The Oxford CAED employs experienced developers with expertise in HE teaching and supporting learning, course design for online and face-to-face delivery, educational scholarship, research, and development.
Staff profiles
Dr Jenny Lawrence
Director of Oxford Centre for Academic Enhancement and Development
Dr Jenny Lawrence joined the University as the Director of the Oxford Centre for Academic Enhancement (the Centre) and Development in May 2022.
Information
Jenny comes to us from the University of Hull’s Teaching Excellence Academy. As an academic developer, Jenny has transformed the Higher Education (HE) institutions she has worked with to be more inclusive to staff and students from groups historically excluded from HE. She extends her transformative reach through active academic citizenship, serving a variety of HE providers and international organisations as a consultant and external examiner. Her research interests include educational leadership and the interrelationship of staff/student wellbeing.
Jenny’s commitment to, enthusiasm for and ability to lead the development of academically rigorous, inclusive HE was recognised in the award of PFHEA in 2016, National Teaching Fellowship in 2020 and Reader in Higher Education in 2021 (she is the first professional service staff at Hull to win such recognition) and the Teaching Excellence Academy’s Collaborative Award in Teaching Excellence in 2021, and Inspire Hull award for Teamwork in 2022. she is an Associate Fellow of the Staff and Educational Developers’ Association (SEDA), where she serves the Executive and Papers Committees and co-edits their Blog.
Jenny is delighted to join the expert team of academic developers and hopes to secure academic success through the new Centre’s refreshed offer.
The Centre’s vision is to inspire the HE community to be ambitious, agile and authentic leaders of transformational academic practice, our mission is to offer inclusive, collaborative and compassionate academic enhancement and development.
Academic Outputs and Activity
Please note I worked between 0.4 and 0.6 FTE from 2011 to 2022 (and part time since 2006), may I suggest the number of academic outputs are read pro-rata.
Peer reviewed journal articles
- Lawrence, J. Fitzpatrick, M. and Craik, A. (in review) ‘Irresistible but voluntary’: brokering strategic transformation using accredited, educational CPD. International Journal of Academic Development.
- Lawrence, J. Morrell, L. and Scott, G. (2023) Building a competence-based model for the academic development of programme leaders. International Journal of Academic Development doi.org/10.1080/1360144X.2023.2166942
- Lawrence, J. and Herrick, T. (2020) Supporting wellbeing in HE through the scholarship of teaching and learning. Journal of Applied Research in Higher Education. 12.5 p 871-881 doi.org/10.1108/JARHE-05-2019-0111
- Lawrence, J. and Hall, G. (2019) Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College Higher Education. Journal of Post-Compulsory Education. 23.4, p 437-462 doi.org/10.1080/13596748.2018.1526903
- Lawrence, J. (2017) Educator wellbeing and the scholarship of teaching and learning: a virtuous intersection for the learning community. Educational Developments, 18.3
- Lawrence, J. Louise- (2014) Feminist pedagogy in action: reflections from the front line of feminist activism-the feminist classroom. Enhancing Learning in the Social Sciences, 6, p 29-41.
Chapters
- Beckingham, S. Lawrence, J. Powell, S. and Hartley, P. (in press, contracted for publication Feb 2024) Generative Artificial Intelligence in HE. Beckingham, S. Lawrence, J. Powell, S. and Hartley, P. (in press) Using Generative AI effectively in Higher Education: Sustainable and Ethical Practices for Learning, Teaching and Assessment. UK: SEDA/Routledge (invited co-editor)
- Lawrence, J. (in press) From disciplinary expertise to academic artistry: making sense of the shifting professional identity, expertise and artistry of the programme leader. King, H (in press) The Artistry of Teaching in Higher Education: Practical Ideas for Developing Creative Academic practice. Routledge: UK
- Huxley-Binns, R. Lawrence, J. and Scott, G. (2023) Competence-based HE: Future Proofing Curricula in Blessinger, P. and Sengupta, E. (2023) Integrative Curricula – A Multi-Dimensional Approach to Pedagogy. UK: Emerald Group Publishing
- Scott, G and Lawrence, J. (2022) Harnessing the potential of formal networks and informal communities to support the holistic development of programme leaders. In Lawrence, J, Senior, R and Moron Garcia (2022) Supporting Course and Programme Leaders: Practical Wisdom for Leaders, Educational Developers and Programme Leaders. UK: Routledge
- Lawrence, J. Moron-Garcia S. and Senior, R. (2022) Supporting Course and Programme Leaders in HE: positioning programme leadership as central to HE success in Lawrence, J. Moron Garcia, S. and Senior, R. (2022) Supporting Course and Programme Leaders: Practical Wisdom for Leaders, Educational Developers and Programme Leaders. UK: Routledge
- Senior, R. Moron-Garcia S. and Lawrence, J. (2022) Celebrating Programme Leadership: A Manifesto for Sustainable Programme Leadership in Lawrence, J. Moron Garcia, S. and Senior, R. (2022) Supporting Course and Programme Leaders: Practical Wisdom for Leaders, Educational Developers and Programme Leaders. UK: Routledge
- Lawrence, J. (2022) Recognition, reward and progression: the intersection of class, gender and disability in HE career progression in Nutt, D. and Mackintosh, E. (2022) Studies in the Third Space: The Impact of the Integrated Practitioner in Higher Education. UK: Routledge.
- Lawrence, J. Wales, H. Hunt, L. and Synmioe, D. (2020) Rapport and Relationships: The Students Perspective on Teaching excellence. French, A. Thomas, K. (2020) Challenging the Teaching Excellence Framework: Diversity Deficits in Higher Education Evaluations. UK: Emerald Insights. pp. 129-150. https://doi.org/10.1108/978-1-78769-533-720201006
- Lea, J. Hall, G. and Lawrence, J. (2020) Leading a step-change in scholarly cultures in College-based Higher Education. Potter, J. and Devecchi, C. (2020) Leading Educational Change in HE: A transformative approach for leaders and practitioners. London: Routledge. https://www.routledge.com/Delivering-Educational-Change-in-Higher-Education-A-Transformative-Approach/Potter-Devecchi/p/book/9780367147846
- Lea, J. Lobb, R. Cattaneo, J. and Lawrence, J. (2020) Scholarship as student engagement in college HE. Lowe, T and El Hakim, Y (2020) A Handbook for Student Engagement in Higher education: theory into practice. London: Routledge https://www.routledge.com/A-Handbook-for-Student-Engagement-in-Higher-Education-Theory-into-Practice/Lowe-Hakim/p/book/9780367085490
Edited Collections
- Beckingham, S. Lawrence, J. Powell, S. and Hartley, P. (in press, contracted for publication Feb 2024) Using Generative AI effectively in Higher Education: Sustainable and Ethical Practices for Learning, Teaching and Assessment. UK: SEDA/Routledge (invited co editor)
- Lawrence, J. Fitzpatrick, M. and Craik, A. (2022) Utilising the Professional Standards Framework for Supporting Learning and Teaching for strategic transformation. UK: Advance HE
- Lawrence, J. Senior, R, and Moron Garcia, S (2022) Supporting Course and Programme Leaders: Practical wisdom for leaders, Educational Developers and Programme Leaders UK: Routledge.
- Lawrence, J. and Ellis, S. (2018) Supporting Programme Leaders and Programme Leadership. London: Staff and Educational Development Association
- Lawrence, J. Louise- (2004) Innovations in teaching: situations, dilemmas, decisions. University of Hull: Educational Development Team.
