NTFS Advisory Panel
As the Chair of the National Advisory Panel for the National Teaching Fellowship Scheme, it is my
pleasure to welcome you to the 2012 awards.
National Teaching Fellows lead the way in promoting innovative learning and teaching practices
which benefit thousands of students every year and I am delighted that you have been able to join us
here for this evening’s celebrations. Across the 55 awards to be made tonight we have some great
examples of innovation in disciplines ranging from neuroscience, veterinary education and psychology
to photographic art, music and environment and sustainability education. I congratulate all of this
year’s new Fellows on their achievements.
This is my second year as Chair of the National Advisory Panel and I continue to be inspired by all our
National Teaching Fellows. I have enjoyed being involved in this important initiative to recognise and
reward excellence in teaching in higher education and look forward to next year.
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Background
The National Teaching Fellowship Scheme (NTFS) is designed to recognise and reward excellence in
teaching and learning and thus contribute to raising the status of learning and teaching. The scheme is
run by the Higher Education Academy (HEA) and funded by the Higher Education Funding Council
for England (HEFCE), the Department for Employment and Learning in Northern Ireland (DELNI)
and the Higher Education Funding Council for Wales (HEFCW).
The scheme was initially launched in 2000. Since then it has grown and evolved. The scheme is open
to all funded higher education institutions in England, Northern Ireland and Wales, and further
education colleges with 100 or more FTE funded higher education students.
In the current year the HEA is making 55 awards of £10,000 to recognise individual excellence
in teaching and learning. The award is to support the National Teaching Fellow’s professional
development in learning and teaching. Nominations must demonstrate evidence of: enhancing and
transforming the student learning experience both within and beyond the nominees’ own immediate
institutional context; supporting colleagues in their teaching and learning work; and developing their
own excellence in teaching.
Each nomination is assessed by two independent peer reviewers and moderated by the National
Advisory Panel which recommends the list of new National Teaching Fellows to the HEA Executive.
Advisory Panel
The National Teaching Fellowship Scheme Advisory Panel oversees criteria, assessment and selection.
Professor Caroline Gipps, former Vice-Chancellor of the University of Wolverhampton, was chair of
the Panel in 2012.
The panel members for the 2012 were:
Professor Caroline Gipps
Professor Richard Barnett
Alex Bols
Judith Foreman
Professor John Fothergill
Professor David Green
Jacqui Hare
Veronica Lewis
Professor Stephen May
Professor Don Nutbeam
Professor Neil Sammells
Association of National Teaching Fellows
The Association of National Teaching Fellows (ANTF) was established by the HEA and a group of
National Teaching Fellows in 2005. All National Teaching Fellows are automatically members of
the Association. The Association aims to offer support and encouragement, for example through a
collective voice, for developing excellence in all aspects of teaching and learning across the sector.
The ANTF committee plays a key role in the planning and delivery of a range of NTF events and
activities, including the NTFS symposium.
National Teaching Fellows are able to participate in a variety of ways, including special interest groups,
and national and international conferences on teaching and learning and scholarly publications. The
ANTF and the HEA work in partnership to
encourage National Teaching Fellows to contribute to debates about teaching and learning practice
and policy at disciplinary, institutional, national and international levels.
The current chair of the ANTF is Professor Lesley-Jane Eales-Reynolds, Pro-Vice Chancellor
(Education), Kingston University, who will be standing down this academic year.
To learn more about the NTFS, please visit www.heacademy.ac.uk/ntfs.
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National Teaching Fellows 2012
Heather Barnett
Senior Lecturer in Photographic Arts
University of Westminster
As well as her lecturing role, Heather Barnett is a practising artist with a long-standing career
working at the intersections of art and science. Her pedagogic interests focus on developing
methods for student-centred and active learning, within curriculum design and in extra curricula
and community initiatives.
In 2009 Heather established an online photography network for students to share work and connect
to a wider community of interest, and a year later she piloted MADFest, a school-wide arts event
providing collaborative and informal learning opportunities to all students within the School of Media,
Arts and Design. Now an annual event, students transform classrooms into event spaces, pop-up
galleries, and workshops – a celebration of student talent, and an opportunity to engage the wider
University population.
The Broad Vision project, which she initiated in 2010, brings together students from a range of arts
and science courses to learn from each other and work together. The project has developed an
innovative interdisciplinary educational model, now validated as a collaborative module to run in 2012-
13, and has generated a significant number of co-authored student/staff outputs including publications,
exhibitions and presentations at national and international conferences.
Outside of teaching, Heather has held Research Fellowships at the University of Sussex and the
London School of Economics, and worked as a consultant on arts, health and science projects for
organisations such as Willis Newson, the Science Museum, and the Wellcome Trust.
As a practising artist with an international reputation for innovative and engaging art/science work,
Heather has directed projects and made diverse works inspired by imaging technologies, scientific
method and biological design. She engages in creative collaborations involving scientists, artists,
participants and organisms, and has been Artist in Residence in diverse organisations including
hospital pathology departments, satellite mapping companies, public museums, and academic
research laboratories.
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Recent public art commissions include Flow, for Guy’s Hospital Cancer Day Unit, which was the
winner of the Building Better Healthcare (BBH) Award for Best Use of Visual Art in Healthcare,
2011, and Proto, Meta, Intra, a trio of artworks for the Postgraduate Medical Institute at Anglia Ruskin
University (2012). For more information visit her website.

