Anne Harriss has extensive teaching/course management experience and drives the development of occupational health (OH) education and practice locally, nationally and internationally. Her influence is recognised by her professional peers, University, students and graduates.
As a passionate advocate for creative and innovative pedagogical practices, Ashley Roberts leads the humanising agenda of 21st century business management education. In doing so, he draws on Arts-based methodologies (such as dance, drama and music) in order to unlock the potential of students by reframing learning through alternative lenses.
Dr Alison James has worked in creative arts education in a variety of roles, across all levels and many subjects – as educational and staff developer, researcher and policy maker and teacher. Her trademark is creative and interactive approaches to pedagogy with a high level of staff and student involvement and plenty of humour to go with it.
Throughout her teaching career at Writtle College, Dr Anya Perera has demonstrated a passion for enhancing student learning in a way that inspires and facilitates adjustment to HE study. Her overall aim is to instil confidence in learners with diverse entry profiles, and she focuses on teaching science to non-scientists and engaging her students in a challenging yet supportive environment.
Dr Claire Surr is Professor of Dementia Studies at Leeds Beckett University. She developed her academic career at the University of Bradford, joining the University in 1998 as a research assistant and progressing to her current role as Reader and Head of Education Programmes within her department. During that time she has taken on a variety of roles including programme leader for the department’s Foundation degree, BSc and postgraduate programmes.
Dr Clare Milsom is renowned for her enthusiasm and commitment. As a teacher she is an excellent role model, being reflective, adventurous and never satisfied with second-best in her own practice. On the two programmes that she leads, her students are overwhelmingly positive. Supportive, but also constructively critical, Clare pushes staff who study with her to find their best practice and to seek to inspire their own students in turn.
Dr Dave Middleton’s passion for learning and teaching has led to the development of innovative approaches through which he inspires student learning. He is committed to providing students with teaching materials that are both stimulating and fun. He has developed a range of multimedia materials which include scripted dramas, cartoons, interactive software and instructional videos.
Dr David Evans’ sustained contribution to sexual health education for over 24 years has resulted in national and international recognition and student success. David maintains his teaching is a ‘performance’ of life; not a job or chore, but a passion and love-affair with learning he gladly shares with others.
Dr David Robinson is a zoologist and Senior Lecturer in the Department of Environment, Earth and Ecosystems and has been committed to open and distance learning all his professional life. Having been inspired by the pioneers of natural history broadcasting when he was young, he now uses multiple media to excite learners about the natural world.
Dr Debbie Holley combines her passion for both education and technology in her work as Associate Professor/Deputy Head of Centre for Excellence in Learning at Bournemouth University. Entering academia from industry, she quickly realised that students on her Transport course, with their patterns of shift working, had very limited opportunities to attend regular classes. These difficulties, not unique and indeed shared with other students, led to her research interests in overcoming challenges/barriers faced by students seeking to access learning outside the formal classroom.
With twelve years’ work experience in marketing and a PhD in educational research, Dr Deborah Anderson combines rigorous academic principles with a practical eye on students’ future employability. She sees it as her role to develop inquisitive students and provide them with constant opportunities to develop their confidence.
Dr Ian Palmer began his career as a trainee engineer, studying for a BSc in Electronics, then MSc and DPhil. Through his work in animation Ian became interested in its application in different media types, especially in entertainment, special effects and computer games. These areas are now the emphasis of his teaching, which focuses on the technical aspects of computer graphics.
Dr Ian Turner is Assistant Head of Department at the University of Derby where he has worked for eight years. He is a creative and innovative lecturer whose personal teaching philosophy echoes the ancient Greek philosopher Aristotle’s famous quote, “Educating the mind without educating the heart is no education at all.”
After a successful career as a physiotherapist, Dr Jackie Waterfield moved into higher education. Her principal interest is in the pedagogies related to professional development and the praxis of real-world learning and the classroom.