Opinion Pieces, Case Studies
- Lawrence, J. (2018a) Enthusiasm, Authenticity and Scholarship: maintaining integrity in challenging times. Thinking About the Scholarship Project. London. Association of Colleges. Available from https://www.thescholarshipframework.co.uk/forum/think-pieces/Enthusiasm-Authenticity-and-Scholarship-maintaining-integrity-in-challenging-times
- Lawrence, J. (2018b) Building scholarly cultures in partnership: University Centre, North Lindsey scholarship intern programme. Arnold, L. and Norton, L. (2018) HEA Action Research: Sector Case Studies. York: Higher Education Academy. Available from https://www.advance-he.ac.uk/knowledge-hub/hea-action-research-sector-case-studies
- Garner, R. and Lawrence, J. (2017) Inspiring innovation through connection and community: from park bench to student-led induction. Thinking About the Scholarship Project. London. Association of Colleges. Available from https://www.aoc.co.uk/september-2017-inspiring-innovation-through-connection-and-community-rob-garner-and-jenny-lawrence
- Lawrence, J. (2017b) The question of research ethics and integrity in College based HE. Thinking About the Scholarship Project. London. Association of Colleges. Available from https://www.aoc.co.uk/march-2017-the-question-research-ethics-and-integrity-in-college-higher-education-jenny-lawrence
Commissioned academic and educational development resources
- Lawrence, J and Scott, G. (2022) Competence-based Programme Directing. London: Advance HE
- Lawrence, J. (Editor) (2020a) The Programme Leader tool-kit: individual, team and institutional approaches. London: Staff and Educational Development Association.
- Lawrence, J. (2018a) Scholarship intern tool-kit. The Scholarship Framework. London: HEFCE/Association of Colleges. Available from https://www.thescholarshipframework.co.uk/resources/scholarship-intern-programme-schip-tool-kit
- Lawrence, J. (2016b). Maximising success in higher education: embedding mental wellbeing in the curriculum tool-kit. York: Higher Education Academy
- UUK Mental Wellbeing Working Group (2015) Mental Wellbeing in HE: Good practice guide London: UUK
Relevant Keynotes/Presentations/Tweetchats
- Lawrence, J. (2023) Utilising the Professional Standards Framework for Supporting Learning and Teaching for strategic transformation. Heads of Educational Development Group ‘Growth Series’, July 4th 2023 (invited)
- Lawrence, J (2023) Manifesto for sustainable programme leadership: pleasure, pain and professionalism, QAA England Programme Leader Network Symposia, June 8th 2023 (invited).
- Lawrence, J. (2022) From disciplinary expertise to academic artistry: making sense of the shifting professional identity, expertise and artistry of the programme leader. International Expertise Symposia. University of the West of England, Online, October 2022 (selected from submission)
- Lawrence, J. and Scott, G (2022) Harnessing the potential of formal networks and informal communities to support the holistic development of the programme leader. Talking Teaching Across the Globe, Oxford Brookes University, Online, November 2022 (invited)
- Lawrence, J. Fitzpatrick, M. and Craik, A. (2022) Utilising the Professional Standards Framework for Supporting Learning and Teaching for strategic transformation. Advance HE accredited programme leaders global networking event, Online, June 2022 (invited)
- Lawrence, J. (2022) Personalised pedagogies and inclusive teaching and learning. University of Hull International Conference Personalised pedagogies: inclusive, empowering and progressive higher education for all’ University of Hull, Online, June 2022.
- Lawrence, J. and Gordon, C. (2022) HE leadership in challenging times. Heads of Educational Development Group International Symposia ‘Stepping up to the challenge of educational leadership in HE’. London School of Economics, Online, June 2022 (invited chair)
- Lawrence, J. (2022a) Compassionate HE leadership. Advance HE International symposia HE leadership in a post pandemic world, Online, March 2022 (invited)
- Lawrence, J. (2022) Keynote: Positioning Programme leadership as central to success in HE. EHON, Educational Giants Webinar Series, Holland, Online, February 10 2022 (invited)
- Lawrence, J. and Herrick, T. (2021) Supporting well-being through the scholarship of teaching and learning. Faculti International web castes (invited)
- Lawrence, J. (2021d) Keynote: The Scholarship of Teaching and Learning (SoTL) and Social Justice: Radical Compassion and Educational Development for Transgression. SEDA International Winter Conference, Online, December 2021 (invited)
- Lawrence, J. Moron-Garcia, S. and Senior, R. (2021) Supporting Course and Programme Leaders. SEDA International Webinar Series, Online, March 2021 (invited)
- Lawrence, J Maron-Garcia, S and Senior R (2021) Developing sustainable programme leadership for institutional, programme team and individual programme leader success. Heads of Educational Development Group. Online, Nov 2021 (invited)
- Lawrence, J Senior, J and Maron-Garcia, S (2021) Celebrating Programme Leadership: Practical Wisdom. Staff and Educational Development Association International webinar series. Online, April 2021 (invited)
- Lawrence, J (2021a) Thriving in the winds of change: Programme Leading across the Globe. QAA Enhancement Theme: Resilient Programme Leaders webinar series. Online, January 28th 2021 (invited)
- Lawrence, J and Nabb, S. (2020) Inclusive Assessment, Marking and Feedback: Making Inclusion Happen. Great Debates Seminar Series, University of Hull. Online, October 2020 (invited)
- Lawrence, J (2020) Keynote: Advancing Inclusive Education. Inclusive Education Symposia, Teaching Excellence Academy, University of Hull. January 16th 2020 (invited)
- Lawrence J. (2020g) Meaning and Motivation in a time of change: Towards a competence-based model of programme directorship/leadership. University of East London, Teaching and Learning Symposium. 17th September 2020 (invited)
- Stones, B. and Lawrence, J (2020) Keynote: Relationships, communities, fractures, divisions: Navigating the barriers to partnership working. Teaching Excellence Academy Conference. Celebrating Learning Community: The Transformative Power of Partnership Working. July 2020 (invited)
- Lawrence, J. Scott, G, Harris, J. and Morrell, L (2020) Transformative leadership brokered through change management: Building a model for Competence-based Programme Design. Teaching Excellence Academy Conference: Celebrating Learning Community: The Transformative Power of Partnership Working. Online, University of Hull, July 2020
- Lawrence, J. and Eyden, A. (2020) Compassionate leadership: Supporting team wellbeing in a time of crisis. HEDGing our Bets, Heads of Educational Development Group, Online, June, 2020
- Lawrence, J. and Gordon, C (2020) Heads of Educational Development Strategic Planning Development Activity (Content) in the Context of C19. HEDGing our Bets, Heads of Educational Development Group, Online, May, 2020
- Gordon, C. and Lawrence, J. (2020) Educational Developers Strategic Planning Development (models of delivery) in the Context of C19. HEDGing our Bets, Heads of Educational Development Group, Online, May, 2020
- Lawrence, J. (2020d) Supporting Scholarship of Teaching and Learning with College Partners: a validating institutions perspective. Association of Colleges CHE Scholarship Conference, 18th May, 2020.
- Lawrence, J. and Carter, J. (2020) Unconscious Bias and Teacher Evaluation: starting a conversation. Great debates in HE University of Hull seminar series. University of Hull. 19th February 2020.
- Lawrence, J. (2018c) Scholarship of Teaching and Learning-led professional development, the student experience, and HE teacher wellbeing and empowerment. SEDA Autumn Conference 2018: Supporting staff to meet increasing challenges in further and higher education. Birmingham, November 2018.
- Lawrence, J. (2018d) The Scholarship of Teaching and Learning: a virtuous intersection for the learning community. York St John University Conference: Releasing potential: Higher Education sector’s contribution to adult and young people’s mental health. York St John University. July 4th 2018
- Lawrence, J. Ellis, S. Moore, S. Senior, R. Whitfield, R. (2018) Supporting Programme Leaders and Programme Leadership. SEDA workshop series. Hull September 11th 2018, Birmingham, April 4th, 2019.
- Lawrence, J. Ellis, S. Senior, R. and Moore, S. (2018) Supporting Programme Leaders and Programme Leadership. @LTHEchat September 2018
- Lawrence, J. and Herrick, T (2018) 5 ways to wellbeing in HE. @LTHEchat January 2017
- Lawrence, J. Simpson, K. Flannagan, A. (2018) Building scholarly cultures in partnership: College HE Scholarship Intern Programme. Association of Colleges/HEFCE HE Scholarship Conference. April 21st 2018.