Dr Brendan Bartram
Senior Lecturer Education Studies
University of Wolverhampton
As well as his work with undergraduates, Dr Brendan Bartram teaches MA Education to international
students and coordinates an international dual degree in Education Studies and English, run in
conjunction with the Hogeschool van Amsterdam in the Netherlands.
His research interests include foreign language education, comparative education and international
education programmes. Recent publications have examined school pupils’ attitudes to foreign
language learning in England, Germany and the Netherlands, and various aspects of pedagogy in higher
education. Brendan is particularly interested in the experiences of international students and the
experiences and support needs of UK students on international programmes in HE.
Brendan is also a firm believer in transformative education and takes the view that effective learning
requires students to do something, ideally with each other. “The more you can take students through
interesting experiences and exchanges using a dialogic approach, the more they will engage,” he believes.
Though he acknowledges it is often a challenge to get home and international students talking with each
other, it is an important one to face. Not only does this, in his view, create a more convivial and relaxed
classroom environment, but well-designed exchanges create opportunities for critical dialogue. He says
it is important to communicate to students that confronting difference is sometimes unsettling, often
troubling, but always enriching as a means by which horizons shift and expand.
He is honorary secretary of the British Association for International and Comparative Education
(BAICE) and an editorial board member of the international journal, Educational Review. He has
previously worked in secondary, further and higher education in the UK and abroad, and has worked
on a number of international curriculum projects.
Recent and upcoming publications include:
Bartram, B. (in press) Going the other way: the motivations and experiences of UK learners as
international students, in Blythman, M. & Sovic, S. International students negotiating higher education:
Critical perspectives, London: Routledge.
Bartram, B. (2012) Brits Abroad: The perceived support needs of UK learners studying in higher
education overseas, Journal of Studies in International Education.
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National Teaching Fellows 2012
Helen Bilton
Senior Lecturer in Education and Director of the
PGCE Primary Programme
University of Reading
Helen Bilton started her career qualifying as a teacher, becoming a deputy head before moving
into higher education. Her interest in the teaching and learning environment has always been at the
forefront of her teaching and research and this expertise has been transferred from working with
young children to working with adults.
Helen has extensive experience in teaching the Early Years Foundation Stage, primary education,
school experience studies and professional studies. She firmly believes in being a role model and
demonstrating best practice for students to emulate in the classroom. Her passion for student
development and commitment to supporting each individual to achieve their potential are the
attributes for which she is most renowned among her students and colleagues.
Helen’s first lecture when training to be a teacher was on the nursery school garden. She was
immediately inspired by the unique approach to education which this specialism cultivates and
subsequently the outdoor learning environment became her love and research area. Helen is the
leading educational specialist in this area and has written extensively on the issue, including five
books (the earliest being the first complete text on the subject since 1936) and contributions to
many other publications.
Her most recent publication, Outdoor Learning in the Early Years, is a complete compendium for all
who work with young children. She is an invited speaker to conferences across the UK and acts as an
adviser for schools and local authorities.
Helen has played an instrumental role in many learning and teaching initiatives at Reading, including the
innovative re-design of the Foundation Subjects module to involve a local educational charity, and the
establishment of self-help groups for students with additional needs. Perhaps most notably, in 2009
Helen’s work with colleagues in the special educational needs sector led the way in achieving school
placements for trainee teachers in special educational needs (SEN) schools.
At institutional level, Helen received the School Award for Outstanding Contributions to Teaching
and Learning in 2010 and became an Early Career Teaching Fellow in 2011.
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Professor Stuart Brand
Director of Learning Experience
Birmingham City University
Professor Stuart Brand firmly believes that staff-student partnership in academic processes is crucial
to the development of a real learning community. He drives a University-wide focus on student
academic engagement which has brought national and international recognition.
He drew upon experience of innovation in the University’s Faculty of Health, where he began his
teaching career as a lecturer in Applied Human Physiology some 25 years ago. He developed an
initiative - linked teaching - which sought to address a theory-practice gap by employing recent
graduates to work with academics developing students’ skills of application. Later he generated a
faculty-wide culture of innovation and modernisation in learning and teaching through a focused task
group, innovation funding and staff development workshops.
Stuart also led the University’s Centre of Excellence in Teaching and Learning (CETL). This focused
initially on partnership work with National Health Service employers but grew to encompass student
engagement as its primary aim. The CETL also developed a health faculty simulation centre which is
transforming the student experience.
He moved to a centrally-located university post in 2007 and this allowed wider application of the
learning from his faculty based work, building on partnerships with students, staff, employers and
other universities. His work on student engagement has, for example, been greatly stimulated by
collaborations with Northwest Missouri State University and Copenhagen Business School.
Stuart led a strategic three-year initiative for the Redesign of Learning Experience (RoLEx) across
the university and through this actively promoted student engagement whilst seeking better working
lives for staff. He focuses on improving the student learning experience through more effective
partnership with Birmingham City Students’ Union. This partnership, recognised with a Times
Higher Education Award in 2010, led to the development of the nationally recognised Student
Academic Partners scheme through which students are employed to work in partnership with staff
on enhancement projects. This is underpinning culture change at Birmingham City, stimulating new
approaches to curriculum design and delivery and generating a wide range of student employment
activity on campus.
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National Teaching Fellows 2012
Dr Jo Brown
Head of Clinical Communication
in Medical EducationSt George’s
University of London
Dr Jo Brown’s enthusiasm for her subject is infectious. Her interest in clinical communication
began when, as an 18 year-old student nurse, she noticed the impact that effective, patientcentred
communication had on the physical and psychological wellbeing of patients and health care
professionals alike, and she has been fascinated by the subject ever since.
Jo took up her first academic post in 1992 and moved to teaching clinical communication in 2001. It
was at this time that she began to think about how the subject was taught and learned and to examine
its academic origins. In 2006 she moved to St George’s where she took over as academic lead for the
clinical communication curriculum and recruited a team of five highly creative lecturers to deliver it. In
2009 the General Medical Council said: “We found the overall approach to teaching and assessment
of communication skills to be an area of good practice. We found this was integrated throughout the
curriculum and used patients as teachers and in assessment.”
Undergraduate medical courses attract high achieving students and there has been little recognition
in the past that these students struggle or fail academically. Over the last ten years Jo has developed a
comprehensive academic support programme and is passionate about supporting medical students to
learn effectively. During this time she has worked with over 800 students to facilitate their progress
through medical school. One student commented of Jo’s work:
“Thank you for your patience and wisdom. You truly inspire students to achieve their best and this
can be seen by the effort you put into your teaching. Please keep doing what you are doing for
students as it is truly appreciated.”
Zofran, a final year medical student.
Jo is a curriculum designer, an academic leader and an external examiner. She presents at
conferences, writes books and articles, and reviews for education journals. Her research centres
on workplace learning and her focus for the future is the more authentic placement of clinical
communication teaching and learning in the clinical environment.
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Dr Charles Buckley
Educational Developer and Director of the
Postgraduate Certificate in Higher Education
Bangor University
Dr Charles Buckley’s approach to learning and teaching has been influenced by his varied career
background including being a police constable, holiday representative and primary school teacher.
This has developed his knack for relating to people and he leads on developing inclusivity in all aspects
of teaching. He works closely with colleagues at Y Coleg Cymraeg Cenedlaethol to support staff at
Bangor and other higher education institutions across Wales to study though their preferred language.
A colleague from y Coleg remarked:
“Charles’ pioneering work at Bangor has been the catalyst for other universities to become similarly
involved. Y Coleg Cymraeg Cenedlaethol is extremely grateful for his vision and perseverance.”
Charles has vast experience in working with international students and uses a number of approaches
to integrating research with teaching. One international student at Bangor said:
“Your teaching was truly inspirational and easy to follow. Although the concept of grounded theory
previously seemed abstract to us, we now have a much clearer understanding of the subject.”
With a background in teaching and competing in sport, Charles understands the importance of
working with teams and has supported a unique collaborative model for the PGCertHE at Bangor
which operates with four other universities across Wales. He supports the work of the Staff and
Educational Development Association and works with the Publications and Scholarship, Research and
Evaluation committees. He has delivered workshops on diverse aspects of learning and teaching in
higher education in the UK and Saudi Arabia. He has extensive experience of acting as an external
examiner in many universities and has contributed to the validation of degrees and awards in the UK
and Ireland.
Charles has a range of research interests and has conducted phenomenographic research with
children and students to develop and share an understanding of individual difference and how this can
be used to inform educators. He has particular interest in grounded theory, the use of diagrams in
research and teaching, internationalisation, linking research with teaching and the academic identities
of staff in university.
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National Teaching Fellows 2012
Professor Gráinne Conole
Professor of Learning Innovation and Director of the
Beyond Distance Research Alliance
University of Leicester
Prior to her role at the University of Leicester Gráinne Conole was Professor of e-Learning in
the Institute of Educational Technology at The Open University. Her research interests include
the use, integration and evaluation technologies and e-learning and the impact of technologies on
organisational change. Two of her current areas of interest are how learning design can help in
creating more engaging learning activities and Open Educational Resources research. She is an active
user of social media such as Twitter (gconole) and Facebook and updates on her current research
and reflections on e-learning research can be found on her blog.
Gráinne has extensive research, development and project management experience across the
educational and technical domains. Funding sources for her work have included the EU, HEFCE,
the Economic and Social Research Council (ESRC), JISC and commercial sponsors. She serves on
and chairs a number of national and international advisory boards, steering groups, committees and
international conference programmes. She has published and presented nearly 1,000 conference
proceedings, workshops and articles, including the use and evaluation of learning technologies. She
was co-editor of the RoutledgeFalmer book Contemporary perspectives on e-learning research and
has a forthcoming book entitled Designing for learning in an open world.
She passionately believes in applying research findings into practice and has been an innovator in the
use of technologies to enhance the learner experience since the ’90s. This has included the creation
of interactive resources, creative use of virtual learning environments and the use of social and
participatory media to foster different pedagogical approaches. Gráinne has also worked extensively
with practitioners to help them make more informed design judgments about how to create
pedagogical effective learning interventions that make innovative use of new technologies. The has
included the application of a new learning design methodology, which consists of conceptual design
views and a social networking site for the sharing and discussion of learning and teaching ideas.
Gráinne also has a personal blog where she posts on her loves for sailing, reading, travelling and cooking.
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Fiona Copland
Senior Lecturer, School of Languages and Social Sciences
Aston University
Fiona Copland is Course Director for a portfolio of MSc programmes by distance learning in the field
of Teaching English to Speakers of Other Languages (TESOL) by distance learning. The programmes
advocate situated learning and require course participants to develop action research projects in
order to investigate their own contexts. This innovative and emancipatory approach puts course
participants at the centre of their own learning, showing them it is the course tutors who are at a
distance from the students, rather than the other way around.
Throughout her career Fiona has had roles which have allowed her to focus on the classroom
and to develop creative and stimulating learning environments. She worked as a teacher of English
as a foreign/second language to children and adults for many years in Nigeria (Voluntary Services
Overseas), Hong Kong and Japan (British Council). On returning to the UK, she worked as a teacher
educator in TESOL, developing the curricula for, and directing programmes at, Level 4 and Level
7. She took a loop input approach to training in which content was delivered through pedagogies
appropriate to the second language classroom. One trainee teacher commented:
“She practised what she preached... Fiona continues to be my blueprint for how [training] should be done.”
Fiona contributes to Aston’s Postgraduate Certificate in Professional Practice, a teaching qualification
which lecturers from a variety of backgrounds attend. She believes in the power of individual
teachers, in whatever sector or country, to develop excellence through critical reflection. Her work
on this programme has been praised by participants and by other contributors:
“It is not only her teaching style which is inspirational, but also her ability to bring real cultural change
to the University by changing attitudes to curriculum design and assessment.”
Professor Helen Higson, Senior Pro-Vice-Chancellor
Fiona has presented at national and international conferences on learning and teaching and is often
asked to give talks in this area at seminars. She has also published in learning and teaching on feedback
conferences in teacher education, distance education and international students’ experiences.
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National Teaching Fellows 2012
Eur Ing Dr Tony Cowling
Senior Lecturer in the Department of Computer Science
University of Sheffield
Dr Tony Cowling discovered computing as an undergraduate at Leeds, and after studying there for
his PhD he moved to Sheffield in 1973. At first he was a lecturer in the Department of Applied
Mathematics and Computer Science, but transferred to the Department of Computer Science when
it was established in 1980. He was promoted to senior lecturer in 1999.
As a committed teacher, an important focus of his research work has been on trying to find ways of
helping students to master the inherent complexities of computing. Initially this concerned developing
systems to support the teaching of programming, but when Professor Doug Lewin arrived as head of
the department in 1986 and convinced Tony that he was really a software engineer, the focus shifted
to the problems of trying to teach this new discipline. Tony led the creation of the department’s
undergraduate degree in software engineering (one of the first in the world), and has been active
ever since in developing models that help to structure the curriculum for software engineering, and
indeed for computing in general.
This work has led to participation in various international activities concerned with computing
curricula: accreditation workshops in the USA and Lithuania; European Union ‘Tempus’ projects
in Hungary and Romania; the Association for Computing Machinery and the Institute of Electrical
and Electronics Engineers Computer Society project to develop a model curriculum for software
engineering (published in 2004); and currently the similar project to revise the model for Computer
Science (for publication in 2013). Another strand to this work has been various contributions to the
Conference on Software Engineering Education and Training and its associated Academy, currently
including membership of the steering committee for the conference.
Tony’s preferred method of teaching is to link projects, on which students work, with lectures to
explain what they need to know to carry out the projects. At the same time, he is keen to show
students how research problems arise from the practical issues of how software systems should
be engineered, drawing particularly on his own technical research interests in formal modelling of
systems and in the empirical study of software engineering activities.
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Dr Gerry Czerniawski
Senior Lecturer in Education and Research Degrees
Leader, The Cass School of Education and Communities
University of East London
“Dr Czerniawski is an outstanding lecturer and is held in high regard by the students in his care who
speak highly of his professional and supportive approach to their development as teachers.” (External
Examiner 2011)
Dr Gerry Czerniawski passionately worked in the multi-cultural environment in the London Borough
of Newham for ten years teaching humanities, sociology and business studies in the secondary and
post-sixteen sectors. His current professional practice as a teacher educator builds on a background
of in-service training for teachers, a former role as a programme manager for staff development in
an inner-city sixth form college in London, and an author of books and academic journals supporting
the continuing professional development of teachers. In the summer of 2010 he became a Fellow of
the Higher Education Academy (HEA) and was awarded a University of East London (UEL) Teaching
Fellowship in 2011. This was in recognition for the work he has done providing opportunities to
promote teacher education, student learning and student voice in local, national and international
academic/practitioner arenas.
In recognition of the responsibilities of higher education in the preparation of a new generation of
teachers, Gerry consistently draws on the constructivist pedagogies that informed his own training
as a secondary school teacher. His research-informed reflective teaching has come about through
constant engagement with educational theory and the variety of ways in which this can operate
within the higher education sector. Gerry’s PhD, recently published, was an international comparative
study of the development of newly qualified teachers. His books and teaching resources draw on his
own research and research informed practice along with documented experience as an outstanding
teacher in schools and colleges.
Gerry’s championing of the ‘student voice’ and its place as an invaluable tool in teaching and learning
and the professional development of teachers has led to national and international conference
presentations, peer reviewed articles, a student voice hand book and a report for the HEA.
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National Teaching Fellows 2012
Dr Coral J. Dando
Lecturer, Department of Psychology
Lancaster University
Dr Coral Dando is a Cognitive Psychologist, with a special interest in theoretical approaches to
improving eyewitness memory in goal-directed face-to-face interview settings. Coral left school at 17
to serve as a London police officer, but returned to education in her mid ’30s to complete a BSc in
Psychology, immediately followed by a PhD in Cognitive Forensic Psychology (awarded 2008). During
her PhD Coral was offered a teaching placement, which signalled the beginning of an ongoing love
affair with teaching.
Over the past four years Coral’s teaching practice has evolved experientially, shaped by her own
learning experiences as a police officer and a mature student, her involvement with the HEA
Psychology Network, and research interests. She now teaches Cognitive and Forensic Psychology
worldwide, to undergraduates and postgraduates (UK, USA, Malaysia, Europe, Japan), professionals
of all ranks and positions, and criminal justice systems worldwide (eg UK, Europe, US Department of
Homeland Security).
Coral’s overarching priority is to empower and enable learners, whatever the environment and
whatever their situation. In doing so she has actively sought to widen participation in a manner that
reaches far beyond the traditional higher education agenda to include: providing access to diverse
learning opportunities, be they in the community, the workplace, or more traditional learning
environments; facilitating contact with teachers who are able to maximise the efficacy of learning
opportunities and promote individual learning excellence (eg inviting practitioner academics to
contribute to teaching); and the provision of conditions that support a synthesis of opportunity,
audience appropriate teaching and enthusiastic learners.
Coral’s three-stage animating theory approach to teaching lends itself to both small and large group
teaching, and can be adjusted to meet the needs of individual student groups and the time available.
This method has been fundamental to her teaching success. It has assisted students to accept and
value the intellectual challenges associated with understanding theory and the associated literature,
while at the same time engaging their interest and enthusiasm, and demonstrating to them what they
will gain as a result of their studies.
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Dr Basiro Davey MBE
Senior Lecturer in Health Sciences
The Open University
Dr Basiro Davey joined The Open University (OU) in 1976 after completing a Doctorate in Tumour
Immunology. During a career spanning more than 35 years, she pioneered the development of an
extensive distance-learning curriculum in Health Sciences, mentored a generation of academic staff
in the discipline, chaired production teams and exam boards and contributed to hundreds of original
multimedia learning resources on global public health, immunology, epidemiology, communicable
diseases and cancers.
Under her leadership, Health Sciences became an established multidisciplinary field of teaching and
scholarship at the OU, widening access to a BSc (Honours) in Health Sciences and supporting careers
and personal development in health-related fields for thousands of adult students.
In 2009 Basiro became Deputy Director (Ethiopia) of the OU’s Health Education and Training
(HEAT) programme. Her expertise in global health and distance learning enabled her to develop and
lead intensive curriculum design and writing workshops in Ethiopia with over 50 local health experts
and 12 OU colleagues. Together they produced 13 modules commissioned by the Ethiopian Ministry
of Health in key areas of health promotion and disease prevention in rural African communities,
all of which are open educational resources (OERs). These OERs are free to study online or
download, adapt and use anywhere in the world. In Ethiopia they form the core of a blended learning
programme to upgrade the country’s 33,000 rural Health Extension Workers (HEWs) to a consistent
quality standard nationwide. Areas include maternal and child health, environmental health, family
planning, sexual health, nutrition, immunisation, communicable and non-communicable diseases and
mental health.
Basiro also led tutor training and assessment workshops in Ethiopia, and more recently in Nigeria, to
develop capacity in distance learning pedagogy for academics from six Nigerian Universities. She is
currently engaged in developing a programme on non-communicable disease prevention in India.
In the 2012 New Year’s Honours list Basiro was made a Member of the Order of the British Empire
for services to higher education and to health education.
15

National Teaching Fellows 2012
Professor John Davies
Professor of Civil Engineering
Coventry University
After practising as a civil engineer for eight years and becoming a Chartered Engineer, Professor John
Davies began his academic career at the Polytechnic of Central London (University of Westminster)
in 1980. He developed strong interests in urban drainage research and in teaching. John moved
to Coventry University in 1997 where he continued his research and his passionate interest in
engineering education. He was Head of Department between 2001 and 2010.
John’s approach to supporting students’ learning in his main subject, civil engineering hydraulics, has
been to aim for the understanding of basic principles in application. He uses realistic case studies as
the basis for his teaching, so students understand the practical application of their learning. John also
makes sure his students experience the complications seen in real-world civil engineering projects,
especially where they reinforce their understanding of basic engineering principles.
His recent education work has consisted mainly of projects funded by the National HE STEM
Programme relating to part-time students. One-third of Coventry’s undergraduate civil engineering
students study on day release and work within the profession for the rest of the week - with their
experience and workplace attitudes they are a valuable resource. One project has involved a scheme
in which part-time students act as mentors to full-time students. Another has collected examples of
effective practice in part-time delivery. A third has looked at how realistic project work at university is
perceived by part-time students: is it really realistic, and is it still worthwhile for students with industry
experience?
As well as an extensive range of academic papers on engineering education and on urban drainage,
John has written two books, both currently in their third edition: Communication skills (Davies and
Dunn) and Urban drainage (Butler and Davies). He is editor of the Higher Education Academy journal,
Engineering Education. John is also chair of EE2012, International Conference on Innovation, Practice
and Research in Engineering Education, Coventry University, September 2012.
16

Dr Luke Dawson
Senior Lecturer in Oral Surgery,
Director of BDS Programmes
The University of Liverpool
Dr Luke Dawson has been a teacher in Oral Surgery since 1996. He is interested in how early stage
clinicians develop expertise and how this can be enhanced through the development of innovative
technology-supported ‘assessment for learning’ designs.
Luke has organised and driven the modernisation of the Bachelor of Dental Surgery (BDS)
programme at Liverpool to bring it in line with best practices in assessment, leading to the recent
comment by an external examiner:
“The detail to which the school ensures quality is exceptional.”
Furthermore, these changes have not only been noted by the academics involved but also by the
learners themselves. There has been a big improvement in the school’s National Student Survey
scores. A key factor to improving the student experience has been innovation, an example of which
is in the development of diagnostic expertise. The creative learning designs involved in this have
been incorporated as examples of best practice in the University of Liverpool’s professional online
doctorate in higher education - making them available worldwide.
Luke is also the chief external examiner for the General Dental Council’s Overseas Registration
Examination and in that capacity has been pivotal in evolving this national examination.
However, he believes that his greatest contribution to dental education is his work on the Longitudinal
Integrated Foundation Training Undergraduate to Postgraduate Pathway (LIFTUPP) project. LIFTUPP
is a technology-supported learning design that operationalises the development of professional
competence. The impact of LIFTUPP in dentistry is unprecedented and is in the process of improving
assessment strategies, behaviour, and attitudes for approximately 2,450 dental students annually, as well
as for around 350 dental educators, at five universities. The overall result of LIFTUPP is:
• learners taking charge of their own development in multiple domains. This is through changes
to self-regulation afforded by the external feedback enabled by the longitudinal continuous
assessment strategies upon which LIFTUPP is grounded;
• teacher development through external feedback of their performance from learners;
• development of the profession as a whole through the use of transferable skills portfolios.
17

National Teaching Fellows 2012
Dr Christine Dearnley
Associate Dean, Learning and Teaching,
School of Health Studies
University of Bradford
Dr Christine Dearnley is passionate about widening participation and improving the student
experience and outcomes. Her practice is guided by a strong philosophy of learning, which
encompasses student autonomy and empowerment within a supported framework and is
underpinned by the sound evidence base and model of student development that her research has
generated. She works with a diverse student body and believes that her success often lies in both
pastoral and academic support. Student comments such as ‘You believed in me and I will always be
grateful’ support this view.
Chris has an extensive portfolio of research and development in learning, teaching and assessment,
and has inspired institutional change in several areas. Under her leadership the School of Health
Studies transformed its marking and feedback processes, incorporating student self-assessment in all
assessments, with clear dividends in student performance and satisfaction. This work is now providing
role models and exemplars for a wide range of subject areas, both in Bradford and nationally.
Chris led the Mobile Enabled Disabled Students project (MEDS), which identified the benefits and
challenges that mobile technologies present to disabled students. A key element of MEDS was the
collaborative working and learning together among the project team. A disability adviser said:
“Working with Chris has been a highly motivating experience. It is refreshing to work with an
educator so in tune with and willing to incorporate the social model of disability within their teaching
and learning practice. Her mentorship and research advice has been invaluable for my own teaching
and learning development.”
Further work examined how disabled students were prepared for practice placement; outputs
include new institution-wide processes and documentation for supporting disabled students in
preparation for practice/work-based learning.
18
Chris led an evaluation of peer review within the University and developed an institution-wide
process for supported peer review of teaching. She has also led innovative curriculum developments,
incorporating both technology and work-based learning to increase student engagement and directly
improve the student experience and outcomes. She has a sustained publication record disseminating
outcomes of her enquiries and innovations in learning, teaching and assessment.

