Learning and Development
Excellence in teaching
Our annual Excellence in Teaching Award (ETA) is open to full and part-time staff and Graduate Teaching Assistants who demonstrate excellence in supporting the student learning experience.
Recipients of the Excellence in Teaching Award (ETA)
The University's annual Excellence in Teaching Award recognises and celebrates
exceptional contributions to the student experience by individual staff and
project teams within the University and its partner institutions. The following
members of staff have been awarded an ETA since its inception in 2007.
Lecturer, Speech and Language Therapy, School of Health and Human Sciences
I have always enjoyed teaching. Qualifying as a Speech and Language Therapist
(SLT) in 1986 I held both clinical and managerial roles in Essex Healthcare for
the 20 years following my graduation. As part of all of my roles I actively
sought out teaching experiences, both as clinical educator for speech and
language therapists and in the wider multi professional, multi agency workforce.
When the SLT Masters programme at Essex was proposed in 2004/5 I gradually
became more involved and joined the team in summer 2006 when the course started.
I have thoroughly enjoyed the challenge of HE; unpicking what had become
internalised knowledge and enabling a new generation of student clinicians to
understand difficulties in communication and methods of enabling effective
communication is hugely satisfying. I believe that this Excellence in Teaching
award is possible due to the enthusiasm and sharing of students and colleagues;
we have shaped the new SLT MSc programme together. Alongside this I have also
contributed to MSc Nursing and Physiotherapy as module lead for
inter-professional practice and take a lead role in student recruitment. The PG
CHEP programme helped me to shape and understand my growing skills, reflecting
on transferable skills from my old roles and developing new ones; since
completion I have acted as CHEP mentor and examiner. I have just been awarded
KTIF funding, which will enable me to continue developing teaching techniques
outside of the traditional university environment. I was humbled by the standing
ovation of my student group at Graduation; I could not have done it without
them.
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Director of the Essex Law Clinic, Associate Dean for the International
Academy, School of Law
I am a senior lecturer in the law school and have always enjoyed teaching. My
main teaching is in the three areas of international law, the law of evidence
and human rights and the environment. I also teach a few sessions on the
multi-disciplinary postgraduate programme in Environmental Governance. I find
teaching to be incredibly rewarding although it is also very challenging;
especially to develop students' skills in legal application as well as analysis
and research. It was this objective that led to the development of the Essex Law
Clinic which provides students with a valuable 'real-life' legal experience here
on campus. 'Learning by doing' was also the approach I took to the topic of
forensic science for the students on the law of evidence module. Within an
active crime scene the students get to dress up as CSIs and recover the
evidence, as well as to explore the basics of forensic science principles and
techniques, and to consider how the science relates to the law. I was awarded
TALIF funding for the project in 2009 and it now forms part of the module
curriculum.
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Lecturer and Essex Further Mathematics Support Programme Area Co-ordinator,
Department of Mathematical Sciences
I have always had an interest in teaching Mathematics and upon completing my
Undergraduate degree I trained as a teacher before returning to University to
compete a PhD in Pure Mathematics. In addition to teaching in the Department of
Mathematics Sciences I have, for a number of years, taught Statistics in the
Department of Government as well as teaching Mathematics to Social Scientists at
the Essex Summer School in Data Analysis. In 2005/6 I received an “Apple for a
Teacher”, an award given by the Students Union to teachers nominated by the
students. For the last five years, in addition to my role as a lecturer I have
been working as an Area Coordinator for the Further Mathematics Support
Programme (previously known as the Further Mathematics Network) a Government
funded scheme to promote Mathematics in schools and provide access to the
Further Mathematics A-level for students who would otherwise not have access to
it. This has been a very rewarding experience and spending time talking to
teachers and working with sixth form Mathematicians and other educators from
around the country has given me many opportunities to develop and improve my
teaching style and has, I think, made me a better teacher.