- Hall, G. and Lawrence, J. (2018) Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College Higher Education. Association of Colleges/HEFCE HE Scholarship Conference. April 21st 2018.
- Lawrence, J. (2017g) Scholarly Interns in CHE: Impact or Value? London. Association of Colleges Scholarship Project Networking Event. May 15th 2017
- Lawrence, J. Clifford, A. and Penfold, A. (2017) The question of research ethics in CBHE: Issues and resolutions. Birmingham. Association of Colleges. HE Scholarship Conference. June 27th 2017
- Lawrence, J. Simpson K. Flannagan, A. (2017) Building scholarly cultures in partnership: College HE Scholarship Intern Programme. University of Hull Partner Conference, University of Hull. May 2017.
- Lawrence, J. (2016b) Research ethics and college based HE: The role of validating partners. London. Association of Colleges. November 31st 2016.
Blog posts
- Lawrence, J. (2023) Leading with love: authenticity, vulnerability and radical compassion. Advance HE blog. https://www.advance-he.ac.uk/news-and-views/leading-love-authenticity-vulnerability-and-compassion-contemporary-he (Invited)
- Sarjantson, M and Lawrence, J (2022) From Knowledge acquisition to knowledge management: A developmental framework for staff and students. Staff and Educational Development Association (SEDA) Blog https://thesedablog.wordpress.com/2022/11/16/from-knowledge-acquisition-to-knowledge-management-a-developmental-framework-for-staff-and-students/ November 16th 2022
- Lawrence, J. (2022a) Inclusive Academic Practice as Pedagogic Competence. Staff and Educational Development Association (SEDA) blog thesedablog.wordpress.com/2022/05/12/inclusive-academic-practice-as-pedagogic-competence/
- Lawrence, J (2021b) Thriving on the winds of change: repositioning programme leadership as a career thriller. QAAS Enhancement Themes Collaborative Cluster on Programme Leadership.
- Lawrence, J (2020c) Assessing competencies could equip graduates for an uncertain post-Covid future. WonkHE blog. https://wonkhe.com/blogs/assessing-competences-could-equip-graduates-for-an-uncertain-post-covid-future/
- Lawrence, J. (2020d) Designing our plagiarism for online assessment. SEDA blog. https://thesedablog.wordpress.com/2020/04/02/online-assessment/
- Lawrence, J. (2020e) 5 ways to wellbeing when working from home, WonkHE bloghttps://wonkhe.com/blogs/five-ways-to-wellbeing-when-working-from-home/
- Lawrence, J. (2020f) Hopeful Partnerships: A Uni-verse of Hope. Lacunae blog. https://lacunaeblog.com/2020/04/05/a-uni-verse-of-hope/
- Lawrence, J. and Ellis, S. (2018b) Supporting Programme Leaders and Programme Leadership. SEDA Blog. https://thesedablog.wordpress.com/2018/05/09/ss39/ - more-741
- Lawrence, J. Huxley-Binns, R. Scott, G. (2020) Preparing Students for the Fourth Industrial Revolution: Competence-based HE. Teaching Excellence Academy Blog. https://www.hull.ac.uk/choose-hull/study-at-hull/teaching-academy/news/preparing-students-for-the-4ir-competence-based-he Accessed March 2020.
Nicola Beer
Principal Lecturer, Head of Digital Inclusive Curriculum Enhancement
Nicola Beer joined Brookes in January 2022 as Principal Lecturer, Head of Digital Inclusive Curriculum Enhancement.
Information
Her background in Higher Education includes librarianship, learning design, intercultural engagement, and inclusive curriculum, with a focus on online and digital learning experiences. She is particularly interested in Sense of Belonging at university and how education shapes individuals’ perceptions of their own identity.
She is currently completing her PhD in Technology Enhanced Learning at Lancaster University and conducting research in the UK, Japan and Scandinavia on the impact of Virtual Exchange experiences outside formal education through a Churchill Fellowship. She is a Senior Fellow of the Higher Education Academy and Certified Member of the Association for Learning Technology.
Beyond Brookes, Nicola champions inclusion through volunteer roles as a school governor and as trustee of Warwickshire Pride. Outside of work she is a voracious reader and living proof that you cannot out-exercise a bad diet, being a regular Standup Paddle Boarder, Cross-fitter and indoor rower, but also a fan of delicious food.
Dr Mary Kitchener
Principal Lecturer for Education and Student Experience
Mary Kitchener EdD PGCE (Post-compulsory) SFHEA MA (Education) BSc (Hons) is a Principal Lecturer for Education and Student Experience. Mary works as an Educational Developer and leads the EXPLORE programme; our initial teacher preparation for academics to gain Advance HE Fellowship recognition.
Information
In her earlier career, Mary was a programme leader for the Professional/Post Graduate Certificate in Education (Post Compulsory), as well as a learning coach. Moving into teaching in Higher Education in 2016 was the catalyst for her doctoral thesis on professional academics/pracademics and achieving her EdD in 2021. Mary’s research investigated transitions from professional practice to an academic role and the findings were published in an edited collection by Dickinson & Griffiths in 2023. Mary’s publications include a peer-reviewed collection of fifty case studies for creating a gender-sensitive curriculum (Kitchener, 2022), and has work published by the British Educational Research Association, Staff and Educational Development Association, and the Society for Education and Training.
Mary’s external work involves being an independent assessor for Advance HE, a reviewer for CATE awards, Aurora Mentor, as well as an external examiner at the University of Suffolk for their accredited Advance HE provision.
When not at work, Mary is often seen in wellies keeping a Springer Spaniel entertained whether running or walking. She loves to grow vegetables and eat the ones the slugs have left.
Grants
LSIS (2013) Supporting Excellence in Initial Teacher Education in Further Education and Skills. From Lorry Driver to Maths teacher: Blended learning programme to deliver subject pedagogy in the STEM subjects for PGCE programmes in post-compulsory education. (Unpublished report) Principal investigator and bid writer drawing in revenue of £60k in association with LSIS, OBU and Swindon college.
Kitchener, M. (2015) Five Minute Lesson Plan for Learning Facilitators. South West Peer Confederation. Generated income of £500.
Brookes Teaching Excellence Fellowship Team Award ‘Writing outside the Box’ (2017-2019) Cross-collaborative project to enhance reflection in professional academic practice.
Publications
Kitchener, M. and Lawlor, L. (2016) Difficult Conversations around British Values. Intuition (26)
Kitchener, M. (2017) The Big Idea: Bloom’s Taxonomy. Intuition (27)
Lovegrove, E; Currant, N. and Kitchener, M. (2018) Once Upon a Time: Designing a Narrative Inspired Curriculum for Postgraduate Certificate in Teaching in Higher Education. Educational Developments. 19:1
Kitchener, M. (2021) Supporting Academics’ Full-time Transition from Professional Practice to University. A Qualitative Study. Unpublished EdD thesis. Oxford: Oxford Brookes University.
Kitchener, M. (2021) What’s in a name? The rise of the practitioner academic and time to reconsider standardised induction support. BERA Blog Post (12th October) available: https://www.bera.ac.uk/blog/whats-in-a-name-the-rise-of-the-practitioner-academic-and-time-to-reconsider-standardised-induction-support
Kitchener, M. (2021) Pick and Mix Induction for Professional Academics. theSEDAblog. (17th September) available: https://thesedablog.wordpress.com/2021/09/17/induction-for-professional-academics/
Kitchener, M. (2022) Handbook for Creating a Gender-sensitive Curriculum: Teaching and Learning Strategies (Forthcoming).
Kitchener, M. (2023) Don’t take your Briefcase’ Navigating a career change from professional practice to the academic role. In J.Dickinson and T. Griffiths (eds) Professional Development for Practitioners in Academia. SpringerNature.