Dr Paul Farrand
Senior Lecturer in Psychology
University of Exeter
Dr Paul Farrand works within Clinical Education Development and Research (CEDAR), specialising in
clinical education and training in evidence-based psychological interventions. Passionate about teaching
and learning with a commitment to ensuring the highest standards, Paul seeks to maximise the student
experience while guaranteeing the end users of the training - patients seeking treatment for mental
health problems - receive the best evidence-based psychological treatments possible. To achieve this
he is not only involved in the development and delivery across a range of Clinical Psychology training
programmes, but has operated at a national level with the Department of Health education, training
and accreditation committees and chairs related committees within the British Psychological Society
(BPS) and British Association of Behavioural and Cognitive Psychotherapies.
Within the University of Exeter, Paul has been central to developments regarding the expansion of
the clinical training portfolio. Working closely with colleagues this has resulted in a ‘clinical training
escalator’ offering programmes from degree to doctoral level interspersed with periods of clinical
practice. He is committed to developing high quality innovative programmes, combining innovations
in pedagogic practice alongside new technologies to maximise resources while improving access
to training among practicing health and medical professionals. His most recent development has
been the BSc Applied Psychology (Clinical). To enhance employability, this programme combines
academic rigour of the study of psychology with the development of clinical competencies integral
to the mental health workforce. It is the first of its kind nationally to be dually accredited, leading
to Graduate Basis for Chartered Membership of the BPS, and for the Psychological Wellbeing
Practitioner training component.
Paul’s commitment to education and teaching runs alongside his research activity where, within the
Mood Disorders Centre, he holds research grants funded by leading bodies such as the Medical
Research Council. Whilst the research focus is upon developing and evaluating low intensity cognitive
behavioural interventions for depression and co-existing medical conditions, even here Paul is
committed to ensuring training models to deliver the interventions are themselves evidence-based,
guaranteeing the workforce delivering them are adequately equipped.
19

National Teaching Fellows 2012
Dr Suanne Gibson
Associate Professor of Education
Plymouth University
Dr Suanne Gibson’s specialist areas of teaching and research are disability, special educational needs
(SEN) and critical pedagogy. She tutors and lectures undergraduate, masters and PhD students and
has published widely in the area of SEN and teaching and learning in higher education.
Suanne leads the successful BA Education Studies degree at Plymouth, a degree noted as being:
‘Extremely well led ... having an outstanding democratic, collaborative and inclusive ethos – based
around transformatory education principles and practices....’
She has been awarded three teaching fellowships at Plymouth University, each leading to knowledge
being shared with colleagues at the university, nationally and internationally through conference
presentations and publications.
A BA Education Studies graduate commented on Suanne’s work:
“During my time at Plymouth University, I was very lucky to be taught by Suanne. Her lectures were
enlightening and thought provoking. She activated an internal compass within every student, developing
curiosity, knowledge and wisdom, enabling us to use her teaching in our lives and jobs. Her research and
teachings have been of great help and inspiration in the work I do as a teacher of special education.”
In 2009 Suanne was commissioned by the HEA to undertake research into the experience of higher
education for students with disabilities, and in 2011 she was named ‘Outstanding Personal Tutor’ by
Plymouth University’s Students’ Union.
Suanne’s background in special education has given her a profound understanding of the inseparability
of affective and intellectual aspects of development; her ‘acknowledge, understand, provide’ (AUP)
model for special education professionals is clearly modelled in her own practice with students and
colleagues. Her books are identified as essential reading on many UK university education courses.
20

Christopher Goldsmith
Senior Lecturer in International Relations,
Department of Politics and Public Policy
De Montfort University
Chris Goldsmith teaches and supervises across undergraduate and postgraduate Politics and
International Relations programmes at DMU, delivering popular modules on the cold war, US
interventions since Vietnam and international security.
His interest in innovative teaching and learning was sparked by two years working as a visiting lecturer
at Tyumen State University in Western Siberia where he was challenged to rethink his assumptions
about student learning. He is passionate about creating immersive learning environments for students
through the use of interactive materials, simulations, games and international collaborations. His EUfunded
New Security in Europe project brought students from four European universities together
to work in multi-national teams to produce original research papers on contemporary security
issues. These were then presented at a public conference in Prague, revised and published in a book.
Students not only enhanced traditional academic research and writing skills, but they also developed
practical experience of intercultural collaborative working.
“The projects he has been involved in have provided an incredible learning experience for the students.”
(Colleague, University of Leeds)
As leader for the BA Politics and International Relations course Chris encourages his colleagues to
reflect on and adapt their approach to teaching, learning and assessment.
“Chris has been a tireless champion of getting colleagues to think about what it is to be a student.”
(Colleague, De Montfort University)
This has led to innovations in assessment and feedback, research-informed teaching and student
research. Students are encouraged to be knowledge producers rather than consumers. He has been a
University Teacher Fellow since 2010, playing a leading role in the formation of a Special Interest Group
on Internationalisation, which shares best practice across the University. He is also active in the PSA and
BISA learning and teaching groups and has disseminated his work widely at conferences and in print.
21

National Teaching Fellows 2012
Anna Lise Gordon
PGCE Programme Director
St Mary’s University College
Following a varied career as Head of Languages in schools in inner London and Surrey, Anna Lise
Gordon moved to an advisory role for an Education Authority, working with a large number of
primary and secondary schools in relation to modern language (ML) curriculum development.
Anna Lise joined St Mary’s University College in 1998 as a senior lecturer in education with specific
responsibility for the ML PGCE course. In particular, she has a keen interest in promoting innovative
practice in cross-curricular work with colleagues, trainee teachers and partnership schools.
As PGCE programme director, Anna Lise has led several initiatives, aimed at providing personalised
support and challenge for trainee teachers, as well as developing their skills as reflective practitioners.
She has co-authored a number of French and German course books, including one publication which
was awarded the Times Educational Supplement School Textbook of the Year. More recently, she
has written an interactive series of online activities for teachers to enhance creativity in ML teaching.
Anna Lise is strongly committed to professional learning communities, both as an essential part of her
own professional development and as a contribution to wider learning and teaching. For example,
she is a member of the executive council of the Association for Language Learning (ALL), seeking
to support and promote modern languages nationally. She is a member of the Teaching Agency’s
Languages Reference Group and ALL’s special interest group on initial teacher education. Anna Lise
plays an active part in a local network of primary and secondary schools which produces materials
and guidance for ML teachers. She values her involvement as a coach as part of St Mary’s University
College’s coaching strategy for all staff.
Her MA in Education focused on the importance of effective mentoring for trainee teachers -
collaboration with school-based mentors to enhance provision for trainee teachers continues to be
a significant part of her work. Anna Lise is currently working towards a Professional Doctorate in
Education, exploring the impact of resilience on the professional development of early career teachers.
22

Claire Hamshire
Senior Learning and Teaching Fellow,
Faculty of Health, Psychology and Social Care
Manchester Metropolitan University
During Claire Hamshire’s nine years at Manchester Metropolitan University (MMU), she has
pioneered many innovative approaches to learning and teaching but is best known for her work on
student retention and technology-enhanced learning.
Central to Claire’s teaching is the goal of engaging and motivating students. She works in partnership
with students and their feedback and perspectives are central to her research. The Student Union
Membership Officer said:
“Claire works with MMUnion to make learning deep and exciting and to bridge the gaps that exist
between diverse student groups.”
‘easystart’ is an example of Claire’s retention research being transmitted into effective practice. This
HEA-funded project, which provided pre-entry access to videos and resources, was followed by
social opportunities and learning support throughout its first year. This eased students’ transitions,
supporting both academic and social integration. One student commented: “Your idea was really
good, it really helped so you weren’t as wary coming here.”
Building on the findings of ‘easystart’, in 2010 Claire led a project for NHS North of England to
investigate student attrition from health-care programmes. ‘Staying the Course’ explored the reasons
why students leave and developed strategies to help reduce attrition. Subsequently Claire used the
student narratives from this project to develop a board game. The game provides a fun environment
for students to learn about university services and prompts discussion of common concerns. One
student commented: “This is great, I am a second-year and I didn’t know half this stuff!”
Claire has mentoring and leadership roles institutionally and nationally that help colleagues to develop
their own teaching. She mentors staff as a tutor on the institutional Postgraduate Certificate in
Academic Practice and is a member of the North West Health Sector e-learning partnership board.
Most recently Claire has introduced iPads to faculty teaching to support a diverse range of pedagogic
enhancements, from one-to-one supervision to large group lectures. Students have enthusiastically
engaged, and one colleague said ‘using the iPads has transformed my teaching’.
23

National Teaching Fellows 2012
Dr Janet Hargreaves
Associate Dean, Learning and Teaching
University of Huddersfield
Dr Janet Hargreaves trained as a nursery nurse and registered adult nurse before working in the
National Health Service in ophthalmic and operating theatre settings. Clinical teaching with student
nurses followed, which was a springboard to a career in higher education now spanning 25 years.
Her current role involves leading learning and teaching, quality assurance and enhancement across
a wide variety of disciplines through developing initiatives such as interdisciplinary learning, service
user engagement and innovations in learning and teaching. In this role she fosters critical thinking and
analytical skills by being curious, creative and open to challenge. She aims to promote an innovative,
collegiate environment that is ‘the way we do things here’, rather than something unusual or
extraordinary. Fostering and promoting creativity are key strategies, supported by her involvement
with Open Art, a not for profit arts and health organisation.
Janet’s teaching is in health care ethics, reflective practice and research across a number of disciplines,
as well as supervision and examination of doctoral students. Her passion for professional education
and development to be informed by an understanding of ethics, led her to develop creative ways of
teaching this subject to make it relevant and accessible. She is proud of her work as a panellist for the
Nursing and Midwifery Council Competence and Conduct Committee, which informs this teaching
and supports her role.
She is an active researcher with interests in student engagement, inclusivity and links to practice. Janet
takes a collaborative approach, wherever possible working across disciplines and institutions and
involving students as paid collaborators, rather than solely as research participants. She also takes an
historical approach to exploring nurse education and is a founding member of the UK Association of
the History of Nursing.
24

Dr Paul Hewson
Associate Professor in Statistics
Plymouth University
Dr Paul Hewson started his career as a cell biologist in Scotland. He moved back to Devon in 1996,
working in local government while retraining part-time as a statistician. Paul was awarded a PhD in
2005 and retains a particular interest in the role of Bayesian reasoning in understanding the world.
He is the second National Teaching Fellow in Plymouth University’s Mathematics group. This is no
coincidence; since joining the group in 2004 he is continually inspired by the level of commitment and
support shown by his colleagues to enable students to fulfil their potential. Paul has also taught short
courses in a number of prestigious institutions, including the University of Bologna.
Paul is aware of popular perceptions of statistics, but believes that not only is the subject important,
but that learning it can be fun and interesting. As one science student said:
“Just want to say thank you very much for all your efforts and support throughout the stats module.
We really appreciated it. You actually made statistics interesting.”
Paul’s educational philosophy is simple: learning is about the learner. He is a keen adopter of
technology (such as audience response clickers) but believes technology has value only in the way it
engages the learner. This focus on learners has led him to adopt a ‘statistical literacy’ approach which,
he believes, can help some learners overcome maths phobias that might otherwise limit their learning
and subsequent careers. Paul has successfully used this approach with undergraduates and has also
weaved the philosophy into short courses he has delivered to a range of organisations.
As well as working with employers, Paul is committed to school outreach activities and regularly spends
time making mathematics come to life by throwing footballs from a large trebuchet. Recently, he
became editor of Teaching Statistics which showcases good practice in statistics education around the
world. He is keen to extend his work on statistical literacy and develop a consensus curriculum for nonstatistics
specialists; one that meets modern employer needs and embeds Bayesian reasoning throughout.
25