Dr Janice Gidman started her career as a nurse, but became increasingly enthusiastic about supporting students to learn. This led to her first teaching role within a large University Hospital Trust, subsequent roles in higher education, and ultimately to her current role. Her remit has evolved from an original focus on nurse education in the UK, to a much wider role in enhancing inter-professional education.
Jill teaches Pharmaceutical Chemistry and Biochemistry to Pharmacy and Chemistry students in Manchester. She has also taught at the University of Ghana. She is especially interested in global health and teaches courses that integrate science, politics, philosophy and professional practice in approaches to the eradication of disease. She has a strong interest in online learning and has introduced a number of innovative practices into the Pharmacy curriculum.
Dr Kevin Orr has been committed to vocational education in higher education since working as an English assistant for work-related courses in France in the 1980s. After 16 years working in further education colleges around Manchester, mainly as a teacher of English for speakers of other languages (ESOL) and as a teacher-educator, he became a senior lecturer in post-compulsory education and training at the University of Huddersfield in 2006.
Dr Matt Cook has taught in the Faculty of Lifelong Learning and then in the Department of History, Classics and Archaeology at Birkbeck, University of London, since 2005, and has been Birkbeck Director of the Raphael Samuel History Centre since 2008.
As learning, teaching and assessment lead for the Institute of Health and Society, Dr Penney Upton has directed a fundamental change to the structure for supporting and disseminating learning and teaching practice. Her innovative and collaborative approach, in which course leaders are engaged through a network forum, has been welcomed by staff at all levels and led to a much stronger learning and teaching community.
Dr Peter Kahn is Director of Studies for the University of Liverpool’s fully online professional doctorate in higher education. Since it was launched three years ago, the programme has attracted senior educators from more than 42 countries across the world. The programme focuses on learning and leadership in higher education.
Dr Peter Klappa was in secondary school when he decided he wanted to become a teacher. He found the prospect of being able to make complex topics accessible to other learners, while continuously learning himself, very appealing. During his studies to become a secondary school teacher, and in particular during postgraduate training, he became fascinated by the concept of student-centred learning, and aims to overcome barriers to learning in his current teaching by making topics accessible to all students.
Dr Peter Willmot is a practical mechanical engineer, an energetic, innovative, dedicated teacher and distinguished pedagogic researcher. He has extensive international experience, an eye for detail and significant experience of course design and leadership.
Dr Ruth Pilkington began lecturing in languages and has developed the communicative and active learning characteristic of languages into the mainstay of her current work as an academic developer based in the School of Education and Social Sciences.
Dr Ruth Whittle's approach to learning and teaching is largely shaped by her international experience as a student of English and American language and literature, French language and literature and pedagogy at the University of Bonn, Germany.
Dr Sara Houston is a tireless champion of professional development and work-related learning. She is also a leading figure in the community dance movement and has had oversight of national initiatives to safeguard quality and standards, and professional development in teaching and leading in the participatory and community dance sector.
Dr Tim Thompson has published over 35 papers in peer-reviewed journals and books and is a renowned expert on heat-induced apatite and crystallinity changes in bone. Most of his research on this focuses on the development of new analytical tools to examine this challenging biomaterial.
Dr Tom Crick is Director of Undergraduate Studies in the Department of Computing & Information Systems at Cardiff Metropolitan University, having completed his PhD and post-doctoral research at the University of Bath. His underlying philosophy of scholarship is simple: to be a transformational computer science academic.
Dr Viv Wilson started her career as a teacher of English and Drama, and advisory teacher in Creative Arts, and became a teacher educator in 1984. She joined Canterbury Christ Church University in 1997 to develop partnerships between the University and primary schools, particularly focused on the work of school-based mentors.
Jane runs OB1 LIVE at Oxford Brookes University, a radical programme of real live projects designed and implemented by architecture students for the local community. Jane is also co-founder of the Live Projects Network, an international online resource to connect students, academics, practitioners and clients involved in live projects.
