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 Andrew Reeves, DMU Teacher Fellow | Senior Lecturer, Institute of Energy and Sustainable Development
My teaching practice focuses upon participatory and inclusive approaches to engage with real-world societal challenges, particularly climate change and the sustainability agenda. I view universities as embedded within wider communities and seek to integrate community stakeholders and community-level issues into my teaching practice through a range of approaches, from live briefs, co-learning classes and by running open events linked to my subject area. I employ action learning approaches to teaching and social change, emphasising reflective practice and peer-to-peer support. I use discussion, games and facilitated processes to make learning activities engaging and impactful, in both in-person and online environments.
Pedagogic networks:
Responsible Futures network
Sustainability in Higher Education (SHE) network
RSA Fellowship
Learning and teaching activities:
DMU Education for Sustainable Development project
European Universities Association Thematic Peer Group: Sustainability in Teaching and Learning
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 Angela O'Sullivan, National Teaching Fellow, DMU Teacher Fellow, CATE winner | Professor of Inclusive Practice in Teaching & Learning
Angela O’Sullivan is a DMU Teacher Fellow, Professor of Inclusive Practice in Teaching and Learning and Head of Widening Participation in the Faculty of Health and Life Sciences, DMU. She champions inclusive practice and is passionate about widening access, raising aspirations and overcoming barriers for disadvantaged groups to progress to higher education. She has drawn on her experience of teaching science in vocational further education colleges, higher education and a prison to develop a very clear scholarly humanist pedagogy focused around motivation and supportive, yet autonomous learning. Her ethos is that learning should be relevant, 'hands on' and fun. Her original research focus was analytical pure science but her experiential learning whilst teaching care-leavers drew her towards the social sciences. Her novel longitudinal study into the barriers to educational attainment for care-leavers has been cited numerous times.
She is a Principal Fellow of the Higher Education Academy and a National Teaching Fellow. Her work in developing engaging interdisciplinary outreach was recognised with an Advance HE Collaborative Award for Teaching Excellence (CATE). Angela is a member of the Committee of the Association of National Teaching Fellows and the newly formed CATE-Net group.
Pedagogic networks:
Researching, Advancing & Inspiring Student Engagement (RAISE) Inclusivity Special Interest Group
Association for Academic outreach (AfAO)
Association of NTF, with CATEs
Learning and teaching activities:
Virtual conference experiences 2020
Johnson M, Danvers E, Hinton-Smith T, Atkinson K, Bowden G, Foster J, Garner K, Garrud P, Greaves S, Harris P, Hejmadi M, Hill D, Hughes G, Jackson L, O’Sullivan A, ÓTuama S, Brown PP, Philipson P, Ravenscroft S, Rhys M, Ritchie T, Talbot J, Walker D, Watson J, Williams M & Williams S (2019): Higher Education Outreach: Examining key challenges for academics, British Journal of Educational Studies, DOI
O’Sullivan, A.M & Westerman, R. (2007) Closing the gap: Investigating the barriers to educational achievement for looked after children. Adoption & Fostering Volume 31 Number 1 pp.13-20.
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Julia Reeve, National Teaching Fellow | Part-time Lecturer
Julia Reeve is a National Teaching Fellow and DMU Teacher Fellow based in Business & Law and works across disciplines, building confidence and creative thinking via imaginative, multisensory learning including LEGO® Serious Play®, collage and drawing. Her background in fashion design informs her teaching philosophy, which combines a constructionist ‘Thinking with the hands’ approach with compassionate pedagogy. She is particularly interested in emotional aspects of learning, and her practice focuses on the development of self-awareness and empathy, supporting social connection and wellbeing through playfulness and creativity.
Pedagogic networks:
Brickmind LEGO® Serious Play® Facilitator Community
Playful Learning Association
Learning and teaching activities:
Compassion Play blog
Advance HE blog post. Virtual conference experiences 2020
Article:Talking to myself: reflections on Reframing. A conversation reflecting on my experiences of using creative practice (specifically the Reframing technique) within a STEM context, Higher Education Pedagogies, 4:1, 256-261, DOI
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Zoë Allman, National Teaching Fellow | Associate Dean (Academic)
As an academic leader awarded NTF (2020) and PFHEA (2018), Zoë drives change through inspirational leadership, improving the experience of students and colleagues. Her philosophy is underpinned by embedding mental wellbeing in the curriculum, and she leads the university-wide project aligned to the Advance HE project of the same name. Zoë’s background in media means she enjoys stimulating interest in learning through technology to improve engagement. Zoë is passionate about enhancing teaching and learning for students and colleagues, and continually seeks new opportunities to develop her own skillset to share with and empower others.