National Teaching Fellows 2012
Sara Holmes MBE
Director of the Dental Academy
University of Portsmouth
When Sara Holmes joined the University as a Lecturer in 1998, she had the sense, having originally
trained as a dental nurse, that dental care professional (DCP) education was historically a ‘Cinderella’
professional specialism in academic dentistry. At that time the University did not have a history in
dental education but was keen to develop provision. Sara has since progressively developed a strong
vision for team-based dental learning and working.
Historically, dentists and DCPs have been trained in relative isolation, at best sharing occasional
seminars and perhaps the odd clinical session. However, Sara passionately believes that they must
have the opportunity of training together in the reality of the dental setting if they are going to be
effective members of healthcare teams of the future. She strongly believes that students’ experiences
as undergraduates influence their later career, working practices and their attitudes to other
members of the dental team.
Sara led the development of the University’s Dental Academy, which opened in September 2010, and
its predecessor, the School for Dental Care Professionals. The Dental Academy, in partnership with
King’s College London Dental Institute, provides an innovative model of team-based undergraduate
training for DCP and dentist students in the reality of the primary care environment (ie high street
practice). She believes that dental graduates of the future must have a sound knowledge and practical
understanding of team-based working and that it is the responsibility of dental educators like her to
meet this challenge.
Sara was awarded the MBE for services to dental education in 2006.
As one student commented: “Sara Holmes is a legend! I have never met anyone more passionate
about what they do. She is an amazing role model for dental care professionals the world over.”
26

Dr Peter Howarth
Senior Lecturer in Modern Literature Queen Mary,
University of London
Dr Peter Howarth lectures in modern English literature, particularly poetry. What keeps teaching
exciting, for him, is the sense of watching the artwork offer new things to every class and every
student. His aim has always been to help students feel how the book or poem, even the difficult
or intimidating one, is a live work, continually happening, and not just an object to be intellectually
anatomised.
Over the last few years, Peter has tried to keep this sense of discovery through creative-critical work
in his own courses, and by initiating a series of training days for postgraduate teachers for Queen
Mary’s Graduate School, the English Subject Centre, and for the HEA. These events have looked at
the psychological dynamics of the seminar, motivating students to think like researchers, and using the
writing process to help students take more notice of their changing internal responses, and why they
might be significant.
Peter has also found that research-led teaching in the arts has been a spur to better research as
well as better teaching. Classroom and public arena discussions have influenced his writing about the
conflict between modernist and non-modernist ideas of poetics (British Poetry in the Age of Modernism,
Cambridge, 2005), the fascinations and difficulties of Modernist poetry itself (The Cambridge
Introduction to Modernist Poetry, 2011), and the historical meaning of a form in The Cambridge
Companion to the Sonnet (2011).
Peter has now begun a new project exploring the growth of performance poetry in the twentieth
century, and its relation to experimental theatre, broadcast media, celebrity confession, pop music,
group psychology, civil rights, participative democracy and, of course, teaching. He is planning a series
of networked events exploring how the university and its social function became part of the creative
framework for the modern writer at the same time as the ideas of psychoanalysis, and the peculiar
path taken by pedagogy in English as a result.
27

National Teaching Fellows 2012
Rebecca Huxley-Binns
Reader in Legal Education, Nottingham Law School
Nottingham Trent University
Rebecca Huxley-Binns is an experienced teacher of law at all levels. Having started teaching GCSE
and A level law in 1992, she was Head of Law at Franklin College in Grimsby from 1996 to 2002,
after which she joined Nottingham Trent University as a lecturer. She was appointed Reader in Legal
Education in 2010 and Nottingham Law School’s Learning and Teaching Coordinator in 2011.
She was delighted to be awarded UK Law Teacher of the Year 2010. Her nomination commented:
“Rebecca’s humour and enthusiasm makes students believe that they are not being lectured but
are activity involved in the discussion of the law. Such a style means, unsurprisingly, that her lectures
are always full ... Seminars are another demonstration of Rebecca’s ability to make students feel
comfortable with the law and openly to voice opinions and hypothesis on legal issues. By encouraging
active participation and hypothesising counsel’s submission, Rebecca ensures that students grasp the
law in application. She does not teach just to pass exams, she teaches for students fully to understand
... As such it is more than apparent that Rebecca views each and every student as an individual. Her
personal commitment to them and the support she offers each in turn encourages them to perform
to the best of their ability.”
Becky currently teaches Criminal Law and Critical Legal Thinking on the undergraduate Bachelor of Laws
(LLB) programmes. She is also widely published on legal education, criminal law, the English legal system
and the law of evidence. As well as teaching, she has a number of roles within the Law School; she chairs
the Learning and Teaching Enhancement Group and is Co-Director of the Centre for Legal Education.
Becky has also been a senior examiner for A level law, principal examiner for Criminal Law for the
Institute of Legal Executives (ILEX) and is an experienced external examiner to university Law Schools.
Becky is Honorary Secretary of the Association of Law Teachers. She convenes the National Student
Law Forum and in that role is an Academic Associate of the HEA (2012).
28

Stella Jones-Devitt
Head of Centre for Leadership in Health and Social Care
Sheffield Hallam University
Stella Jones-Devitt has a track record of raising aspirations and building the confidence of nontraditional
learners, and for facilitating a sense of entitlement and engagement in higher education.
She is renowned for her commitment to critical thinking, co-authoring one book devoted to critical
thinking in health and social care, with another one in production for developing the critical thinking
approaches of higher education practitioners.
Within her own practice she uses a range of innovatory approaches in order to develop learning
resources that animate learning, inspire creative and critical thinking and, most importantly, help to
make complex ideas accessible for a successful student learning experience. One student said:
“Who else but Stella could successfully introduce a game of snakes and ladders into a lecture on
health, illness and disability?”
She has established many effective partnerships with educational institutions and employers’
organisations, including working with several sector skills councils, the former Qualifications and
Curriculum Authority and third sector agencies. Key partnership work has included developing
an accredited transitions route into higher education for non-A level learners and contributing to
workforce development of those working in the vision impairment field.
Stella has been a national subject advisor for health studies and health promotion and a project
consultant for the former HEA Health Sciences and Practice Subject Centre. As an advocate for
enhancing the quality of the Health Studies national curriculum, she chaired the revision of the Subject
Benchmark for the Quality Assurance Agency (QAA).
Stella aligns her role to one of being a tightrope walker in which rope-walking provides the perfect
analogy to describe the tension of self, spectacle, willingness to entertain, support, engage, encourage
and enthuse. A key motivation for furthering Stella’s own search for excellence involves being
deliberately exposed on her own tightrope walk; she believes that learners will be reassured if they
perceive that academics wobble, stumble and falter, just like them, yet with the right support and
determination, they can still succeed.
29

National Teaching Fellows 2012
Helen Keegan
Senior Lecturer in Interactive Media
University of Salford
Helen Keegan’s expertise lies in curriculum innovation and the development of new pedagogies
through participatory media. She has led and participated in numerous research projects involving
technology and learning and is a regular international speaker in the area of educational technologies,
digital identity, digital culture and learning innovation.
A passionate and energetic educator, Helen uses her varied disciplinary background across arts and
sciences to develop innovative and imaginative curricula using social technologies to foster greater
disciplinary/epistemological awareness and critical media literacies.
Constantly inspired by the commitment and imagination of her learners, Helen focuses on stimulating
their curiosity in ways which inspire commitment to learning and place the learner at the centre of the
curriculum. She engages learners through creativity and co-production, treating modules as sites for
communities of inquiry where learners not only work together, but develop their online networks,
learning inside and outside the classroom, sharing with and learning from peers and industry practitioners.
“Helen is an unbelievable source of knowledge and enthusiasm and is a massive credit to the
University on a number of levels. She goes the extra several miles when it comes to helping, inspiring
and supporting students, even helping students from other courses and departments around the
University whilst balancing a hectic schedule.”
Former student
Helen has a reputation for outstanding delivery and support of learning. She has gained national
and international recognition for her support and enhancement of the student learning experience
through numerous innovations in curriculum development such as kinaesthetic acoustic simulations,
professionalised digital identity development, introducing reflective practice to the sciences, mobile
phone filmmaking, cross-disciplinary/multi-level international collaborations and alternate reality gaming.
“Her work in applying innovative teaching and learning methods, and the esteem in which she is held by
both her students, colleagues and externally within the wider educational community, is outstanding.”
(Senior Faculty)
30
Through her innovations using emerging technologies to bridge formal and informal learning,
underpinned by sound pedagogic principles and educational theory, Helen has empowered students,
transformed curricula and made an outstanding contribution which has had a transformative impact
on student learning.

Dr David Killick
Head of Academic Staff Development
Leeds Metropolitan University
In his capacity as Head of Academic Staff Development, Dr David Killick also acts as course leader for
the Postgraduate Certificate in Higher Education at Leeds Met, a role in which he is able to work with
colleagues across the institution to develop and spread best practice in learning and teaching. David
comes from a background in English language teaching, and worked in several countries before joining
Leeds Met over 20 years ago. In his first role, he established the University’s own courses in English
as a Foreign Language and associated TEFL teacher training programmes. Other University roles have
included developing its international student exchange programme, designing a Global Citizen Award
scheme, and heading up international student support.
David has worked in his own institution and across the sector on the internationalisation of the
curriculum, and took a lead role in pioneering work to introduce global citizenship and cross-cultural
capability into curricula in a five-year institution-wide project. This work has been disseminated widely
and has formed the basis for internationalisation in other HEIs. He is continuing to lead on curriculum
internationalisation as colleagues at Leeds Met embed the graduate attribute of a global outlook as
part of a major refocus of the undergraduate curriculum.
David has published and presented at national and international conferences on curriculum
internationalisation, global citizenship, and creating inclusive campuses. His doctoral studies into the
experience and learning journeys of UK students on international work, study and volunteering
activities has led him to seek creative ways to bring similar benefits to those students who do not
have the opportunity to travel overseas as part of their studies. Working with HEA/UK Council for
International Student Affairs (UKCISA) funding, David will shortly be publishing student-facing and
staff-facing open educational resources to facilitate home and international student interactions,
something which he believes has the potential to transform the student experience and significantly
enhance graduates’ interest and capabilities in working across cultures.
31

National Teaching Fellows 2012
Fiona Lamb
Associate Director of the Centre for Engineering
and Design Education (CEDE)
Loughborough University
Fiona Lamb joined Loughborough University in 1996, following work with an Australian engineering
consultancy firm and a degree in general engineering from the University of Oxford.
Since joining Loughborough, Fiona has been totally committed to establishing, developing and leading
the support and promotion of engineering education at the University, across the UK and beyond.
Fiona’s work at Loughborough developed from an initial vision - shared by her and her colleagues in
the Faculty of Engineering - that a teaching and learning support centre, if established, would provide
co-ordinated sustainable support to engineering academics. The resulting Engineering Teaching and
Learning Support Centre (EngTLSC), headed by Fiona, was the first of its kind in the UK. It replaced
fragmented and sporadic activities with a critical mass of discipline specific expertise which directly
supported academic staff. It was hugely successful and grew rapidly in the early years.
Fiona has since continued to be at the centre of the successive creation and growth of the national
HEA Engineering Subject Centre based at Loughborough (2000-2012), the Engineering Centre for
Excellence in Teaching and Learning (EngCETL, 2005-2010) and the current centre, Loughborough’s
Centre for Engineering and Design Education (2011 onwards).
Her current role is as strategic leader to Loughborough’s Centre for Engineering and Design
Education, supporting academic staff in their professional approach to engineering teaching and
contributing to initiatives targeted at enhancing the learning opportunities for students.
Throughout the past 16 years, Fiona has always been involved in one or more externally funded,
nationally focused engineering education projects, often as director (for example the Royal Academy
of Engineering’s ‘Engineering Graduates for Industry’ in 2010). She is currently involved in six on-going
external projects with a developing interest in the field of student-led activity.
One of Fiona’s particular strengths is her ability to foster new ideas and translate them into lasting
initiatives and outcomes including technology-based teaching tools, the HEA Engineering Subject
Centre Teaching Awards and many teaching related guides.
32

Beverly Leeds
Principal Lecturer, Lancashire Business School
University of Central Lancashire
Beverly Leeds has been at the forefront of e-learning developments at UCLan and has pioneered the
use of the Adobe Connect web-conferencing software not only for live and recorded lectures but
also for remote seminars and assessment feedback. She has also led the way in the use of blogs and
e-portfolios for reflective and enquiry-based learning.
Beverly has been described by one of her colleagues as a positive deviant who may not always follow
the same course as others but for positive beneficial reasons. This is reflected in her teaching where
she has relegated information-giving lectures to be online for any-time access, maximising classroom
time for face to face discussion activities.
It was Beverly’s experience of using stories with graduate trainees in the IT industry that led her to
ensure her teaching provides opportunities to build confidence in applying and using in-depth subject
knowledge. Her stories enable students to learn about the ‘narratives’ and sense making that go into
the subject discipline.
Beverly believes that it is fundamental for learners to be engaged in order to experience effective
learning and therefore all the modules she delivers have connections with real organisations. One
of her most successful modules has been a client project module which has enabled over 200
final-year undergraduates to act as a consultant to over 200 organisations. These students have all
been encouraged to tell their own stories through blogging so other students can learn from many
organisational stories.
Beverly’s other passion is the development of open learning materials and the main focus of her
funded work has been the development of over 100 re-usable Open Educational Resources (OERs)
by a team of academics. These OERs are used by over 750 individuals nationally and internationally
and are available to download from the project website, www.employability.org.uk and JORUM,
(www.jorum.ac.uk), the JISC open repository. External funding of over £650,000 in the last eight
years has enabled her to develop technology-enabled learning packages and supporting frameworks
to enhance student employability and support work-based learning.
33