Forthcoming Publications
Kitchener, M. (2024) The ‘acanaemic’: developing as a researcher to transition to an academic role. In S. Erduran, S. Frodsham, and D. McGregor (eds.) Celebrating Diversity: Collating Personalised and Professional Narratives on Becoming an Educational Researcher. Newcastle upon Tyne: Cambridge Scholars Publishing.
Kitchener, M (Date TBC) A Field Guide to Higher Education for Professional Academics: Transitioning from Industry to University. Abingdon: Routledge.
Acknowledgements
Rossi, V. (2023) Inclusive Learning Design – Inclusive Learning Design in Higher Education. A practical Guide to Creating Equitable Learning Experiences. London: Routledge.
Presentations
Kitchener, M. (2014) Action Learning Sets. Activate Learning Teaching and Learning Conference July 2014.
Kitchener, M and Lawlor, L. (2016) ‘How can we best promote FBV in teaching and learning?’ Poster Presentation. Society of Education and Training Conference July 6th 2016
Kitchener, M. (2017) Crossing Borders: Professional Neophyte Academics Engaging, Imaging and Aligning to the Landscape of Practice. Presentation of Doctoral Proposal. Oxford Brookes University, EdD Colloquium. ‘Doctoral Journeys’ 24th June 2017.
Kitchener, M. (2019) Crossing Borders: Professional Neophyte Academics Engaging, Imaging and Aligning to the Landscape of Practice. Presentation of Doctoral Proposal. University of Worcester Learning and Teaching Conference. October 2018.
Kitchener, M. (2019) Crossing Borders: Professional Neophyte Academics Engaging, Imaging and Aligning to the Landscape of Practice. Poster Presentation of Doctoral Proposal. Oxford Brookes University Learning and Teaching Conference. 13th June 2019.
Kitchener, M. (2019) Where Tez Ilyas, Matthew Lipman and John Dewey meet. Facilitating conversations as a communal collaborative pedagogical device. Workshop Brookes Learning and Teaching Conference 13th June 2019
Kitchener, M., Potter, J., Kwok, K. (2019) Bringing the backstage conversations front of stage: a whole organisational approach to inclusive teaching. SEDA Autumn Conference 2019: New frontiers in educational and curriculum development. 15th November 2019.
Kitchener, M. (2020) From Industry to University: Tales of professional academics’ transition of field, habitus, and symbolic capital to Higher education in the UK and recommendations to meliorate academic induction processes. Paper Presentation, School of Education Annual Conference, Oxford Brookes University. 20th May 2020 (Online).
Kitchener, M. (2020) Weaving conversational-expository methods into an EdD Thesis: From Industry to University: Tales of professional academics’ transition to Higher education in the UK. Paper presentation, Kaleidoscope Conference, University of Cambridge. 28th May 2020 (Online).
Kitchener, M. (2020) Facilitating EDI conversations with a little help from Tez Ilyas. Presentation at Advance HE Teaching and Learning Conference. 7th July 2020 (Online)
Kitchener, M. (2021) Evaluation of the ‘Differences that make the Difference’ inclusive teaching guides. Exhibition Hall Presentation. Brookes Learning & Teaching Exhibition and Conference 2021: The Art of the Possible: Re-imagining Learning & Teaching in Covid-19 Shaped Times. 17th June 2021 (Online)
Kitchener, M. (2022) Handbook for creating a gender-sensitive curriculum: teaching and learning strategies. Presentation. University of the Highlands and Islands International Women’s Day 2022 #breakthebias Conference. 8th March 2022 (Online).
Kitchener, M. (2021) Grab and Go Writing Retreats. Presentation. Advance HE Accredited Programme Leader Network (09/12/21) Online.
Kitchener, M. (2023) Creating a more gender sensitive curriculum. Brookes International Learning and Teaching Conference: Pedagogies of Possibility: tales of Transformation and HE Hope. (14/06/23) Available: https://brookes.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=62d219c9-296b-43ea-b16b-b00d00cb75d1
Keynote Speeches
Keynote Speech at Oxford Brookes Associate College Partners Conference (2016)
Keynote Speech at Activate Learning, Teaching and Learning Fair (July 4th 2017)
Keynote Presentation PGCE (Post Compulsory) OBU Welcome Day October 2015, 2016 and 2017.
Awards
‘Outstanding Teaching and Learning (HE)’ Staff Recognition Award 2011-12, Swindon College.
Outstanding lecturer (2010, 2011 and 2013) in house quality procedures, Swindon College.
Outstanding lecturer (2009) Ofsted Swindon College re-inspection.
Guest Speaker
Kitchener, M. (2021) Experience of the Viva. Doctorate in Education Thesis Workshop (EdD) Oxford Brookes University. Saturday, 24th April 2021 (Online)
Kitchener, M. (2021) Doctoral Journey. Doctorate in Education Welcome Day 2022. Oxford Brookes University. Saturday, 2nd October 2021 (Online).
Kitchener, M (2021) Online teaching. Global Teaching Partnerships (Kazakhstan) Interview with Paul Jackson (Oxford Brookes Business School). Oxford Brookes University Business School’s British Council Creative Spark Higher Education Enterprise Programme,. Tuesday, 25th May 2021 (Online)
Kitchener, M. (2023) Inclusive Teaching. Teacher’s Webinar Oxford Brookes University. 21st September 2023.
Dr Sue Morón-García
Principal Lecturer for Education and Student Experience
Sue Morón-García joined in October 2020. Sue has over thirty years of work experience in teaching and the support of learning. Since she completed her PhD in Educational Technology (2005) she has worked as a researcher and an educational developer at a variety of UK universities. Before this she was a local government administrator and taught languages in adult and secondary education.
Background, experience and interests
Before deciding to adjust her work-life balance Sue served as a head of department and head of centre at another post-1992 university. She has designed postgraduate programmes in higher education learning and teaching and fellowship recognition schemes, as well as working alongside disciplinary academics to review their own programmes. She has external examination experience at two different types of university: teaching focused and a specialist art institution and has been through several rounds of accreditation with professional bodies like the Higher Education Academy and the Nursing and Midwifery Council.
Sue has a long standing interest in the use of technology enhanced learning, the subject of her PhD is Educational Technology. She created and taught Masters level modules on e-learning. Other interests include the Scholarship of Teaching and Learning and developing writing skills, her own and others’. She ran regular workshops on writing about teaching and learning at two previous institutions and was part of the first ISSoTL international writing group (see Simmons et al, 2013 and Kensinton-Miller et al 2019). Other workshops included supervising Masters students and the doctorate and Sue has supervised both Master and Phd students to completion. In 2019 she was invited to run an introductory workshop, in Spanish, on the Scholarship of Teaching and Learning at EuroSoTL in Bilbao.
Research work, due to the nature of her roles, has tended to be in evaluation: she led the evaluation strands of research projects, on Teaching Repository Use in the West Midlands, Lecture Capture and Valuing Teaching at different universities. She was instrumental in setting up and running pedagogic research networks that supported capacity building during the HEFCE funded Centres for Excellence programme (2005-10) when working at the engineering-focused CETL and co-created a toolkit and workshop for STEM academics starting out in pedagogic research.
Sue is currently working on two projects focused on the role of programme or course leaders in higher education. The first is looking at a possible development framework and the second (an edited book) will showcase some of the work and thinking that currently exists in the sector, both here and abroad (see Lawrence et al 2021).
Membership of professional bodies
Sue is a Senior Fellow of the Higher Education Academy and a Fellow of the Staff and Educational Development Association. She holds a PhD in Educational Technology.
Outside interests
Sue loves walking, swimming and film, especially international film that allows her to experience new worlds and perspectives. She also loves folk music and is thoroughly enjoying the virtual concerts and festivals that the pandemic has brought about. She is an avid reader tackling the Women’s Prize longlist most years in order to find new authors and broaden her range of reading. She continues to develop her creative writing skills outside of her part-time role with OCAED.
