Kate Grafton qualified as a physiotherapist in 1997 and worked for many years as a highly specialised cardiovascular and respiratory clinician working in the fields of intensive care, oncology, transplant and surgery within the NHS.
Kate came into physiotherapy education in 2004 and over the past 12 years has developed a highly successful physiotherapy course with innovative and inspiring modules that prepare the students for practice in the ever evolving field of healthcare.
Margaret Low is an inspirational educator with 30 years’ experience in the HE sector. She teaches both undergraduate and postgraduate programmes at WMG, University of Warwick and she has been involved in software development, designing and developing a variety of engineering applications.
Rachel Barrell is currently a Principal Lecturer at the University of Worcester and Course Leader for the Undergraduate Initial Teacher Education programme. The key elements of her approach are student engagement, interdisciplinary approaches to practice and values based teacher education.
Sheena Warman’s role at the University of Bristol, combining clinical veterinary work and teaching, gives her the opportunity to support students, clinicians and educators in the veterinary school and further afield. Her research in feedback and reflective practice have helped her develop novel strategies for both student teaching and staff development.
Giskin Day qualified originally as a botanist in South Africa, before working in science publishing and at the Science Museum in London. Committed to broadening the education of science students, she has been involved in humanities teaching to STEMM students at Imperial College for nearly two decades, chiefly in Science Communication and Medical Humanities.
Rachel Dickinson’s career in Higher Education began in the Drama and Theatre Education Department at the University of Warwick. During this time, she grew and led a nationally respected Initial Teacher Education programme for Drama and English teachers, prior to being appointed as a founder member of WBS Create in Warwick Business School. She is Assistant Dean for the Undergraduate programme, developing practice in partnership, placing importance on the situated and culturally unique learner and the role of the arts and humanities in business education.
After working as a primary school teacher, Professor Chris Wilkins moved into teacher education, seeing this as an opportunity to influence the professional learning of the teachers of the future. As a teacher and then leader of learning he focused on promoting critical inquiry-based pedagogy underpinned by rigorous scholarship.
David Humphreys joined The Open University in 1995 where he is Professor of Environmental Policy, specialising in forestry. A committed environmentalist, he has written two books, the second of which – Logjam: Deforestation and the Crisis of Global Governance – won the International Studies Association’s Harold and Margaret Sprout Award of 2008.
In 2015 he was admitted as an Honorary Fellow to the Institute of Chartered Foresters. In 2016 he received The Open University Teaching Award for Excellence in Innovation. He is a Senior Fellow of the Higher Education Academy.
Professor Elizabeth Smart has a passion for the law and legal education; she was recognised as a Principal Fellow of the Higher Education Academy in 2015 and endeavours to create the best legal education possible, with a particular focus on clinical legal education, inspiring students academically and emotionally with the confidence to succeed.
Fiona Tweed is Professor of Physical Geography at Staffordshire University. She is an international expert on glacial outburst floods and natural hazards with over 25 years’ experience of collaborative field research.
The interdependencies between research and teaching are at the heart of her work. She is an inspirational educator and a leader in the field of research-engaged learning and teaching in Geography, with extensive experience of designing learning environments that enable students to be directly involved in research.