National Teaching Fellows 2012
Dr Cristina Leston-Bandeira
Senior Lecturer of Legislative Studies,
Department of Politics and International Studies
University of Hull
The recipient of many awards in recognition of her dedication to teaching, Dr Cristina Leston-
Bandeira has made an outstanding contribution to the teaching of politics. Her passion for teaching
has led to the development of innovative approaches through which she has inspired students in even
the driest of subjects such as research methods. Her level of engagement with students sets her aside
from her colleagues as the following quote from a finalist illustrates:
“Cristina offers the kind of teaching that is rare at university level. Her commitment and dedication
not only enthuses and inspires students but wills them to do well. She helps students to find the best
in themselves and then to let it out in their assessments.”
She has impacted on students and colleagues alike, promoting the use of student-centred approaches
to learning.
Cristina has a vision of politics students who play an active role in building their own understanding
of politics rather than being passive receivers of knowledge. Through her belief in students and
engaging methods, her students have developed highly innovative projects on a wide range of topics
from the impact of Thatcher on popular culture to the development of the Burmese movement for
democracy. Fully integrating active learning principles in her teaching, Cristina employs an inspirational
variety of teaching methods which wills students to develop deep learning. Her approach to teaching
has helped to foster better equipped politics students with strong key transferable skills such as
research and communication skills. She has also developed a highly innovative use of eLearning,
from online forums to blogs, which help to enhance teaching effectively and has played a key role in
disseminating the value of eLearning well beyond her department and University.
Cristina’s enthusiasm for politics and teaching has led to the introduction of pioneering programmes
such as the MA in Legislative Studies Online, the first politics MA entirely taught online thanks to
which mature students can take the course without leaving their job commitments.
34

Ruth Matheson
Senior Lecturer, Learning and Teaching Development Unit
Cardiff Metropolitan University
Ruth Matheson’s teaching philosophy is driven by her background in occupational therapy. She has
a strong belief in person-centredness, the ability of all individuals to learn and be creative and the
importance of meaningful activity to stimulate curiosity and interest.
Ruth began her teaching career in the Department of Occupational Therapy at Cardiff University
in 1997 and in 2008 took up the position of Senior Lecturer in Academic Development at Cardiff
Metropolitan University. In 2010 she received a University of Wales Teaching Fellowship. One
student commented:
“Ruth is an extremely dynamic lecturer whose critical thought processes and logical reasoning skills
enable a deep level of student learning and understanding.”
She has made a major contribution to actively promoting partnership working with students and staff
to enhance curriculum design, capture the student voice and action pedagogic development with
programme teams. A staff member commented:
“Ruth brings an enthusiasm, dedication and clarity of vision to the projects she is involved with that
are crucial to their effective and efficient delivery, and all the way through functions almost as a covert
facilitator so that you could be forgiven for thinking that you did it on your own. The reality is that she
is a key driving force whose skills, knowledge, experience and clarity of purpose consistently raises
standards and delivers results.”
Ruth’s role also includes the promotion and execution of Cardiff Metropolitan’s continuing
professional development scheme, enabling staff to be recognised for their teaching and supporting
learning. Ruth teaches on the Postgraduate Certificate in Teaching in Higher Education, advancing
pedagogic practice in academic and support staff.
Ruth is passionate about the progression of problem-based learning, developing an on-line
community of practice, together with editing and contributing to a book on problem-based learning
in health and social care. She continues to maintain a key role within the promotion of learning and
teaching within occupational therapy education. Currently she is exploring the use of experiential
learning prior to and within induction to engage students, promote professional socialisation and
develop employabilty awareness.
35

National Teaching Fellows 2012
Professor Rachel McCrindle
Professor of Computer and Human Interaction and
Director of Enterprise, School of Systems Engineering
University of Reading
Professor Rachel McCrindle’s roles and responsibilities at the University are multi-faceted. In
addition to undertaking research projects, leading research teams and engaging with industry on
enterprise related projects, she supervises student projects and lectures on a range of computing and
engineering related subjects.
Rachel’s teaching is informed by the research she undertakes as well as by her work with external
organisations to identify, define and implement highly strategic systems/business processes critical
to their future direction and/or performance. Rachel is passionate about the value that knowledge
transfer projects can bring to small and medium enterprises (SMEs), global companies and new
graduates, as well as to university research and teaching. In 2010 she was awarded the Knowledge
Transfer Partnership’s (KTP) Academic Excellence Award.
By combining and embedding principles of research, enterprise, entrepreneurial activity and
professional issues into her teaching, Rachel actively seeks to inspire students to be independent
learners. She also aims to give them real-world skills in addition to the rigorous academic techniques
they need for the modern workplace thereby enhancing their employability.
One key example of this is the assignment she has developed for a first-year module during which her
students go through an engineering process themselves. They develop board games that incorporate
the principles of software engineering in such a way that if someone else plays their game, they too
learn about software engineering, thereby reinforcing learning on several levels.
As well as developing their technical knowledge, Rachel’s processes are designed so that the students
also enhance their softer skills. These skills include teamwork, time management, presentation,
design and development, creative thinking and critical evaluation. All of these, while key to software
engineering, also make a valuable contribution to other modules and experiences they will encounter
during their degree, industrial placements and graduate employment. The innovation of this as an
approach to teaching was recognised nationally when Rachel won the HEA Engineering Subject
Centre’s Teaching Award in 2010.
36

Dr Undrell Moore
Senior Lecturer in Oral and Maxillofacial Surgery
Newcastle University
Dr Undrell Moore teaches oral and maxillofacial surgery to a wide range of learners with the main
emphasis on dental undergraduates at the very start of their clinical career. He strives to ensure that
his students learn to take responsibility for their decision making and clinical treatments. Since arriving
at Newcastle he has enhanced the system of learning and teaching in the clinical environment which
has helped to focus the learning experience with the emphasis on student centred teaching.
The changes to the course have been enthusiastically received by students, who thrive on the
challenges inherent in this clinical environment. Comments include: “I loved it. Can’t wait to come
back. Lovely environment, lovely helpful people” and “Best time yet in 3rd year!”
As part of the course development he initiated a portfolio which formed the basis of the essential
feedback required to allow students to become their own teachers and engage in the process of
lifelong learning.
Undrell has been instrumental in resurrecting a defunct textbook, Principles of Oral and Maxillofacial
Surgery, as editor, to support the teaching in Newcastle. The fifth edition was republished in 2001 and
subsequently translated into Portuguese for the Brazilian market. A sixth edition was published in 2011
and continues to offer an educational aid based on the broad guiding principles of safe diagnosis and
practice over the range of the specialty. He has also contributed to two other textbooks in his specialty.
Undrell has been the chair of the Stage 3 examination in dental materials and clinical dental subjects
for the past ten years in which time the examination has been radically changed from a traditional
written paper to a series of in-course assessments and objective structured clinical examinations
(OSCE). He has become increasingly interested in the achievement and assessment of competence
in the clinical undergraduate and his workshops have led to international involvement in dental
education through the Association of Dental Education in Europe (ADEE). In 2010 he was invited
to help lead a Special Interest Group within ADEE in competence assessment which is helping to
establish the dissemination of good practice across countries and specialties.
37

National Teaching Fellows 2012
Dr Jane Morris
Deputy Head of School,
Professional Head of Physiotherapy Health
Professions, Principal Lecturer in Practice Education
University of Brighton
Dr Jane Morris’ role extends across the three health professions of physiotherapy, podiatry and
occupational therapy. Her extensive experience and deep interest in practice education led to the
development and leadership of courses for practice-based educators, such as the interprofessional
Postgraduate Certificate in Clinical Education. Through such systems Jane has created extensive
support procedures for health professional students in practice settings. Since the start of her career
as a physiotherapist she has been committed to transforming the student learning experience in fieldbased
settings, which she identified as a neglected area of learning and teaching in higher education.
One of her main contributions has been her focus on enhancing the quality of students’ off-campus
learning during their practice placements, a vital third of all health professions’ programmes. A twoway
approach has proved essential, by empowering students’ sense of control and engagement with
their practice tutors and through designing and leading courses and support systems for placement
educators to foster development of their own teaching and assessment skills. Jane’s doctoral work
explored the complexities of practice educators’ feedback to students.
Following two terms of office as chair of the Chartered Society of Physiotherapy’s practice education
forum she now chairs the National Association of Educators in Practice (NAEP), whose aim is to
ensure that professional education is grounded in practice by providing the best possible support
network for educators in practice across all health and social care professions.
Jane leads the School’s applied pedagogic group to support research to foster evidence-based learning
and teaching approaches across the curriculum. Her own research focuses on learning and teaching
in practice settings and includes facilitation of learning, peer assisted models of practice education,
interprofessional learning in practice settings and formative assessment during placements.
38

Dr Neil Morris
Senior Lecturer in Neuroscience
University of Leeds
Dr Neil Morris’ research background as a neuroscientist is in neurophysiology and his current
research interests are in educational technology and blended learning.
Neil has conducted a number of research studies investigating the impact of technology on students’
learning experiences. Most recently, he published a study investigating the potential usefulness of
tablet devices for enhancing undergraduate students’ learning opportunities.
He has recently published a book, with Dr Stella Cottrell, called Study skills connected: Using technology
to support your studies. He is the former director of the Undergraduate School in Biological Sciences
and has led implementations of the virtual learning environment, student voting handsets, lecture
audio recordings and generic video feedback within the Faculty.
Neil heads the University of Leeds Bioscience Education Research Group and is the Editor-in-Chief of
Bioscience Horizons, the National Undergraduate Bioscience Research Journal.
He has won a number of awards for teaching excellence, including the Society of Biology Bioscience
Teacher of the Year award, the Otto Hutter Teaching award from The Physiological Society and
the Most Innovative Teacher award in the Leeds University Union Student Choice Awards. Neil
is a University Teaching Fellow and chairs the University of Leeds blended learning and learning
technology innovation group.
39

National Teaching Fellows 2012
Dr Sheila Oliver
Senior Clinical Lecturer/Hon Associate Specialist,
School of Dentistry
Cardiff University
Dr Sheila Oliver’s career has progressed from specialist practise in Oral Surgery and Special Care dentistry
to the provision of internationally esteemed dental education. She supports students beginning their dental
course through to graduation and into postgraduate life. She inducts students to the course, emphasising
holistic care using a range of pedagogy including clinical simulation.
Sheila has a special interest in assessment and feedback, recognised by the School by appointing her
Director of Assessment. Her research area is exploring staff assessment strategies, and an international
longitudinal study of dental students’ learning characteristics that will have significant impact on student
experiences into the future.
As a founder member of the Dental Education Unit within Cardiff, Sheila has developed teaching modules
to facilitate the development of vocational trainers across the principality, and leads on staff development
within the School.
She is active in raising the profile of educational excellence both nationally and internationally. Within her
clinical specialities she has contributed to development of national guidelines and been invited to lead staff
development by universities in Paris, Barcelona and Riga. Sheila also leads a special interest group for the
Association of Dental Education in Europe (ADEE).
Sheila was awarded the ADEE’s Mature Educator Excellence in Dental Education Certificate in 2011 which
acknowledged her longstanding pedagogical leadership, innovation and international esteem by her peers.
Her commitment to students has also not gone unnoticed, having been runner-up at the Dental Teacher
of the Year Award which requires nomination and support from undergraduates.
The Student President said:
“She creates an atmosphere that has let me focus on dentistry without any undue pressure, but provides a
level of support that gives me confidence.”
40
Sheila’s commitment to lifelong learning is evident with recent qualification as a Fellow of the Royal College
of Surgeons (Edinburgh). The Cardiff representative for the European Dental Student Association said:
“Mrs Oliver is extremely approachable, friendly and understanding of any problems with students’ work or
personal lives. Having attended ADEE conferences together, I was able to witness her admirable support
and commitment to education. We are fortunate to have such a dedicated educator.”

Anita Peleg
Senior Lecturer in Marketing
London South Bank University
Anita Peleg believes that student engagement is achieved through interactive and practical learning,
and says that if students understand how to apply knowledge, they will be motivated to acquire,
analyse and use knowledge repeatedly. This belief is evidenced by her use of practical projects in
market research and public relations and her focus on embedding employability across the curriculum.
“The mix of academic and real world examples, as well as the use of guest industry speakers within
the unit kept it fresh, current and engaging.” (Graduate, BA Marketing)
Anita jointly initiated a network of marketing alumni who regularly contribute to the curriculum
through guest lectures, mentoring, and offering numerous internship and employment opportunities.
This work was commended in the Vice-Chancellor’s Enterprising Staff Awards 2012.
The key elements of her approach are experiential learning, employability, innovative formative and
summative assessment, and collaborative research-led teaching. Students enjoy Anita’s innovative
assessments in her specialist areas: market research, public relations, research methods and ethics.
These include internal live projects, exhibitions, mock job interviews and digital presentations.
Believing that continuous feedback from peers and teachers develops confidence and ability, she
encourages collaborative learning and emphasises formative assessment in all her teaching. Excellent
student feedback evidences the transformational impact of Anita’s innovations, as does the response
of external examiners who cite many aspects of her work as examples of good practice.
Anita attributes much of her success to being part of a dynamic team of London South Bank
University marketing academics rated first in London in the 2011 National Student Survey. Her
research on graduate employability, skills and marketing ethics has been presented at conferences and
in publications, such as Pedagogical Research in Higher Education (PRHE) and she is often invited by
colleagues to teach marketing ethics.
Anita has worked in tourism marketing, public relations and market research in Israel, the US and
the UK. Her co-authored book chapter on marketing ethics will be published in late 2012. She is
currently writing her doctoral thesis on moral education in marketing and a biography of her mother,
a sculptress and holocaust survivor.
Photo by T Hall
41

National Teaching Fellows 2012
Nicky Reid
Head of the Money Doctors Service, Student Affairs
University of Roehampton
In her relatively short time at Roehampton, Nicky Reid has had a major influence on many aspects of
her specialist area and on the colleagues who work alongside her; from instigating change through her
work on delivering and teaching personal finance education, to introducing exciting new technologies
which have benefited both staff and students.
Nicky is particularly imaginative in her use of resources and new technologies. She believes that
emerging technologies in the area of social collaborative networking (Wikis, blogs, podcasts and video
podcasts) provide a host of learning opportunities for students both on and off campus. Combining
face-to-face classroom-based learning with online collaborative learning provides a truly personalised
student learning environment which is accessible at any time.
Reciprocally, she has listened to and learned from her own students. When they suggested a dedicated
student money page on Facebook, it led her to develop a project which explores why and how students
are choosing to learn with social media and how the academic community should respond.
Nicky’s philosophy is to foster the development of a learning environment for all her students where
they feel supported and safe, enabling them to encourage each other as they build their own learning
community. Nicky said:
“I see my role and input as providing a ‘scaffold’ for students to develop their own thinking, enabling
them to move on to the next stage of their lives.”
Nicky is always in great demand, both within her own institution, where she runs university-wide
workshops as well as individual and tailor-made sessions for staff and students, and nationally, giving
presentations to colleagues at major conferences and events across the UK.
Colleagues and students are also highly supportive of Nicky’s work. A former student said:
“Nicky Reid is the most awesome member of staff at Roehampton. She is the reason I stayed and it’s
as simple as that!”
42