Publications, workshops and awards
- Lawrence, J., Morón-García, S., Senior, R. (Eds) (due 2021) Supporting Course and Programme Leaders in Higher Education: Practical Wisdom for Leaders, Educational Developers and Programme Leaders. London: Routledge
- Kensington-Miller, B., Oliver, C., Morón-García, S., Manarin, K., Abrahamson, E., Simmons, N., & Deshler, J. (2019). An International Writing Group: Perspectives on Building Partnerships and Developing Community. In N. Simmons (Ed.), Critical Collaborative Communities. Leiden, The Netherlands: Brill.
- Kensington-Miller, B., Renc-Roe, J., & Morón-García, S. (2015). The chameleon on a tartan rug: adaptations of three academic developers’ professional identities. International Journal for Academic Development, 20(3), 279-290.
- McLinden, M., Edwards, C., Garfield, J., & Morón-García, S. (2015). Strengthening the Links Between Research and Teaching: Cultivating Student Expectations of Research-informed Teaching Approaches. Education in Practice, 2(1), 24-29. From https://intranet.birmingham.ac.uk/staff/teaching-academy/documents/public/eip-dec15/education-in-practice-dec2015.pdf
- Moron-Garcia, S. (2013). Investigating the impact of networks in academic life. In F. Deepwell & C. Buckley (Eds.), SEDA @ 20 small grants retrospective. London: SEDA.
- Simmons, N., Abrahamson, E., Deshler, J. M., Kensington-Miller, B., Manarin, K., Morón-García, S., et al. (2013). Conflicts and Configurations in a Liminal Space: SoTL Scholars' Identity Development. Teaching & Learning Inquiry: The ISSOTL Journal, 1(2), 9-21.
- Morón-García, S. (2010). CETL “networks”: A personal reflection. Educational Developments, 11.1, 12-15.
- Gregory, K., & Morón-García, S. (2009). Electronic assignment submission, student behaviour and experience. Engineering Education, 4(1).
- Morón-García, S., & Willis, L. (2009). Pedagogic Research Tool Kit. Retrieved 19th October, 2018, from https://www.heacademy.ac.uk/system/files/pedagogic-research-tool-kit.pdf
- Morón-García, S. & Powell, A.(2008). Working to learn – valuing placements. In C. Rust (Ed.), 15th improving student learning symposium: Theory research & scholarship (pp. 115-126). Oxford: Oxford Centre for Staff Development.
- Morón-García, S. (2008). Talking Teaching: Engaging Engineers. In A. Short & J. Kentel (Eds.), Totems and Taboos: Risk and relevance in research on teachers and teaching. Rotterdam: SENSE PUBLISHERS B.V.
- Morón-García, S., & Lamb, F. (2007). The engCETL change journey: encouraging engagement with pedagogic research. Educational Developments, 8.1, 23-24.
- Morón-García, S. (2007). Promulgating Pedagogy: Convincing Colleagues. Paper presented at and published in the proceedings of the iPED Conference 2007: Researching Academic Futures, 10-11 September 2007.
- Morón-García, S. (2006). Rights and Rewards: Attitudes towards the use of digital repositories for teaching and learning materials. Loughborough: HEA Engineering Subject Centre.
- Morón-García, S. (2006). What lecturers say helps and hinders their use of a virtual learning environment to support face-to-face teaching. In J. O'Donoghue (Ed.), Technology supported learning and teaching: A staff perspective: Idea Group, Inc.
- Morón-García, S. (2005). Investigating repository use in the West Midlands. ALISS Quarterly, 1(1), 32-35.
- Morón-García, S. (2004). Understanding the approach to teaching adopted by users of virtual learning environments. In C. Rust (Ed.), 11th improving student learning symposium: Theory research & scholarship (pp. 235-248). Oxford: Oxford Centre for Staff Development.
- Morón-García, S. (2001). Are Virtual Learning Environments being used to facilitate and support student-centred learning in Higher Education? in Zayas, B. and Gama, C. (Eds.) 5th Human Centred Technology Postgraduate Workshop - Information Technologies and Knowledge Construction: bringing together the best of two worlds. Brighton, 26th - 27th September, 2001, pp 9-11. University of Sussex.
Invited workshops, grants and awards won:
- Invited workshop at EuroSoTL 2019: “What is the Scholarship of Teaching and Learning?” / “Qué es SoTL?” https://www.ehu.eus/en/web/eurosotl-2019/programa
- HEDG Research Grant 2018: Towards a Professional Development Framework for leaders of degree programmes
- International Consortium for Educational Development / International Journal for Academic Development, Article of the Year 2015 Award for Kensington-Miller, B., Renc-Roe, J., & Morón-García, S. (2015)
- 2014 Co-creation and facilitation of two workshops for the HEA engineering and materials lead on teaching for postgraduate students (January and May).
- Winner of a place on the first ISSoTL International Collaborative writing group 2010 (output - Simmons et al 2013, followed by Kensington-Miller et al, 2015)
- 2013 Invited contribution at the PGCerts SEDA@20 day workshop: PGCerts across the disciplines http://www.seda.ac.uk/events/info/443
- SEDA Research & Development Grant March 2008: The role of CETL networks in capacity building and dissemination throughout UK higher education (Morón-García, 2013 & 2010).
- Higher Education Academy Mini Project Award – Pedagogic Research toolkit for engineering academics – September 2007 (Morón-García & Willis, 2009)
- CETL network support grant from the Higher Education Academy for the work of the East Midlands CETLs Pedagogic Research and Evaluation Network – January 2007.
Find Sue on
- Twitter @DrSueSoTL
- Research Gate https://www.researchgate.net/profile/Sue-Moron-Garcia
- LinkedIn https://www.linkedin.com/in/suemorongarcia/
Dr Adrian J. Wallbank
Principal Lecturer for Education and Student Experience
Adrian joined Brookes in October 2021.
Information
Adrian previously established, directed and led the Integrated Foundation Year and Academic Writing and Communication programmes at Royal Holloway and has taught across a spectrum of both staff and student-facing programmes since 2008 in areas as diverse as eighteenth-century poetry and philosophy, Romanticism, academic writing and literacies and educational development.
Adrian has particular research and teaching interests in academic writing, dyslexia and inclusion, writing in the disciplines / writing across the curriculum pedagogies, neurodiversity, transition pedagogies and Universal Design for Learning, one-to-one pedagogies, the philosophy of Higher Education and didacticism / persuasion. As a successful, dyslexic academic, Adrian is passionate about inclusion and works tirelessly to help enable both students and staff to achieve their full academic and professional potential. Adrian is a Senior Fellow of the Higher Education Academy and Associate Fellow of the Dyslexia Guild.
When not writing, Adrian helps restore, fire and drive steam locomotives.
Publications
- Wallbank, Adrian J., (2022) Academic Writing and Dyslexia: A Visual Guide to Writing at University, Second Edition. London: Routledge
- Wallbank, Adrian J., (2023) ‘ChatGPT and AI Writers: A Threat to Student Agency and Free Will? Times Higher Education, 18th January, 2023. https://www.timeshighereducation.com/campus/chatgpt-and-ai-writers-threat-student-agency-and-free-will
- Wallbank, Adrian J., (2023) ‘Inclusive Delivery: Using ‘WH’ Questions to Structure and Orientate Teaching Sessions’. SEDA Blog, 2nd March 2023 https://thesedablog.wordpress.com/2023/03/02/inclusive-delivery-using-wh-questions-to-structure-and-orientate-teaching-sessions/
- Wallbank, Adrian J., (2023) ‘Is Online and Digital Learning Really as Accessible and Inclusive as We’d Like to Think?’ SEDA Blog, 12th April 2023 https://thesedablog.wordpress.com/2023/04/12/is-online-and-digital-learning-really-as-accessible-and-inclusive-as-wed-like-to-think/
- Wallbank, Adrian J., (2023) ‘Prompt Engineering as Academic Skill: A Model for Effective ChatGPT Interactions’, Times Higher Education, 28th April 2023. https://www.timeshighereducation.com/campus/prompt-engineering-academic-skill-model-effective-chatgpt-interactions
- Wallbank, Adrian J. and Le Hen, Phillipa (2023) ‘The Politics of Integration: The Opportunities, Challenges and Successes of Embedding Academic Skills and Literacies Development into an Interdisciplinary, ‘Integrated’ Foundation Year Programme’, Journal of University Teaching and Learning Practice. https://ro.uow.edu.au/jutlp/vol20/iss4/05/
- Wallbank, Adrian J., (2023) ‘ADHD in Higher Education: Is Digital Learning Making it Worse?’ Times Higher Education, 28th July 2023. https://www.timeshighereducation.com/campus/adhd-higher-education-digital-learning-making-it-worse
- Journal Article: ‘Literary Experimentation in Rowland Hill’s Village Dialogues (1801): Transcending “Critical Attitudes” in the Face of Societal Ruination’, Nineteenth-Century Literature, 66:1 (June 2011), 1-36.