Jeff Lewis is a leading member of Cardiff Metropolitan University’s Dental Technology teaching team. As part of a learning and teaching fellowship project, he led the introduction of an innovative delivery method that utilised Adobe Connect Pro ® to deliver programmes to learners unable to access qualifications due to their remote geographic location. This has developed transnationally and this model is now being used to deliver and supervise programmes outside the UK.
Dr Joe Duffy is committed to achieving the genuine, meaningful and non-tokenistic involvement of service users and carers in social work education. His teaching is mainly in the area of Law for Social Workers and he coordinates the Service User and Carer Group which contributes to teaching across all aspects of the social work curriculum in Queen’s University Belfast’s School of Sociology, Social Policy and Social Work.
Kim Whittlestone trained as a veterinary surgeon and spent two years working in a small animal practice before focusing his attention on education. Realising on graduation how unprepared he was for working in practice, he began a lifelong exploration of how to better prepare students for the workplace.
Michael Grove is the inaugural Director of the University of Birmingham’s STEM Education Centre. He is the former Director of the National HE STEM Programme, a three-year initiative funded by HEFCE and HEFCW, which he co-developed, with a remit to enhance the way in which universities recruit students and deliver programmes of study within the Science, Technology, Engineering and Mathematics (STEM) disciplines.
Odette Hutchinson has teaching interests in criminal law, business ethics and learning and teaching innovation, and over the past ten years she has had a significant impact on the quality and nature of legal education at an institutional, national and international level.
Peggy Murphy is a Nurse Lecturer in the School of Healthcare Sciences at Bangor University. She is an experienced nurse who has worked across the UK and Australia and was promoted to nursing sister in acute medicine. Being an academic with dyslexia underpins her philosophy on learning and teaching and she respects diversity and different ways of learning. She strives to enhance the learning experience of all students.
Throughout her career, Professor Carol Evans has championed the development of inclusive participatory pedagogies within school, higher education and medical contexts. Carol is described as “an outstanding and hugely committed researcher and practitioner, extremely highly regarded by students and colleagues alike...[she is] successfully influencing the development of the next generation of teachers through the application of research”. (Accrediting Staff Professionalism in Research-Led Education (ASPIRE) Exeter, 2012)
After graduating from the University of Liverpool with a BA in French, Professor Derek Connon began research for a PhD on the theatrical works of Diderot. He completed his PhD in 1984, but in 1982 had already started a three-year lectureship at Queen’s University Belfast. This was followed by posts at the Universities of Exeter and St Andrews. This variety of experience gave Derek a broad outlook on university teaching, which served him well when he took up his current post at Swansea in 1989.
Professor Gabriel Egan is Director of the Centre for Textual Studies in the School of Humanities at De Montfort University. He is entirely paperless in all his teaching and research activities and pioneers electronic techniques in the study of English Literature. He has built and made freely available for all teaching and research purposes computer models of the theatre for which Shakespeare wrote and the printing machine from which his works were first published.
Professor Glenn Fulcher has developed a unique pathway through the University’s MA in Applied Linguistics and TESOL that leads to an endorsement “with language testing”. This has proved highly popular with students, as it provides a route into employment with examination boards worldwide, and delivers a range of analytic and statistical skills keenly sought after by employers of social scientists.
Professor Helen Higson completed her first degree in English Literature from Newnham College, Cambridge University and followed this up with an MA with The Open University and a PhD in 19th century literature and visual art at Birkbeck College, London University. She has worked in higher education since 1983, first at Southampton University and then at Aston University where she is currently Deputy Vice-Chancellor. She leads on learning and teaching, quality assurance, outreach and schools liaison, student planning and support, as well as employability.
Professor James Davenport is a member of both the Mathematical Sciences and Computer Science departments at Bath: when the two split, it was impossible to decide which one he belonged to, and this interdisciplinary theme runs throughout his career.