Dr Laura Ritchie
Teaching Fellow in Music
University of Chichester
Dr Laura Ritchie is a leading member of the University of Chichester’s growing music department.
As a vibrant teacher, researcher, performer and learner, she enables her students to realise their
goals through positive achievement. Laura has developed unique Instrumental and Vocal Teaching
(IVT) programmes within the music curriculum. The Foundation Degree in IVT launched in 2005 was
the first of its type in the country, with placement experience embedded throughout the learning.
Students develop practical skills in a variety of settings, from school classrooms to private teaching
both on and off campus, gaining confidence and experience alongside their own solo performance
training. The BA with IVT remains a popular part of the music provision, and this coming academic
year marks the launch of two distinct courses, the BMus with Instrumental Teaching and the BMus
with Vocal Teaching. She also co-authored and coordinates the MA in Performance.
Laura’s teaching is heavily influenced by her research into students’ thoughts and beliefs about learning
and performing. Her doctoral research, completed at the Royal College of Music, was carried out
through the Centre for Performance Science and investigated musical self-efficacy beliefs (self-belief
in one’s capabilities to do a particular task) and developed new questionnaires to study self-efficacy
for learning music and self-efficacy for performing music. Laura’s studies have extended to include
school children who are at the beginning of their learning journey. Self-regulated learning and skills
acquisition have also played an important part in her research to understand how students develop
into professionals.
As a musician Laura spans genres, performing both as a classical cello soloist with the University
Orchestra and as a member of the pop group The Mummers. She brings students into professional
practice, involving them in projects such as appearing in a music video with The Mummers and in
large-scale Cello Weekend events at the University, involving practitioners and students from across
the country. Her enthusiasm is contagious and inspires staff and students alike to join her in achieving
beyond their dreams.
43

National Teaching Fellows 2012
Tim Roberts
Higher Education Courses Director
Conservatoire for Dance and Drama – Circus Space
Over the last 12 years Tim Roberts has developed the UK’s only progressive HE programme for
Circus Arts. This consists of a Foundation Degree in Circus Arts, a top-up BA(Hons) Degree in Circus
Arts and a Postgraduate Certificate in Circus Arts.
His interest, as well as his expertise, lies in the creation of quality circus arts education at HE level and
the role that it can play in the development of a sector as a whole. For example, graduates from the
programme have not only gone on to create innovative contemporary circus performances, but also
populate every aspect of the circus sector - from teaching in youth activities to creating companies
and administrating other circus events.
Tim’s connections with the circus arts sector has also led to increased employment opportunities
for circus arts graduates in the UK, several of whom are now touring across the country and in
international companies.
His experience in the sector has been acquired through his long professional career as a juggler
and comedian across Europe and in the US as well as his involvement in HE circus arts education in
France. Tim’s contribution to the art form is also recognised internationally through his involvement
with the European Federation of Professional Circus Schools (FEDEC) where he has held the role
of President for the last four years. With FEDEC he is involved in creating a pan-European teacher
training programme for Circus Arts as well as lobbying for increased mobility opportunities for all
those involved with the arts; from students to teachers, through to artistic directors, educational
directors and administrators.
Circus Arts has long been considered an art form on the margins of society but Tim firmly believes
that through quality teaching, and the advantages that the HE sector provide, it can find a place again
at the heart of the cultural landscape of the UK.
44

Dr Zoe Robinson
Senior Lecturer and Director
of Education for Sustainability
Keele University
Since starting lecturing in Physical Geography in 2004, Dr Zoe Robinson’s teaching has become
increasingly focused towards environmental and sustainability education. Among her many teaching
innovations she has implemented a major restructuring of an undergraduate environmental science
programme enhancing its applied nature and distinctiveness. Working closely with a colleague in
environmental politics, she has developed a new, highly innovative and interdisciplinary sustainability
undergraduate programme. She has also developed a sustainability elective available to all firstyear
students in the University. Students on this course develop their awareness and skills around
sustainability considerations in a commercial environment, in order to be able to drive sustainability
improvements in their future workplaces.
In the words of one students, these sustainability teaching and programme developments “inspire
students to think outside the box ... prepare you to put these ideas into action and gives you the belief
that it is possible.”
Many of Zoe’s teaching innovations bring together her passion for enhancing employability and
sustainability opportunities for students, whether redesigning assessments to simulate real world
scenarios, or designing Master-level sustainability training for graduates undertaking sustainabilityfocused
placements with companies. In addition to supporting students as part of the core curriculum,
Zoe is passionate about providing support for student-led projects outside the curriculum and helping
students to become change agents. One student writes that Zoe “is not just a teacher, but a mentor
to myself and others”.
Zoe has worked within the University and with the HEA within the Geography, Earth and
Environmental Science disciplines to deliver workshops for staff new to lecturing, on topics ranging from
embedding employability, to education for sustainable development and open educational resources.
Beyond her influence on sustainability education in higher education, in 2006 Zoe and a colleague
set up an environmental education group, Science for Sustainability. The group delivers tailored
sustainability-focused workshops for schoolchildren and school teachers, and events for the public.
Zoe was appointed as Director of Education for Sustainability at Keele University in 2012. In this role,
she continues to lead sustainability developments across the curriculum and student experience at Keele.
45

National Teaching Fellows 2012
Dr Vivien Rolfe
Principal Lecturer in Anatomy and Physiology
De Montfort University
Dr Vivien Rolfe’s background is in gastrointestinal physiology and she joined De Montfort in 2003
having worked previously at Nottingham University and before that at Mars Incorporated as an
animal nutritionist.
Viv is programme leader for Medical Science at De Montfort, and also lectures to biomedical science
students. Her subject specialisms include anatomy and physiology, evidence-based medicine and
systematic review, and also intellectual property and commercialisation. She is a self-taught animator
and develops learning resources for her students. As one student claimed ‘I love animation, it helps
stick things in my brain’, and certainly the combination of visual materials and narration make for very
popular and effective learning tools. Viv won the Learning Technologist of the Year award jointly in
2009 from the UK Association of Learning Technology in recognition of her use of animation.
Viv shares her materials with wider audiences as part of the UK Open Educational Resource (OER)
programme, run by JISC and the HEA. She has led three projects: the Virtual Analytical Laboratory
(VAL) sharing laboratory skills resources; Sickle Cell Open – Online Topics and Educational
Resources (SCOOTER) which supports the education of sickle cell anaemia; and Health and Life
Science Open Educational Resources (HALSOER) sharing learning materials in medical science,
forensic science and midwifery.
The open education movement comprises a global network of educators, students and technologists
seeking to share materials and support all types of learners in gaining access to education. Viv has
supported staff and students at De Montfort in using and sharing OER, and is leading institutional
change towards a culture of more open working.
Viv combines her technology research with her interest in intestinal physiology, and in collaboration
with the Leicester Royal Infirmary is participating in the BOBCAT project working toward international
consensus on the management of Barratt’s oesophagus. Other research involves her passion for music
and looking at the sonification of biological data – turning biological signals into sound – to assist diagnosis.
Her publications are online on the De Montfort Research Archive – DORA!
46

Kim Russell
Senior Lecturer in Midwifery and Women’s Health
University of Worcester
Kim Russell trained as a midwife at Worcester Royal Infirmary and worked as a clinical midwife for 14
years before moving into higher education to teach on the first Midwifery degree programme at the
University. She is a Fellow of the Higher Education Academy, member of the Doctoral Midwife Research
Society and past member of the Royal College of Midwives Education and Research Committee.
Kim is best known for championing natural child birth and organising an annual national birth
conference, which brings together academics, practitioners, managers, service users and student
midwifes to discuss evidence-based practice. Her teaching of natural birth is based on the creation of
authentic learning experiences in the belief that learning through active enquiry and reflection helps
students gain capability and confidence. She believes that these approaches promote meaningful
interaction with learners and the attainment of skills and attributes which support evidence-based
midwifery practice.
During her HE career Kim has also been involved in a number of curriculum development
innovations. During a recent revalidation of the BSc (Hons) Midwifery programme she helped
introduce a new course structure to make lecturers more visible in clinical practice and increase
opportunities for one-to-one student support and practice teaching.
Being actively involved in educational development activities across the University as a tutor on the
Postgraduate Certificate in Learning and Teaching in HE, Kim has led learning and teaching projects,
facilitated special interest groups and mentored new lecturers. Educational development allows her
to share her passion for teaching and learning with academic staff and promote professional values
which foster personal reflection and a desire for continual improvement. The handbook Preparing to
Teach at the University of Worcester (Russell et al, 2010) was written to help new lecturers provide
undergraduates with transformative learning experiences.
Dr Ian Scott, a National Teaching Fellow, and head of Worcester’s Academic Development and
Practice Unit, (ADPU) said of Kim:
“She has an unparalleled ability to engage both academic and students alike…It is difficult not to be
impressed by Kim’s dedication and capability as a developer of others.”
47

National Teaching Fellows 2012
Professor Jon Scott
Professor of Bioscience Education and
Academic Director, College of Medicine,
Biological Sciences & Psychology
University of Leicester
A deep commitment to enhancing the experience of the student learning journey, at all stages,
characterises Professor Jon Scott’s approach to his work. This begins well before university entry
through engaging students from regional schools in practical classes and then supporting the processes
of transition through a mentor scheme that is now being adopted across his whole University.
Jon has led on a range of key projects at institutional level, including retention, assessment and
feedback, use of the virtual learning environment (VLE) and academic integrity, all of which are
underpinned by active contributions to current research in the areas and relate back to the
commitment to enhancing the student learning experience. As part of these developments, Jon also
works to support colleagues in improving their practice. This is achieved at School level through the
Pedagogical Research Group which he established and more widely, through an annual series of
focused staff-development workshops that he organises. Leading by example is also vital and he is
continually striving to ensure that his own teaching and assessment practice is always improving:
“Encyclopaedic knowledge of the subject, and presented in an easy to understand way. Couldn’t ask
for better.”
“I just want to say thank you very much for being such a good tutor. Your very prompt and
informative feedback was much appreciated. As a student I find such support very important and was
always grateful to receive it.”
Jon has actively promoted teaching and learning on the national stage through membership of the
education committees of learned societies. He was vice-chair of the Advisory Group for the HEA
Centre for Bioscience and is now leading on the HEA’s Special Interest Group in pedagogical research
for the biosciences. Through these he has organised and hosted a number of national workshops, for
example on qualitative methods in pedagogical research in the biosciences in June 2012. His national
contribution to bioscience education was recognised through being named ‘Bioscience Teacher of the
Year’ in 2011:
48
‘An individual who genuinely puts student engagement at the heart of his academic practice.’

Dr Rhona Sharpe
Head of the Oxford Centre for Staff
and Learning Development
Oxford Brookes University
Dr Rhona Sharpe’s approach to developments in online education, from the perspective of new
advancements in technology, is to highlight the voice and experience of the learner.
Rhona started as a psychology lecturer but it was her own experience in 1995 on The Open
University’s teaching and learning online course that began her interest in online learning. She now
shares her enthusiasm through a suite of courses for higher and further education staff.
Ignoring familiar cries that participation in online environments is poor, her team at Oxford Brookes
has shown that activity-based, highly structured courses can engage students in collaborative tasks in a
minimal amount of time. Rhona’s aim is to create a transformative learning environment, to give staff
a brief taste of online collaboration in order to pass it on to their own students.
She puts her success down to the need to uncover and understand each learner’s experience of
learning with technology. Professor Gina Wisker from the University of Brighton has taught alongside
Rhona and said:
“I have been struck by Rhona’s sensitive mixture of responsiveness to the learning needs of students”
and her “use of innovative and ‘e’ and blended learning techniques which truly engage the learner and
help them develop and feel challenged and safe in the context.”
A model of learner development, created by Rhona and Helen Beetham, now underpins Oxford
Brookes’ own definition of digital and information literacy. One of the University’s graduate attributes
includes giving students the functional access, skills, and practices necessary to become a confident,
agile adopter of a range of technologies for personal, academic and professional use.
Rhona has also demonstrated that social networking can extend the reach of collaborative learning
beyond course structures and can create looser networks of connected professionals. This work
culminated in the creation of ELESIG - an online community of over 1,000 researchers to jointly help
evaluate learners’ experiences of online working.
It is symptomatic of Rhona’s approach that she puts her success down to collaborations with
colleagues in this and other networks. She now plans to develop further community-based forms of
development for higher education staff.
49

National Teaching Fellows 2012
Dr Ayona Silva-Fletcher
Senior Lecturer in Veterinary Education, LIVE centre
The Royal Veterinary College
Dr Ayona Silva-Fletcher first qualified as a veterinarian, followed by a PhD in Animal Nutrition at
Aberdeen University and 25 years later an MA in Medical Education. She spent several years working
in a wide variety of academic and research environments in the UK, Europe, and Sri Lanka, and
international projects involving Denmark, Sweden, Thailand, Bangladesh, South Africa and US. It is this
exposure to different disciplines, academic environments and cultural differences that has shaped her
outlook on academic outreach for both students and fellow colleagues.
During her time at the RVC, Ayona has had a major impact on the postgraduate distance learning
programme, which is now a reinvigorated and successful high quality educational programme. She
placed greater emphasis on student experience and motivation for those studying from a distance.
The introduction of the virtual learning environment, with access to the RVC intranet and online
library so that the distance students are included in the wider RVC community, is one of the major
changes that she achieved. The diligent management of student feedback, and a tutor training
programme to ensure that the feedback is appropriate and valuable to a veterinarian studying from a
remote hill farm either in Australia or Africa, was one of her accomplishments.
Ayona is one of the rare individuals in universities that have been referred to as ‘a boundary
transgressor’. She has considerable experience of all matters relating to education, both in terms of
curriculum design and delivery, and quality assurance processes, from, as a veterinarian, a discipline
focus as well as a more generic educational perspective.
She is committed to exploring the scholarship of teaching and learning and to persuade and support
her colleagues to do the same. The development of the postgraduate programme in Veterinary
Education is a result of this dedication. Through the development of an HEA-accredited postgraduate
certificate she has offered discipline-specific training for the veterinary and para-veterinary sector
educators and has recently widened access to veterinary educators globally by offering the
programme by distance learning.
50