- Monograph: Dialogue, Didacticism and the Genres of Dispute: Literary Dialogues in an Age of Revolution (London: Pickering & Chatto, March 2012).
- Book Chapter: ‘Coleridge’s “Deep Romantic Chasm: Kubla Khan, The Valley of Rocks and the Geomorphological Imagination’, in Romantic Sustainability: Endurance and the Natural World, 1780-1830, ed. Ben P. Robertson (Lexington Books, 2015), pp.3-20.
- Article: ‘Keats on Women: Whores, Madonnas and the Male Gaze’, The English Review, 22:3 (February 2012), 30-2.
- Article: ‘Coleridge’s Kubla Khan and the Valley of Rocks, The English Review, 25:4 (April 2015), 26-9.
- Student Textbook: Academic Writing and Dyslexia: A Visual Guide to Writing at University (London: Routledge, Feb 2018).
- Book Chapter: ‘Writing Support and Student Identity – Can we Help Learners Write in an Age of Massification and Consumerism?’ in Student Support Services: Exploring Impact on Student Engagement, Experience and Learning, edited by Fernando F. Padró, Megan Kek & Henk Huijser (December, 2021).
Current projects
I am currently working on research and projects leading to monographs entitled Teaching Academic Literacies to Neurodiverse Students: Theory and Practice and Foundation Year Pedagogy in Higher Education: Practice, Policy and Inclusion.
Ben W. Walker
Senior Lecturer, Educational Development
Ben is a Senior Lecturer in Educational Development within the Oxford Centre for Academic Enhancement and Development and joined Oxford Brookes University in November 2021. In this role he teaches on the EXPLORE programme (supporting colleagues to gain HEA Fellowship), delivers staff development, leads the university’s training for Academic Advising and is the Managing Editor of Teaching Insights, Oxford Brookes University’s teaching and learning publication. He is also the PSF Pathway Coordinator overseeing Senior and Principal Fellowship applications.
Information
Previously holding positions at the University of Lincoln, Manchester Metropolitan University and the University of Derby, he has been programme leader of the Academic Professional Apprenticeship / Postgraduate Certificate in Teaching in Higher Education and has supported a wide range of trainee teachers and existing practitioners.
Within college-based higher education, he was course leader of the Postgraduate Certificate in Education (Post-compulsory) programme in partnership with Sheffield Hallam University. Going further back, he was Head of English and a full-time teacher of English for several years.
Ben has co-authored practitioner texts and journal articles on personal tutoring and academic advising, designed and delivered various staff development activities and been an invited keynote speaker at national and international conferences. He is the Managing Editor of Teaching Insights, Oxford Brookes University’s teaching and learning publication. He is a reviewer of manuscripts for Frontiers in Education and the International Journal of Evidence Based Coaching and Mentoring, both international peer-reviewed journals. He is the Co-Chair of the Oxford Brookes Learning and Teaching Conference and a Conference Scientific Committee Member for the European Conference of the Scholarship of Teaching and Learning (EuroSOTL). His doctoral research focuses on academic and pastoral support of students informed by critical pedagogy.
He is a Senior Fellow of the Higher Education Academy (SFHEA) and was Vice-Chair of the UK Advising and Tutoring association (UKAT) for whom he was the creator of their national webinar series Tutoring Matters. He also happens to be a drummer in a Sheffield indie band.
Ben is passionate about the impact the support side of a lecturer's role, including personal tutoring and coaching, can have on students individually, as well as institutions more broadly, and he is committed to developing this field further.
Publications
- Pownall, I., Raby, A., Lochtie, D., Stork, A. and Walker, B.W. (2023) Using Social Identity Mapping To Explore the Experience of Transitioning International Students. In D.Willison & E.Henderson (Eds.). Perspectives on Enhancing Student Transition Into Higher Education and Beyond. IGI Global.
- Lochtie, D., Stork, A. and Walker B.W. (2022) (Eds) The Higher Education Personal Tutor’s and Advisor’s Companion: Translating Theory Into Practice to Improve Student Success. St Albans: Critical Publishing.
- Walker, B.W. (2020) Professional standards and recognition for UK personal tutoring and advising. Frontiers in Education. https://doi.org/10.3389/feduc.2020.531451
- Walker, B.W. (2020) Tackling the personal tutoring conundrum: A qualitative study on the impact of developmental support for tutors. Active Learning in Higher Education. https://doi.org/10.1177/1469787420926007
- Lochtie, D., McIntosh, E., Stork, A. and Walker B.W. (2018) Effective Personal Tutoring in Higher Education. Foreword by Professor Liz Thomas. St Albans: Critical Publishing.
- Walker, B.W. (2018) A Defining Moment in Personal Tutoring: Reflections on Personal Tutoring Definitions and Their Implications. IMPact: The University of Lincoln Journal of Higher Education, 1(1): 104-118. http://eprints.lincoln.ac.uk/31913/
- Stork, A. and Walker, B. (2015) Becoming an Outstanding Personal Tutor: Supporting Learners Through Personal Tutoring and Coaching. St Albans: Critical Publishing.
- Stork, A. and Walker, B. (2015) Measure learner performance on a scale of 1 to 10. Intuition - The Journal for Professional Teachers and Trainers in the Further Education and Skills Sector. Issue 22: 20-21. http://eprints.lincoln.ac.uk/id/eprint/28059/
Recent Conference Presentations
- Lochtie, D., Stork. A. and Walker, B.W. (2023) On Personal Tutoring. The L & T Chatshow Podcast, Series 2, Episode 12, 6 December 2022 (invited). Available at: https://podcasters.spotify.
com/pod/show/landtchatshow/ episodes/S2E17---Ben-Walker-- Andy-Stork-and-Dave-Lochtie- on-personal-tutoring-e1tbgm1 - Transformational Personal Tutoring. Personal Tutor Forum, St Mary’s University, London (October 2022).
- Enhancing Academic Advising: Contemporary Stories of Impact and Influence. Annual Learning and Teaching Conference, Middlesex University (September 2022).
- Personal Tutoring in the 21st Century: What it was, what it is and what it could be. Personal Tutoring Colloquium, University of Portsmouth (June 2022).
- Lochtie, D. and Walker, B.W. (2023) Theory into Practice. Adventures in Advising Podcast, Episode 57, April 2022 (invited). Available at: https://www.
adventuresinadvising.com/ episodes/episode/7b072172/ theory-into-practice- adventures-in-advising - Providing Effective Student Support in the Pre and Post Covid Environment (keynote presentation). SKVC (Centre for Quality Assurance) International Conference, Lithuania (December 2020).
- More Important Than Ever and Yet Impossible to Deliver? Tackling the Advising and Tutoring Conundrum. December 2020. Regional Universities Network, Australia (December 2020).
- More Important Than Ever and Yet Impossible to Deliver? Tackling the Advising and Tutoring Conundrumwith Placement Students (keynote presentation). ASET, The Work-Based and Placement Learning Association Annual Conference, University of Hertfordshire (September 2019).