Learning and teaching activities:
Advance HE Mental Wellbeing and Staff in HE Symposium, key note speaker
University Project Director for Embedding Mental Wellbeing in the Curriculum
Advance HE Connect Network Lead for Developing and Enhancing Our Academic Resilience
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Di Turgoose, DMU Teacher Fellow | Associate Professor Learning, Teaching and Scholarship; Community & Criminal Justice Division
Di’s approach is underpinned by a philosophy grounded in the synergy between academic work, and practice; ‘pracademic’, utilising interdisciplinary and evidence-based approaches to teaching and learning, to connect theory, policy and practice and to engage with solving real world problems. Through her research informed teaching and disruptive pedagogy practices Di challenges conventions as part of an approach that is deeply imbued with a sense of public good. Within her subject discipline Di has developed important and influential communities of practice which have exerted UK Parliamentary influence, alongside receiving international accolades, including being invited to City Hall (the location of the presentation of the prestigious Nobel Peace Prize) by the Mayor of Oslo.
Pedagogic networks:
Learning and Teaching Network: British Society of Criminology
RSA Fellowship
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Leisa Nichols-Drew, National Teaching Fellow, CATE winner | Associate Professor in Forensic Science
Leisa Nichols-Drew is an Associate Professor in Forensic Science and a DMU Teacher Fellow. Leisa is proud that her work in embedding forensic science in outreach contributed to the CrashEd 2018 spotlight winning CATE team at DMU (led by Professor Angela O’Sullivan). Additionally, she is a 2018 Churchill Fellow, 2019 National Teaching Fellow, and 2020 Chartered Forensic Practitioner. Leisa is passionate about forensic science Teaching and Learning, especially in developing novel and engaging approaches, that are inclusive for varied learning styles and abilities. During the Covid 19 pandemic, Leisa has collaborated with 2 other NTFs Associate Professor Rachel Bolton-King (University of Staffordshire, also a CATE winner) and Professor Ian Turner (University of Derby), to launch an online webinar series #RemoteForensicCSI to help create a community of best practice for forensic science educators within FE, HE and practice.
Pedagogic networks:
DMU Teacher Fellow Network
CATE-Net
#RemoteForensicCSI
Association of National Teaching Fellows
Learning and teaching activities:
Advance HE 2020 Learning and Teaching Virtual Conference
#RemoteForensicCSI Webinars and Networking Community Resources
Association of National Teaching Fellows 2020 blogs:
https://ntf-association.com/committee-members-2/introducing-leisa-nichols-drew/
https://ntf-association.com/ntf-and-me/covid-19-collaboration-opportunity-virtual-invention-distance/
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Alistair Jones, DMU Teacher Fellow, | Associate Professor and UTF
I try to engage with students. I want them to think and develop their own ideas, and to be able to explain and defend these ideas. This is particularly important with students who are new to studying politics. Thus part of my approach is to de-mystify the subject. Politics is not as scary as many imagine it to be.
Pedagogic networks:
ECPR Teaching and Learning standing-group
Learning and teaching activities:
Tor Clark and Alistair Jones; "Not what they want, but what they need: Teaching Politics to Journalism students" Teaching Public Administration vol. 35-2, pp. 223-234, 2017
Blog commentary and response to Natália Gachallová; (2018) “Online Quiz as a Formative Tool in Latin Medical Terminology Courses” in Gabriela Pleschová and Agnes Simon (eds.); Early career academics' reflections on learning to teach in Central Europe (5 Sept, 2019)
Forthcoming book chapter: "Teaching Local and Regional Governance" in Teles, F. (ed); Handbook on Local and Regional Governance (Edward Elgar) (2022 publication date)
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Alasdair Blair, National Teaching Fellow | Associate Pro Vice-Chancellor (Academic)
Alasdair Blair is Associate Pro Vice-Chancellor (Academic) and Jean Monnet Professor of International Relations. He works with faculties and directorates across the university to design, develop and implement new strategies that ensure the continued relevance of our educational provision and excellence in our student and staff experience.
Alasdair is a National Teaching Fellow, a Principal Fellow of the Higher Education Academy, a Fellow of the Chartered Management Institute, a Fellow of the Royal Historical Society, and a Certified Management and Business Educator. He has been editor of European Political Science since 2015 and served as reviews editor of European Foreign Affairs Review from 2002-2016. He also served as Honorary Treasurer of the UK Political Studies Association from 2015-2018.
Alasdair continues to supervise undergraduate and postgraduate dissertations and welcomes PhD applications on European integration, international relations/diplomacy, and research into higher education practice. He has supervised 13 research students to successful completion and has extensive experience as an external examiner.