Brian Smith
Head of Technology Enhanced Learning
Edge Hill University
Following his successes in completing a BSc (Hons) in Organisation and Management Studies, a
Post-Graduate Certificate in Education and a Masters in E-learning, Brian Smith has strengthened his
academic career further by becoming a leading specialist in the use of technology to enhance teaching
and learning. His dynamic leadership and creative flair for developing pedagogical innovations include
synchronous teaching, using 3D virtual worlds and mobile devices to augment student learning -
topics at the centre of his doctorate studies.
The advent of the Internet, mobile devices and smart-phone technologies has liberated him from his
‘garage laboratory’, leading to the creation of a pioneering Technology Enhanced Learning (TEL) Unit
at Edge Hill University, where his creativity has been unleashed. Brian’s teaching and learning ‘Apps’
have had a huge influence on students, health workers in their professional ‘on the job’ development,
and his university colleagues.
Brian has a clear rationale – to engage, interest and motivate students through authentic experiences,
using technology to add value to face-to-face opportunities, which can be hard to access and limited
in quality. He was, and still is, a strong proponent of planned strategies to create opportunities for
deep learning. This is what Brian’s students and colleagues say they get from him and why they say he
is special.
Brian is also a good researcher, committed to evidence-based practices, and he subjects all of his work
to rigorous reflection and evaluation. This reflection, through his focus on access to learning from the
workplace, led to the advent of the Mode Neutral approach, which gained influence in health teaching
circles and attention from the HEFCE and the national press. A desire for a personalised offer, based
on choice and matched to work circumstances and geographical location, resulted in a curriculum
design and delivery which facilitates access to combinations of face-to-face, synchronous online and
asynchronous ways for students to engage.
Brian’s Pro-Vice-Chancellor said:
“Brian truly puts the ‘E’ into technology enhanced learning in ways that only the best teachers and
cutting-edge learning technologists can.”
51

National Teaching Fellows 2012
Professor Steve Stanton
Professor of Music and Performing Arts, Dean of Validation
City University London
Steve Stanton joined City University in 1977. He has led curriculum innovation within the Music
Department and, via his validation role, has influenced the direction of degree courses at several
internationally-renowned conservatoires.
As an ethnomusicologist, and during his 30 years as undergraduate programme director, he established
a course which adopts a global attitude to music, including the study of oriental and Asian classical
traditions as well as the folk and popular musics of the world, thereby offering students challenging
perspectives on the world of sound.
Steve’s teaching respects the musical values and identities of each student, acknowledging that every one
of them will hear the same piece of music in their own unique way: unique because it is the accumulated
previous musical experiences of each individual that informs the listening process. This allows Steve
to shift the focus from the music itself to questions regarding the complex relationship between the
students and the music to which they are listening, thereby placing them at the centre of the investigation
and encouraging them to take ownership of the issues they encounter. As one student commented:
“Wonderful, thought-provoking lecture series. Excellent in all respects, it has given me a great deal to
think about and that is my favourite place to be.”
Steve’s interdisciplinary approach is evident through his contributions to courses connected with City. He
initiated the validation relationship with the Nordoff-Robbins Music Therapy Centre, and contributed to
the design of groundbreaking Masters and Research programmes.
Through his Dean of Validation role, Steve has developed a range of academic partnerships with other
leading institutions including the Guildhall School of Music & Drama, Trinity Laban Conservatoire for
Music and Dance and Arts Educational Schools.
His collaborative approach seeks to drive academic development, encourage innovative learning and
teaching and, ultimately, place an unequivocal emphasis on students’ educational opportunities. As one
external colleague commented about Steve’s leadership:
52
“One never doubts his intentions to recognise, promote and support excellence with heart, wit and a
compassionate understanding of what it takes to be or to train creative artists.”
Photo by Ben Wright

Dr Brendan Stone
Senior University Teacher, School of English
Literature, Language and Linguistics
University of Sheffield
Dr Brendan Stone’s work focuses on developing initiatives which have tangible social impact, and offer
undergraduate and postgraduate students opportunities to develop their experience and knowledge
in practical demonstrable ways. His interdisciplinary expertise centres on the study of how narrative,
and other forms of representation, can illuminate our understanding of wellbeing, mental illness, social
exclusion, community, and social cohesion. He has been influential in supporting and developing the
University’s ‘civic’ identity, and frequently works in partnership with commercial, public-sector and
third-sector organisations.
Brendan has developed several highly innovative initiatives including the Storying Sheffield project, a
central component being a degree module in which undergraduates and residents of the city with
disabilities and/or mental health problems study together at the University. They then stage a public
exhibition of narrative artefacts which examine contemporary urban life. Brendan’s students have also
worked with a variety of groups including older people with dementia in residential care; new women
migrants to the UK; women who worked in the Sheffield steel industry during World War II (from
which the acclaimed student-made Women of Steel film was produced); and school children.
Brendan has developed and led educational projects within a high-security psychiatric hospital, and has
worked extensively with NHS Trusts and local authorities to understand and articulate the benefits of
education to people living with serious mental illness. He has also developed courses in Medicine and
Social Work which require students to engage at a deep and personal level with patients and clients,
and with the conceptual underpinnings of their disciplines, using insights from arts, social science and
medicine. Brendan frequently contributes to, develops, and leads equality and diversity initiatives
including work on mental health and employment, and developing support mechanisms for students
with complex mental health needs.
Leaving school at 16 with few qualifications, Brendan returned to education in his mid-thirties on
a university access course. He has personal experience of long-term disability and unemployment,
and views this non-traditional background as an asset and a major influence in shaping his approach
to his work.
53

National Teaching Fellows 2012
Dr Janet Strivens
Educational Developer, Centre for Lifelong Learning
University of Liverpool
Dr Janet Strivens joined the University of Liverpool in 1979 as a lecturer in the School of Education.
Driven by a passionate interest in how people learn, she eventually moved into working with staff
across the institution to enhance the quality of learning, teaching and assessment.
Janet was instrumental in developing the University’s suite of programmes to train staff in learning
and teaching and is currently the Programme Director for the Postgraduate Diploma/Masters in
Learning and Teaching in Higher Education. Several generations of staff have now gone through these
programmes, providing a network of enthusiastic colleagues to help push forward the University’s
agenda for improving the student experience. The most exciting recent development is a fully online
Professional Doctorate in Higher Education for which she provided specialist input and will be a
member of the supervisory team.
Having always worked closely with colleagues in Liverpool’s School of Medicine, Janet has recently
become more deeply involved in medical education. She supported the European Hematology
Association’s EU-funded H-Net project, providing online specialist training across Europe. Currently
she is working in Pakistan on a British Council-funded project to help meet the Pakistan Medical and
Dental Council’s aim of developing introductory medical education programmes for all new staff in
medical and dental colleges. As a colleague at the University of Health Sciences in Lahore said:
“[the goal is nothing short of] revoluntionishing the medical education environment, transforming
medical education in Punjab from a didactic, teacher-centred landscape to a student-oriented, activelearning
one based on the best evidence medical education principles.”
In her role as Senior Associate Director for the Centre for Recording Achievement, Janet is involved
in projects and consultancy relating to personal development planning and e-portfolio practice with
educational institutions across the UK and internationally. She co-directed a recent HEFCE-funded
project which analysed the value of e-portfolio technology in supporting the important employer
engagement agenda for higher education.
54

Jane Thomas
Acting Head, College of Human and Health Sciences,
Deputy Head Teaching, Learning & Professional
Practice, Superintendent of Assessment
Swansea University
Jane Thomas is a qualified nurse, midwife and health visitor with extensive professional service prior
to entering teaching where her career spans over 25 years, from practice teacher in the NHS,
community care lecturer, programme management for adult nursing, and Director of Quality. The
latter involved working across programmes, overseeing assessment, admissions and placements and
chairing the learning and teaching, curriculum quality and admissions committees. In her current
senior role Jane manages the learning and teaching remit and professional body linkage for staff and
programmes, internally and in relation to the institution and beyond.
Engaging with the institutional agenda, enabling her to share and benefit from best practice, Jane is
committed to pedagogical practice from strategy to delivery, developing students and teachers to
their full potential. Her postgraduate teaching load aligns her to the student experience, managing
a range of programmes and directing academic strategy within the College. Jane is a public health
assessor with the United Kingdom Public Health Register (UKPHR), leading a postgraduate
programme in public health and providing bespoke education to the sector.
Jane is currently the Superintendent of Assessment for Swansea University, overseeing cases of unfair
practice from college to university level. She has recently successfully bid to develop an electronic
resource promoting academic integrity with students. She leads the unfair practice working group,
taking the academic integrity agenda forward institutionally.
Describing herself as having enjoyed a colourful and challenging career working with gifted teachers,
innovative assessors and students who both inspire and engage, Jane firmly believes that lifelong
learning is not just for students. She describes the NTFS Award as “an absolute honour, enabling me
to make innovative and creative developments which will not only benefit me, but my colleagues and
my institution”. Her plans currently include developing a resource to support teacher development,
exploring alternative assessment styles and postgraduate placements.
55

National Teaching Fellows 2012
Barbara Walsh
Centre Leader for Sport, Dance and Outdoor
Education, Faculty of Education, Community and Leisure
Liverpool John Moores University
To her students Barbara Walsh is a ‘fantastic strength who is dedicated and passionate about every
student succeeding’ and to her staff she ‘leads by example, with a rare quality of inspiring all who
work with her’. Barbara believes that leadership, mentoring and legacy are the three key themes that
underpin everything she does and her philosophy is that everybody should be enabled to be the best
they can be.
As a committed sportswoman with a lifetime spent educating others both in schools and higher
education, Barbara has built her career around fostering and celebrating achievement and raising the
aspirations of students and colleagues. Paying attention to detail and learning to recover from mishaps
is crucial for ultimate success in teaching, as in sport. She has always used setbacks as opportunities
for learning and sought creative ways to achieve excellence. She believes that resilience is achieved
through persistence and patience, and as a teacher, coach, mentor and leader, her philosophy has
always been to celebrate and build on success. A former colleague states about Barbara that she ‘has
exceptional professional capabilities in a number of areas which continue to serve as reference points
and aspirational milestones in my continuing professional development’.
The combined success of staff, students and programme teams has emerged out of Barbara’s flair for
leadership, clear sense of integrity and a highly focused vision for enhancing the student experience.
Barbara is constantly on her learning journey, gathering knowledge and understanding about learning,
teaching and curriculum design that will have the maximum, positive impact on students and staff.
According to the Dean of Faculty:
“Barbara’s leadership ensures that staff in the centre have a clear focus on teaching excellence and
that the student experience is placed at the heart of its work.”
Barbara’s sphere of influence extends well beyond the University. She has a particular interest in the
induction and transition of new undergraduate students into higher education.
56

Professor David Wilson
Professor of Criminology and Director
of the Centre for Applied Criminology
Birmingham City University
A former prison governor, Professor David Wilson’s expertise is related to serious, violent crime
and he is regarded as one of the country’s leading experts on murder and serial murder. He has
written extensively about this phenomenon from a structural perspective, rather than from within
the medical-psychological tradition, in peer review articles, academic and true crime books. His most
recent book is Looking for Laura: Public Criminology and Hot News (Winchester: Waterside Press).
David’s passion for teaching instills in his undergraduate, Masters and PhD students the importance of
making connections between formal academic theory and the actual practice of crime and punishment.
David maintains an active interest in all aspects of imprisonment and he is the Vice Chair of the
Howard League for Penal Reform, the oldest penal reform organisation in the world, which has EU
and UN consultative status. He is also Vice Chair of New Bridge, which was set up in 1956 by Lord
Longford to create links between prisoners and the community and he is the Chair of the Friends
of Grendon, the only prison in Europe to wholly operate as a therapeutic community. He is also the
Editor-in-Chief of The Howard Journal of Criminal Justice, one of the pre-eminent criminology journals
in the country.
David was the Chair of the independent Commission on English Prisons Today and their report
Do Better, Do Less which was published in 2009 has had a major impact on shaping recent policy on
imprisonment, rehabilitation and justice reinvestment.
Given this applied and academic background, David is much in demand by the print and broadcast
media, both as a commentator and as a presenter. He writes regularly in most broadsheet papers and
has been interviewed on every major news outlet. David presented Banged Up for Channel 5 which
was nominated for a Royal Television Society Award in 2009, and also the recent Killers Behind Bars,
again for Channel 5, as well as most notably Hard Cell for Channel 4 and Crime Squad for BBC1.
Photo provided courtesy of Channel 5
57