- The Future of Student Success (discussion panel). Salesforce Conference HE Trailblazer panel, London (April 2019).
- Personal Tutoring - Boundaries in Student Support and Success. International Perspectives in Education (IPIE), University of Derby (June 2019).
- Beginning with Hope: Widening Undergraduate Participation, Belonging and Relationship Building. BERA (British Educational Research Association) Annual Conference, University of Northumbria (September 2018).
- “How can I be an Effective Personal Tutor and What is Out There to Help Me Do This?” Enhancing the Role of the Personal Tutor at the University of Lincoln. NACADA (The Global Community for Academic Advising) International Conference, University College Dublin (July 2018).
Web and social media
- Website - http://benwwalker.co.uk/
- ResearchGate -https://www.researchgate.net/profile/Ben-Walker-11
- Twitter - https://twitter.com/benwwalker1
- LinkedIn - https://uk.linkedin.com/in/benwwalker1
Dr Louise Rickard
Lecturer, Educational Development
I work as a lecturer in Educational Development and teach on the Explore programme at Oxford Brookes Centre for Academic Enhancement and Development.
Information
Originally a theoretical evolutionary ecologist by training, most of my work and teaching has been in STEM and specifically Environmental policy and Sustainability for Business. In my professional career outside academia I always worked at the edge of what was possible in technology and have taken a bridging role, shaping and leading projects by ensuring communication between the technical programmers and the academics/politicians/ scientists/ economists and lay public. I have worked especially on indicators and integrated assessment for decision making.
I bring that bridging role also to education settings - linking what is possible technically to what is needed pedagogically and practically- and where there are gaps attempting to find solutions for them.
I am a polyglot - born abroad as a trilingual third country kid. I spent much of my working life working for the EU (mother tongue plus two) working languages - so I am passionate in every way about inclusion and am acutely aware of the specific struggles that international staff and students face, as well as the issues faced by women in STEM.
I trained formally in teaching (PGCE and MEd (Cambs), FHEA (Brookes) and SFHEA (Imperial)) and have worked in different HE institutions in the UK and abroad (including Oxford, Cambridge and Imperial); in mainstream schools, and in outdoor education centres.
I specialize in dialogic and experiential teaching, digital technology, STEM, coaching and facilitation.
I am excited to be working in HE, in Brookes and in OCAED today, and recognize this time as being pivotal in shaping HE going forward.
Awards
- 2022 Queen’s Platinum Jubilee medal for services to Lowland Rescue
- 2021 Imperial College Special Award for substantial and exceptional achievement during the COVID-19 pandemic.
- 2019 Senior Fellowship of the Higher Education Authority
- 2019 Queen’s Award for Lowland Rescue
- 2017 Fellowship of the Higher Education Authority
Main publications
Books
Jon Hall & Louise Rickard, 2013, People, Progress and Participation: How Initiatives Measuring Social Progress Yield Benefits Beyond Better Metrics. Global Choices 1. Bertelsmann Foundation, Guterslöh. 85pp.
Timpe, Christof & Bürger, Veit & Boardman, Brenda & Rickard, Louise & Ürge-Vorsatz, Diana & Ritter, Herbert & Lipp, Judith & Green, John & Johnson, Francis. (2002). Electricity Disclosure in Europe.
Book Chapters
Stanners, D., Bosch, P., Dom, A., Gabrielsen, P., Gee, D., Martin J., Rickard, L., Weber, J-L. (2007) Frameworks for environmental assessment and indicators at the EEA. In: Sustainability Indicators, a scientific assessment, (Eds. Hak, T., Moldan, B., Dahl, A)., SCOPE (Scientific Committee on the Problems of the Environment) nr. 67, Island Press, Washington. 127-146.
Rickard L., Jesinhaus, J., Amann C., Glaser, G., Hall S., Cheatle, M., Ayong le Karma, A., Lippert, E., McGlade, J., Ruffing, K., Zaccai, E., Ensuring policy relevance. In: Sustainability indicators, a scientific assessment, (Eds. Hak, T., Moldan, B., Dahl, A.), SCOPE (Scientific Committee on the Problems of the Environment) nr. 67, Island Press, Washington. 65-82.
Stanners, D., Dom, A., Gee, D., Martin J., Ribeiro, T., Rickard, L., Weber, J-L. (2007) Frameworks for policy integration indicators, for sustainable development, and for evaluating complex scientific evidence. In: Sustainability indicators, a scientific assessment, (Eds. Hak, T., Moldan, B., Dahl, A., SCOPE (Scientific Committee on the Problems of the Environment) nr. 67, Island press, Washington. 145-162.
Selected Industrial, Governmental and Supra-Governmental Reports*
European Environment Agency Annual Indicator Reports “Signals” 2000-2008
European Environment Agency State of the European Environment Reports 2000 and 2005
Timpe, Christof & Boardman, Brenda & Rickard, Louise & Lipp, Judith & Green, John & Radigues, Barbara & Gerger Swartling, Asa. (2022). Electricity Disclosure in Europe A policy paper prepared as part of the ALTENER project "Consumer Choice and Carbon Consciousness for Electricity (4C Electricity).
Andrews, K., Rickard, L. and Duborg, R. (writing as Water Industry Research limited1) 2000. Prevention and control of water related disease in Europe. Report (UK Water Industry Research limited) ref. no. 00/DW01/4. UK Water Industry Research Ltd., London. 98pp
Nixon, S, France, S and Rickard, L. 2000. Adequacy to the EEA of information reported to the European Commission and other International Organisations,. European Topic Centre on Inland Waters Draft Report to the EEA.
Andrews, K., Bennet, M., Rickard, L. and Jones, P (1999) The use of green accounting in industry. UK Government. Office of Gas and Electricity Markets.
Milne, I., Gunby, A., Hunt, D., Rickard, L. and Ellis, J. (1999). Emission coefficients for pollutants discharged to sewer .UK Government Office of National Statistics.
Gowers, A. Horth, H., Rickard, L. and Andrews, K.A. (1998). Monograph on Water Resources and Health. WHO Monograph series.
* 1 Prior to 2008 UK Water Industry Research Ltd. published reports under the company name and not under the names of the contributing authors. The European Environment Agency did the same for their quinquennial reports on the state of the European Environment until 2010.
Sam Folley
Lecturer and Digital Learning Developer
I graduated from the University of Huddersfield studying Primary Education, I then did a masters in Technology Enhanced Learning. I am interested in content development focusing on engaging and interactive educational design.
I am also a keen Ultimate Frisbee player. I travel the country and often Europe playing in competitions with the team I captain.
Kat Kwok
Educational Researcher
Kat joined in January 2019 as an educational researcher - her background is in theoretical and applied linguistics. In recent research, Kat explored the sociocultural and pedagogical benefits of an inclusive method of language instruction. Her current research projects are aimed at supporting HE teaching and learning practices for a diverse student population. In her spare time, Kat enjoys photography, miniature clay modelling, and short walks on the beach.
Publications
- Kwok, K. (2023) ‘Exploring the impact of written assessment feedback on different students in the UK’, paper presented online at the Writing Research Across Borders (WRAB) VI conference, Trondheim, Norway, 18–22 February 2023.
- Kwok, K. & Alsop, S. (2022) Towards a better, granular, understanding of differences in awarding gaps, SRHE News Blog, 28 April 2022. Available at: https://srheblog.com/2022/04/28/towards-a-better-granular-understanding-of-differences-in-awarding-gaps/ (Accessed 10 January 2024).
- Kwok, K. (2022) ‘Understanding the numbers: Quantitative approaches to exploring the Black, Asian and minority ethnic awarding gap in UK higher education’, paper presented at the Research Methodology Conference, Coventry, 20 April 2022.
- Kwok, K. and Potter, J. (2022) ‘Gender stereotyping in student perceptions of teaching excellence: Applying the shifting standards theory’, Higher Education Research & Development, 41(7), pp. 2201–2214. Available at: https://doi.org/10.1080/07294360.2021.2014411.