A pioneer in the field of Consumer Psychology and a key member of Bangor University’s world-class School of Psychology, Professor James Intriligator brings innovation to everything he does – and inspires it in others. To describe his impact, students had to invent a new award for James: at the 2012 HEA/NUS student-led teaching awards, they used the ‘open’ category to declare him “Equality and Liberation Champion.” In 2013, he earned another unique honour becoming the first Bangor academic to receive a personal chair based not on research but on innovation and impact in research and teaching.
Professor Jeremy Levesley has been a member of the Mathematics Department at the University of Leicester for over 20 years, and was the head of department from 2003-13. He is active nationally through the Committee of the Heads of Departments of Mathematical Sciences (HoDoMS), where he was chair from 2009-11. In these positions he has championed the central role of learning and teaching in the HE sector.
Professor Malcolm Todd is the Dean of College of Law, Humanities and Social Sciences at the University of Derby. At the time of his award, he was Head of one of Leeds Metropolitan University’s largest Schools, with 2300 student registrations in 2013, over 100 academic staff and 25 PhD students. The School includes the subject areas of Politics, International Relations, Peace Studies, Sociology, Psychology, Criminology and Speech and Language Therapy and recently launched a new University research Centre, The Centre for Applied Social Research.
Professor Matthew Almond is recognised as an outstanding, multi-award winning practitioner. He has won the Reading students’ union student-led teaching award for best lecturer in the faculty of life sciences in 20I0 and 2013 and was short-listed in 2012; a unique record within his institution. Matthew’s pedagogy is focused around the students as partners philosophy and he has worked with students across a wide range of academic disciplines to enhance the student learning experience.
Having worked as a senior manager in the further education sector, Professor Paul Moore joined the University of Ulster in 1999. He has since been active in the development of the creative arts/industries work in the University.
Professor Rob Ackrill is a senior researcher in Nottingham Business School, with a passionate commitment to providing a stimulating and inspiring learning and teaching environment for his students. He makes extensive use of his accumulated research experience to develop modules and assignments that encourage and help support students, in ways that enable them to develop and enhance their own learning.
Robert works on contemporary literature and literary theory, contemporary philosophy and on Holocaust and Genocide studies. His work has been translated into five languages and he regularly speaks at literary festivals and writes in the national and educational press.
Professor Stephen Sterling is widely renowned nationally and internationally for his work over many years on what education’s response should be to the global issues of sustainability, increasingly characterising our times. He is passionate about innovation and change in education, teaching, and learning which will give graduates the competencies to cope and manage in a rapidly changing and uncertain world, and has worked at every level from policy to practice.
Sue strongly believes in the value of experiential learning and considers that students are often our best teachers. After teaching in schools and colleges in London, Glasgow, Manchester, Ayrshire and Staffordshire, Sue has held stimulating roles in seven universities: Warwick, Keele, Coventry, Nottingham Trent, Liverpool, Staffordshire, and currently, Leicester, where she leads a diverse and dynamic team.
Professor Vini Lander's passion for learning and teaching about equalities arose from her childhood, experience as a teacher, and now as a teacher educator. The persistence of educational inequality from early years to higher education has spurred Vini on to educate teachers to think beyond the status quo that may perpetuate these inequalities. Her long-held belief that teachers can make a difference has led to her inspirational teaching.
Dr Wendy McCracken is currently the only professor of deaf education in the country and the first female to hold this position. Wendy’s passion for her subject is clear both in her teaching and at the numerous conferences she has presented at nationally and internationally.
Sally Graham’s teaching draws on her experience from working in a range of educational contexts (primary school, prison and university), her experience as a relational coach and her professional arts background. Sally originally trained as a designer and worked for leading educational publishers. This insight into education led her to become an early years teacher and to leading innovative community projects for which she gained prestigious national awards from the Tate and the National Portrait Gallery.