National Teaching Fellows 2012
Dr Richard Winsley
Director of Education, Sport & Health Sciences
University of Exeter
After completing his PhD in paediatric exercise science Dr Richard Winsley became a clinical
exercise physiologist in the NHS, working within a busy cardiac rehabilitation department and running
a GP exercise referral scheme. The experience of working with patients, clinicians and exercise
professionals helped shape his educational practice to become an effective educator to a range of
audiences. Richard now brings this applied experience to his teaching of his popular module, clinical
exercise prescription, in which students learn both about the theory and experience the reality of
working with these populations.
Richard started his lecturing career at Exeter in 1999 and he now oversees the educational provision
of one of the consistently top ranked Sport and Exercise Sciences departments in the country. As a
Senior Fellow of the HEA Richard is responsible for ensuring the delivery of undergraduate and postgraduate
degree programmes that are innovative, stimulating and contemporary, the success of which
is reflected in the consistently strong National Student Survey (NSS) results these programmes enjoy.
Richard was voted by the students as Lecturer of the Year 2010 in the University of Exeter Teaching
Awards with nominations of support including:
“Winsley doesn’t just teach, he inspires! As a student you want to learn from the best and his
combination of incredible knowledge, positive attitude and caring nature bring all the greatest
attributes of an educator to this embodiment of teaching greatness!”
Richard’s student centred approach permeates not just his teaching but also his management style,
in which the students are partners in helping shape their educational experience. His enthusiasm
for increasing engagement sees students actively involved in identifying and implementing the
responses to issues and opportunities raised in the NSS and in providing peer mentoring and
teaching. His national and international educational profile is extensive having worked with partners
in higher education in the UK, USA and Middle East, and also with corporate and charitable
organisations such as Manchester United, Virgin Active, Royal Air Force, British Heart Foundation
and the British Association.
58

National Teaching Fellows
2000 – 2011
2011
Professor Peter Abrahams
Dr Robert Bowie
Dr Isobel Braidman
Dr Helen Bruce
Dr Aidan Byrne
Professor Michael Clarke
Claire Craig
Steven Curtis
Dr Will Curtis
Ruth Dineen
Dr Sue Dymoke
Professor Joëlle Fanghanel
Sarah Greer
Jon Guest
Dr Jennifer Hill
Dr Anthony Hilton
Cath Holmstrom
Dr Robin Humphrey
Dr Amanda Jefferies
Dr Jill Johnes
Paul Jones
Dr Tom Joyce
Will Katene
Professor Richard Lance Keeble
Professor Roger Kneebone
Dr Gary Lock
Dr Martin Luck
Dr Jason MacVaugh
Professor Paul Maharg
Dr Nigel McLoughlin
Dr Robert McSherry
Dr Rosie Miles
Professor Jean Murray
Sarah Nixon
Dr Martin Oliver
Julie Price
Professor Susannah Quinsee
Dr Gordon Ramsay
Caroline Reid
Patsy Rodenburg OBE
Dr Andrew Russell
Professor Mark Schofield
Dr Ian Scott
Dr Heather Skinner
Susan Smith
Professor Kristyan Spelman
Miller
Professor Richard Tong
Professor Joanna Verran
Andrew Walsh
Dr Shân Wareing
Dr Carol Watts
Professor Chris Webster
2010
Dr Patricia Ashby
Dr Sarah Baillie
Alison Barton
Professor Simon Belt
Vera Bermingham
Graham Berridge
Professor Denise Bower
Professor Paul Bradley
Dr Paul Brett
Dr Sharon Buckley a
Dr Deborah Cartmell
Dr John Creighton
Becka Currant
Dr Paul Curzon
Professor Barbara Dexter
Sarah Jane Dickenson
Dr Cath Ellis
Professor Roger Eston
Professor Andy Peter Field
Terry Finnigan
Dr Steve Gaskin
Professor Nick Grey
Professor Martin Haigh
Dr Adam Hart
Professor Alex Haslam
Professor Dennis Hayes
Dr Peter Hopkinson
Alastair David Irons
Dr Christine Jarvis
Professor Christopher Johns
Simon Kemp
Kevin Kerrigan
Dr David Mcilroy
Dr Catherine Montgomery
Professor Susan Orr
Professor Kevin Petrie
Dr Colin B Price
Peter Reddy
Dr Sarah Richardson
Professor Carol Chillington
Rutter
Dr Catherine Sanderson
Dr Alison Shreeve
Dr Anthony Sinclair
Dr Jane Spiro
Annie Trapp
Dr Mike Wald
Professor Gary Watt
Dr Anne Wheeler
James Wilkinson
Dr Barbara Workman
2009
Dr Sean Allan
Colin Bryson
Dr Elizabeth Burd
Sue Burkill
Dr James Busfield
Ged Byrne
Jude Carroll
Professor Mike Clements
Dr Anthony Cook
Professor Glynis Cousin
Dr John Craig
Professor Mark Davies
Dr Chrisina Draganova
Ian Fribbance
Clare Furneaux
Dr Helena Gaunt
Dr Annie Grant
Dr Nick Greeves
Dr Karen Gresty
Rose Griffiths
Dr Richard Hall
Alan Hayes
Dr Des Hewitt
Dr Faith Hill
Dr Stuart D Lee
Professor Martin Levesley
Dr Cheri Logan
Sharon Markless
Stewart Martin
Professor Lindsey McEwen
Dr Gill McGauley
Professor Patrick McGhee
Berry O’Donovan
Dr Jonathan Parker
Dr Julia Pointon
Dr Paul Raffield
Ellen Roberts
Denise Robinson
Professor Maggi Savin-Baden
Dr Graham Scott
Professor Pam Shakespeare
Mike Sharp
Dr Gurnham Singh
Dr Arran Stibbe
David Taylor
Dr Helen Walkington
Dr Anita Walsh
Penny Wiggins
Dr Shirley Williams
Professor Alison Wride
59

2008
Barbara Allan
Dr Trevor Barker
Lynne Barnes
Femi Bola
Dr Stephen Bostock
Professor Sally Brown
Dr Penny Burke
Avril Butler
Dr Annette Cashmore
Professor Anthony Croft
Dr Jocelyn Darling
Dr Joanna Drugan
Dr Kate Exley
Dr John Fieldhouse
Dr Derek France
Rayya Ghul
Professor Angela Goddard
Lyn Greaves
Dr Mark Greenwood
Jane Henry
Professor Paula Hixenbaugh
Professor Alastair Hudson
Dr Peter Knight
Dr Michael Kölling
Dr Loykie Lominé
Anthony Mann
Dr Kristine Mason O’Connor
Dr Deborah Mawer
Professor Susan McKnight
Professor Peter McOwan
Dr Aru Narayanasamy
Dr Briony Oates
Robert O’Toole
Dr Julian Park
Dr Derek Peters
Dr Duncan Reavey
Dr Christopher Ricketts
Dr Anne Ridley
Susan Robson
Dr Michael Russ
Professor Susan Thompson
Professor Paul van Schaik
Dr Catherine Walter
Professor Valerie Wass
Professor Sir David Watson
Professor Brian Whalley
Dr Carrie Winstanley
Nigel Wynne
Professor John Yates
Professor Miriam Zukas
2007
Dr David Allen
Elizabeth Anderson
Linda Anderson
Julie Baldry Currens
June Bianchi
Tim Bilham
Professor Susan Bloxham
Jennifer Blumhof
Dr Elizabeth Boath
Professor Andrew Booth
Dr Katharine Boursicot
Professor Michael Bramhall
Sharon Brown
Dr David Burnapp
Professor Tim Cable
David Carey
Dr Robin Clark
Dr Deanne Lynn Clouder
James Derounian
Martina Doolan
Professor Mark Fenton-
O’Creevy
Dr Joanne Fox
Dr David Gibson
Dr Graeme Gooday
Professor Glenn Hardaker
Penelope Harnett
Dr Clare Hemmings
Dr Christine Hockings
Dr Pat Jefferies
Dr Adam Longcroft
Professor Gill Marshall
Professor Stephen McHanwell
Professor Mike Neary
Professor Jonothan Neelands
Professor Lin Norton
Professor Edward Peile
Ian Pickup
Professor William Race
Dr Alan Rice
Dr Gaynor Sadlo
Dr Mark Sandle
Dr Jane Sunderland
Professor Stephen Swithenby
Dr Jill Taylor
Jamie Thompson
Dr Paul Tosey
Professor Dominic Upton
Dr Duco van Oostrum
Elizabeth Warr
Professor David Young
2006
Guillaume Alinier
Professor Alasdair Blair
Professor Michael Bradford
Professor Elizabeth Davenport
Professor John Dickens
Professor Timothy Dornan
Dr Andrew Folkard
Dr Gregory Garrard
Graham Gibbs
Dr Melanie Gibson
Dr Kathleen Green
Dr Mary Hartog
Dr Fraser Hatfield
Dr Deirdre Heenan
Professor Anne Hill
Professor Andrew Hugill
Dr Keith Johnstone
Indra Jones
Dr Helen King
Dr Robert Lambourne
Dr Daniel Lloyd
Dr Mary Luckhurst
George MacDonald Ross
Dr Julia Magill-Cuerden
Dr Christopher Megone
Dr Mark Miodownik
Dr Jennifer Moon
David Morley
Dr Nick Morton
Dr Jenny Naish
Gill Needham
David Oddie
Dr John Phelps
Jill Raggett
Catherine Reynolds
Professor Carolyn Roberts
Professor Trudie Roberts
Professor Gillian Salmon
Dr Chris Sangwin
Kimberley Scarborough
Dr Michael Sosabowski
Susan Starkings
Simon Sweeney
Dr Peter Thompson
Cecile Tschirhart
Rogelio Vallejo
Simon Walker
Helena Webster
Professor Evelyn Welch
Professor Peter Wiegold
60

2005
Professor Patrick Bailey
Professor Philip Barker
Colin Beard
Moira Bent
Dr Helen Burchell
Dr Deirdre Burke
Christopher William Butcher
Karl Donert
Dr Jonathan Dron
Dr Jason Dykes
Paul Elmer
Dr Maria Fasli
Sally Fincher
Richard Francis
Sandra Gilkes
Dr Phil Gravestock
Dr Alan Greaves
Sandra Griffiths
Professor Alison Halstead
John Hilsdon
Julie Hughes
Dr John Issitt
Arti Kumar
Professor Duncan Lawson
Professor Ranald Macdonald
Duncan Mackrill
Dr Karen Mattick
Dr Catherine Moore
Lesley Moore
Dr Barbara Newland
Professor Andrew Northedge
Peter Ovens
Professor Tina Overton
Dr Robert Partridge
Philip Plowden
Michael Powell
Professor Michael Preston-
Shoot
Moortooza Puttaroo
Symon Quy
Mark Russell
David Sadler
Professor Mike Savage
Dr Janet Sellers
Professor J. Thompson
Dr Philip Vickerman
Josephine Webb
Dr Christopher Willmott
Professor Gina Wisker
Dr Andrew Young
2004
Dr David Acheson
Nicola Aries
Dr James Atherton
Paul Bartholomew
Nicholas Beech
Joe Bennett
Christopher Bond
Dr Val Chapman
Professor Peter Childs
Dr Iain Coleman
Nigel Duncan
Professor James Elander
Professor Eric Evans
Professor Graham Gibbs
Dr Victoria Goddard
Kirsten Hardie
Christine Harrington
Dr Tracy Harwood
Elizabeth Hoult
Professor Brian Hudson
Dr Celia Hunt
Andrew Ireland
Martin Jenkins
Kate Kirk
Dr Kenneth Lynch
Dr Iain Mackie
Professor Stephen May
Professor Liz McDowell
Dr Janet Mills (deceased)
Dr Beverley Milton-Edwards
Professor Bernard Moss
Marina Mozzon-McPherson
Professor Deborah Murdoch-
Eaton
Paul Murray
Dr Katy Newell-Jones
Dr Tony Nicholson
Dr Sue Palmer
Dr Moira Peelo
Chris Pegler
Ruth Pickford
Dr David Pollak
Christopher Powis
Dr Derek Raine
Priska Schoenborn
Professor Dudley Shallcross
Professor Mary Thornton
Dr John Timmins
Dr Guglielmo Volpe
Judith Waterfield
Elaine Wilson
2003
Dr Emma Baker
Professor Nigel Bax
Robert Brannen
Pat Brown
Professor Amanda Chetwynd
Ian Dawson
Professor Robert Ellis
(deceased)
Dr Stephen Gomez
Dr Barbara Graziosi
Professor Clive Holtham
Frank Lyons
Dr Michael Manogue
Professor John McLachlan
Allan Owens
Professor Vicki Tariq
Professor Imogen Taylor
Dr Rosemary Turner-Bisset
(deceased)
Sidney Tyrrell
Keith Ward
Professor Michael Watts
61

2002
Diane Bailey
Dr Alan Booth
Professor Brian Chalkley
Professor Alan Clements
Professor Angela Clow
Dr Anne Davidson (deceased)
Dr Gloria Gordon
Peter Hughes
Nick Jackson
Professor Pauline Kneale
Dr Pamela Knights
Professor David Nicholls
Professor Martha Pennington
Professor Margaret Price
Robert Rotheram
Professor Kay Sambell
Dr Michael Tinker (deceased)
Professor Gweno Williams
Dr Michael Winstanley
Jocelyn Wyburd
2001
Susan Armitage
Professor Christopher Budd
Nick Byrne
Dr Claire Davis
Professor Lesley-Jane Eales-
Reynolds
Dr Philip Frame
David Grantham
Professor Ian Hughes
Dr Leslie Jervis
Margaret Johnson
Professor Charles Knights
Professor Ursula Lucas
Dr Michael McCabe
Professor Paul O’Neill
Dr John Peters
Professor Anthony Rosie
Dr Christopher Rowland
(deceased)
Professor Ruth Soetendorp
Caroline Walker-Gleaves
Professor Mick Wallis
2000
Viv Anderson
Dr Roger Carpenter
Peter Edwards
Dr Patricia Egerton
Professor Peter Hartley
Professor Mick Healey
Dr Keith Hirst
Professor Desmond Hunter
Dr William Hutchings
Professor Paul Hyland
Professor Reginald Jordan
Terry KingProfessor John
Klapper
Susan Lea
Professor Carol McGuinness
Professor Maggie Nicol
Professor Rob Pope
Professor Michael Short
Dr Angela Smallwood
Jayne Stevens
62

Contact us
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© The Higher Education Academy, 2012
The Higher Education Academy (HEA) is a national body
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