- Kwok, K. & Potter, J. (2022) ‘Supportive woman, engaging man: Gendered differences in student perceptions of teaching excellence’, in H. King (ed) Developing expertise for teaching in higher education: Practical ideas for professional learning and development. Oxon: Routledge, pp. 85–97.
- Kwok, K. and Alsop, S. (2021) ‘The difference index: A novel quantitative measure of module mark differences between student groups’, paper presented at the Annual Conference of the Society for Research into Higher Education (SRHE), online, 6–10 December 2021.
Kike Ladipo
Educational Researcher
Kike joined Oxford Brookes University in March 2023 as Educational Researcher within the Oxford Centre for Academic Enhancement and Development (OCAED).
Kike has worked with the National Universities Commission (NUC), the regulatory agency for university education in Nigeria since December 2009 across the Student Support, Quality Assurance, Accreditation and Academic Planning directorates where she has participated in and led several projects including: the state of university education in Nigeria, statistical digest and curriculum review.
Previously, she worked as Associate Tutor and Graduate Support for Learning Material Development for the iPGCE and MAIE distant learning programmes at the School of Education, University of Leicester. Currently, the overall purpose of her role at Brookes is to conduct a range of pedagogic and evaluative educational research on the reach, value and impact of Projects for Enhancing the Student Experience. She is also a PhD Researcher in the School of Education, University of Leicester where she is researching the impact of student voice on quality in higher education.
She has volunteered at the Internally Displaced Person’s camp in Abuja, Nigeria as a teacher and coordinator and is currently a school governor in Leicester.
Kike has particular interests in comparative education with focuses on development and implementation of education policy; quality assurance; student and staff voices; access and equalities of opportunities.
Awards
- Erasmus+ grant on aspects of migration and refugee education - 2023
- University of Leicester silver award for achievement as Library Champion - 2022
Publications
Book Chapter(s)
- Ladipo, K. (2020). Chapter 14. The Unavailability of Learning Spaces and Resources in North - East Nigeria: Responding to the Education Needs of Internally Displaced Persons in Agbaire, J., Agema, S and Kumari, J. International Insights on Exclusion, Inclusion and Transformational Change. https://sevhage.wordpress.com/2021/04/18/sevhage-presents-education-and-development-international-insights-on-exclusions-inclusion-and-transformational-change/ p234-249
Blog post(s)
- Ladipo, K. (2023). Accreditation Outcomes and the Voices of Teaching Staff https://baice.ac.uk/hub/accreditation-outcomes-and-the-voices-of-teaching-staff/
- Ladipo, K. (2024). Staff-Student Co-creation: Action that leads to results https://thesedablog.wordpress.
com/2024/02/07/staff-student- co-creation-action-that-leads- to-results/
Academic and educational development resources (select)
- Ladipo, K. (2023) Reading List: IDEAS: The Brookes Inclusive Curriculum Model. Oxford Centre for Academic Enhancement and Development: Oxford Brookes University.
- Ladipo, K. (2022) Reading List: Covid-19 Pandemic and Education. The University Library: University of Leicester
Other Resources (select)
- Social Science Programmes Discipline Representative for the 2021 Curriculum Review Exercise in Nigerian
- Psychology and Political Science Programmes Representative or the 2021 Curriculum Review Exercise in Nigerian
- Project Coordinator and Editorial Task Team member for the 2020 edition of the State of University Education publication
- Project Coordinator and Editorial Task Team Member for the 2020 edition of the Directory of Full Professors in the Nigerian University System
- Editorial Task Team member for the 2017, 2018 and 2019 edition of the State of University Education publication
Professional Memberships
- British Association for International and Comparative Education (BAICE) – Executive Committee Member (Student Representative)
- Researching, Advancing and Inspiring Student Engagement (RAISE) – Member
- Quality Assurance Agency for Higher Education (QAA) – Member and Student Reviewer for IQR
Conferences
- Ladipo, K. (2023), ‘Student Voice in Higher Education: ‘An Investigation into the perceptions of Students, Academic Staff, Institutions and Regulators Regarding the Value of Student Voice for Quality Assurance’. Poster presentation at the University of Leicester Doctoral College Annual Conference. Leicester, UK, April 26th 2023.
- Ladipo, K. (2022), ‘An Investigation into the perceptions of Students, Academic Staff, Institutions and Regulators Regarding the Value of Student Voice for Quality Assurance’. Poster presentation at the University of Leicester School of Education 75th Anniversary Conference. Leicester, UK, November 8th 2022.
- Ladipo, K. (2017), ‘Accreditation Outcomes and the Quality of University Education in Nigeria’. Poster presentation at University of Leicester 75th Anniversary Event. Leicester, UK, November 8th 2022.
- Moderator: Curriculum, Assessment, and Pedagogy; Self, Schooling, and Society; and Crises, Citizenship, and Development Panels. 2nd British Association for International and Comparative Education (BAICE) Early Career Researchers Conference – Transformative Education as a Force for Change (Online conference, 5th and 6h August 2023)
- Moderator: Assessment curriculum and Pedagogy; and Global Issues Panels.1st British Association for International and Comparative Education (BAICE) Early Career Researchers Conference – Potential and Challenges in Education in Today’s World (Online conference, 2nd and 3rd April 2022).
Social media
- Twitter: Kike_Ladipo
- LinkedIn: Kike Ladipo
Élise Tanner
Student-Staff Partnership Officer
Élise joined Brookes in March 2022 as Student-Staff Partnership Officer within the OCAED. She joins the team having worked in various start-ups, managing their partnerships with academic institutions. Prior to this, Élise was in healthcare research focused on enabling healthcare providers to make service improvements.
A keen linguist, Élise holds a degree in Arabic and speaks fluent French. She loves to travel, although in recent years her focus has been on exploring Oxfordshire's countryside with her family and dog.
Elizabeth Mullenger
Student-Staff Partnership Officer
Elizabeth is our Student-Staff Partnership Officer, working to support a team of Curriculum Consultants to contribute to educational enhancement work and the development of teaching and learning, whilst ensuring a reciprocal collaborative relationship for all involved.
She is currently completing a Public Health and Community Studies degree at Coventry University and will be starting a Mental Health MSc at Birmingham in September. Her enthusiasm for mental health advocacy, particularly within higher education, has seen her present at multiple HEI conferences for Advance HE and Universities across the country; examining the neurodiverse student experience. In her spare time, Elizabeth volunteers with Student Minds and Papyrus, and is an avid reader, runner and dog lover!
Publications
Slates, S., Cook-Sather, A., Aghakhani, S., Al-Humuzi, A., Alonso, D., Borgstrom, K., Boyle, F., Cachia, C., Carlson, E., Cole, J. and Dennehy, T., 2023. How can students-as-partners work address challenges to student, faculty, and staff mental health and well-being?. International Journal for Students as Partners, 7(2), pp.221-240. https://doi.org/
Curriculum Consultants
Our Curriculum Consultants are student partners who collaborate with academic staff and programme designers from a wide range of faculties, departments and roles. The team is dedicated towards representing the student voice, advocating for inclusion and equity through a joint exploration of ideas, opportunities, and by addressing challenges with inclusive, open discussions. Together, OCAED and Curriculum Consultants engage in projects and events meticulously tailored to elevate the educational experiences at Oxford Brookes.
Professor Jackie Potter, Visiting Professor
Jackie Potter led the Oxford Centre for Staff and Learning Development (OCSLD) between 2018 - 2022. She continues to work with OCAED staff on a small number of research projects and with colleagues in the School of Education co-supervising PhD and Ed.D students.
Beyond Brookes, Jackie is Dean of Academic Innovation at the University of Chester, UK, Principal Fellow of the Higher Education Academy and a Senior Fellow of the Staff and Educational Development Association. She is Chair of the UK’s Heads of Educational Development Group.