Alasdair’s research interests include higher education, civic engagement, and European integration/international relations. His current projects include co-editor of Teaching Civic Engagement Globally (American Political Science Association, 2021), the 3rd edition of The European Union since 1945 (Routledge, 2022) and a 2nd edition of Global Politics (Edinburgh University Press, 2022).
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Nick Rowan, DMU Teacher Fellow | Programme Leader, BA & BSc Product Design
Coming from a practical discipline, I utilise both experiential and practice-based pedagogy regularly throughout my teaching and research. I have a strong interest in holistic sustainable design practice and the wider discussions around this, in addition to an absolute love for how emerging technologies can inspire individuals to get into both engineering and design, and how they can use these skills to shape the future of our planet.
Pedagogic networks:
3DPrinting, AdditiveManufacturing, SustainableDesign
Learning and teaching activities:
Creating a Community in a Time of Isolation, DMU Remote Learning and Teaching Conference
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Nicola Ward, DMU Teacher Fellow | Senior Lecturer in Clinical Pharmacy and Pharmacy Practice
Supporting students to improve their wellbeing and maximise their performance is central to Nicola’s teaching ethos. The introduction of the innovative MPharm wellbeing programme exemplifies her proactive individualised approach to student support. She utilises an innovative coaching approach to facilitate individualised student-led solution-focussed approaches to challenges they face that impact their learning. Nicola’s extensive prior experience as a hospital pharmacist drives her ethos of students learning from, in and through experience. Her teaching ensures students are immersed in lived patient experience through meaningful, relevant and diverse active learning activities.
Pedagogic networks:
School of Pharmacy Learning and Teaching Group and Pedagogic Research Group
Education for Mental Health Special Interest Group
Learning and teaching activities:
DMU Learning and Teaching Conference February 2021
European Association of Faculties of Pharmacy conference November 2020
HEA Student mental health and wellbeing symposium September 2020
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Alison Statham, DMU Teacher Fellow | Associate Professor in Quality
My current focus is to embed UK and international collaborative partners into the university’s quality assurance processes. This includes support for partner academics in their academic development, such as access to S(F)HEA recognition. I am currently leading a faculty initiative to roll out Approved Tutor Status to our collaborative partners.
I co-lead the BAL TaLEnt project’s working group in academic development. Here, my focus is on improving the diversity of teaching and learning excellence award holders to be more reflective of the university’s demographic.
Pedagogic networks:
AdvanceHE
Political Studies Association Teaching and Learning Specialist Group
Learning and teaching activities:
BAL TaLEnt
PSA Teaching and Learning Webinars
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Kevin Merry, DMU Teacher Fellow | Senior Academic Professional Development Consultant
My philosophy is grounded in constructivism. Specifically, I am interested in learners developing mastery over their learning by becoming highly adept at utilising higher order cognitive skills through feedback corrected practice. Over the last five years, I have incorporated Universal Design for Learning (UDL) more readily, developing a unique approach known as the 'Cheese-Sandwich', which fuses Bloom's Learning for Mastery approach and Constructive Alignment alongside the principles of UDL. The result is a technology enhanced learning experience within which learners are supported to become purposeful and motivated, knowledgeable, and resourceful and strategic and goal oriented - the true 'expert learner'.
Pedagogic networks:
https://www.hedg.ac.uk/
https://www.learningdesigned.org/
https://www.leedsbeckett.ac.uk/research/collectived/
Learning and teaching activities:
Merry, K.L. (2021). Laying a pipeline: Strategic planning for the identification and development of teaching excellence. CollectiveEd Working Papers, (13), Carnegie School of Education, Leeds Beckett University.
Merry, K.L. (2021). Supporting student wellbeing with Universal Design for Learning (UDL). Educational Developments, 21(3).
Merry, K.L. (2021). Supporting the mental health and wellbeing of HE teachers using Emotional Intelligence Skills Training (EIST). Advance HE Virtual Mental Wellbeing Symposium, 17th February, 2021 (presentation)
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Kevin Farrugia, DMU Teacher Fellow | Senior Lecturer in Forensic Chemistry
Kevin Farrugia is a Senior Lecturer in Forensic Chemistry and a DMU Teacher Fellow. He is also a Chartered Chemist and a Senior Fellow of the Higher Education Academy in addition to holding membership of various professional bodies such as the Chartered Society of Forensic Sciences, the Royal Society of Chemistry, the International Association of Identification and the International Fingerprint Research Group. Kevin is passionate about the use of problem-based learning into scientific practical courses so that students can practice real-life scenarios. Furthermore, his research-informed approach to teaching is a result of his current research work into fingerprint recovery and enhancement. Kevin is also a strong advocate for the use of rubrics for marking student work as this provides an informative and transparent way of marking. He is looking forward to working with colleagues across DMU on pedagogic projects, such as groupwork and peer marking, to develop and improve practices in teaching.
Pedagogic networks:
Learning and teaching activities:
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2019-20 AIP funded bid “The Virtual Crime Scene and Forensic Laboratory”
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2020-21 RSC Outreach fund “Forensic Chemistry in Crime Investigation”
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2020-21 AIP application submitted “A VR Video Development Suite to Support Student-led VR Content Creation, Evaluation and Deployment”
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Subject Benchmark Statement advisory group for Forensic Science of the QAA
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Abdul Hye Miah, DMU Teacher Fellow, CAI Sabbatical Fellow | lecturer in Professional Policing Practice at DMU.
Abdul Hye Miah is a Teaching Fellow (2021), CAI Sabbatical Fellow (2020) and lecturer in Professional Policing Practice at DMU. He is also an independent consultant with international experience of training and teaching police and other law enforcement agencies. Drawing on 30 years wide experience in policing, Abdul Hye’s teaching practice is based on Authentic Learning focused on understanding and problem solving real-world challenges in criminal justice.
A champion of Professional Policing, Abdul Hye focuses on helping his students acquire necessary leadership and transformational skills for twenty first century policing challenges through self-development, critical thinking and reflective practice. His research and practice which he feeds into his teaching includes advanced communication methods in different fields, influence, student engagement and policing ethics.
Pedagogic networks:
Learning and teaching activities:
The Future for International Justice and Criminal Justice Seminar: https://criminaljusticenetwork.net/page/5/
Strategic Communication and the Future of Journalism, September 11, 2020
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Ellen Wright, DMU Teacher Fellow | Senior Lecturer
Ellen is a Senior Lecturer in Cinema and Television History and the Programme Leader for Film Studies. As well as being a Teaching Fellow, she is also a CAI Pedagogic Champion and a Faculty Teaching and Learning Champion on the University Learning & Teaching Committee.
In addition to work Ellen does on student and public outreach and pedagogic best practice on her programme and within in her faculty, she has also published discipline-specific work on this topic. Ellen is at her happiest in a classroom. Having been the first person in her family to go to university, she is passionate about the empowering and transformative potential of education and is keen to be as inclusive, engaging and approachable an educator as she can possibly be.
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Rachel Armitage, DMU Teacher Fellow | Senior Laboratory Technician
Rachel Armitage is a Senior Laboratory Technician and DMU Teacher Fellow in the Faculty of Health and Life Sciences. Rachel is keen to promote experiential learning in her teaching, whilst incorporating real life scenarios. Her background in contract research in the pharmaceutical and biological industries help to inform this.
Rachel is passionate about outreach and widening participation, in particular encouraging students to pursue chemistry-based subjects and allowing students exposure to a range of microscopic techniques. She has worked with a variety of equipment manufacturers to support her projects. More recently, Rachel has implemented digital resources to enable outreach and widening participation events to continue during Covid-19 restrictions.
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Richard Hall, National Teaching Fellow | Professor of Education and Technology
My practice is grounded in critical and abolitionist pedagogies, inspired by Marxist, humanist, decolonial, critical race and critical feminist readings of the university. My research focuses upon higher education policy and pedagogy, co-operative and alternative forms of higher education, academic labour and alienation, and neoliberalism and education.
At DMU, I am Director of the Institute for Research in Criminology, Community, Education and Social Justice, and also a member of the Centre for Urban Research on Austerity and a Research Associate in the Centre for Computing and Social Responsibility at DMU. I edit Palgrave Macmillan’s Marxism and Education series, and also DMU’s re-launched education and pedagogic research Journal, Gateway Papers.
I write about life in higher education at: http://richard-hall.org
Learning and teaching activities:
Hall, R. (2021). The Hopeless University: Intellectual Work at the End of the End of History. Leicester: Mayfly Press. There is a recording of a book launch.
Hall, R., Ansley, L., Connolly, P., Loonat, S., Patel, K., and Whitham, B. (2021). Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation. Teaching in Higher Education, Special Issue, Possibilities and complexities of decolonising higher education: critical perspectives on praxis. DOI: 10.1080/13562517.2021.1911987 and https://dora.dmu.ac.uk/handle/2086/20773.
Szadkowski, K., and Hall, R. (forthcoming, 2021). Has the University become surplus to requirements? Or is another university possible? Praktyka Teoretyczna, 4(42), Special Issue, Latency of the crisis: globalization, subjectivity, and resistance.
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