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Staff profile
Undergraduate Director, Department of Art History and Theory
I came to Essex as a mature student in 1991 when I began an undergraduate
degree in Literature and Art History. Having completed both an MA and a PhD on
paintings of the Last Judgement in the Italian Renaissance, I was appointed to a
full-time post in the department of Art History and Theory as Lecturer in 2000.
My love of interdisciplinarity, as evinced from my own degree, combined with
on-site teaching in galleries in the UK and in Italy and my genuine desire to
make learning both accessible and enjoyable, are central to my approach. My
students are encouraged to look beyond the obvious, to question from the
broadest possible standpoint and to look for new and exciting connections as
they learn – which student feedback suggests they really like. One of the
challenges in teaching renaissance art is that much of it is religious and
somewhat alien for many students. I employ various strategies which enable a
more ready and easy response, such as drawing comparisons between pilgrimage
sites dedicated to the Virgin Mary and contemporary funerals of 'media saints',
like Princess Diana or Jade Goody.
My commitment to innovation in teaching as well as consideration of my
students future career development is evident in my involvement in the
re-modelling of our first year undergraduate core course. I undertook the
administrative responsibility for a project-led element of the course which
involved liaison with the Learning and Development (LDev), with external
training bodies in order to equip the students with the necessary presentation
and delivery skills, and with members of staff on a university-wide basis in
order to establish a pool of assessors for student presentations which are
delivered in the summer term. This element of the course highlights the ways in
which our Art History programme can provide our students with key skills that
can demonstrate their achievements and potential to prospective employers and
other academic institutions. It has proved highly successful, and was used as a
best practise model by LDev as well as being adapted for use in other
departments.
In 2010 I was awarded TALIF
funding in partnership with colleagues in both LDev and the Department
of Literature Film & Theatre Studies (LiFTS) for “Tower Publishing House” which
seeks to create an on-site publishing house teaching tool initially in the
Faculty and eventually the University. Student work in the publishing house will
make explicit the connection between academic and employability skills, as well
as promoting personal development plans (PDP). It will ensure direct engagement
with the University's Employability Framework, while reinforcing and encouraging
the culture of academic writing and publishing that is central to these
disciplines.
Whether in the classroom, in a gallery or on site in Tuscany and Rome
teaching is my passion, and I was delighted to receive the Excellence in
Teaching Award this year.
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profile
Lecturer, Numeracy and Mathematics, Colchester Institute
I am a Lecturer in Numeracy and Mathematics at Colchester Institute. I
graduated from Essex in 1995, and worked as a management accountant, before
moving into teaching in 2005. I teach in both the Further Education and Higher
Education sectors, at varying levels. My teaching practice at FE level includes
teaching Numeracy classes, within the Access to Higher Education course, as well
as GCSE Mathematics classes which are open to all members of the general public.
Teaching mathematics at this level is very challenging, as most of the learners
have a degree of 'math-phobia' and absolutely hate maths! By using innovative
teaching methods, and lots of patience, it can be very rewarding to see their
attitudes change as their confidence in the subject grows. I am also involved in
the development and delivery of teacher training at HE level, especially for
potential Mathematics teachers. Through the teacher training classes, it has
been possible to disseminate effective teaching methods, thus improving the
learning experience of many students. Since moving into teaching, I have
completed the PGCE and Masters in Education. I have also embarked upon a second
degree. I believe that Lifelong Learning is an important concept, and the best
way to develop it in our learners is to lead by example!
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Lecturer and Senior Advisor, Department of Mathematical Sciences
I am relatively new to teaching having started as a lecturer at Essex in
September 2006. Since then I have completed the PG CHEP (Certificate in Higher
Education Practice) which involves reflection of my teaching practice, teaching
observation and feedback, and attending development courses. My background is in
mathematics applied to biological problems and I am actually linked between the
Departments of Mathematical Sciences and Biological Sciences. Hence, one of my
main teaching interests is research-led teaching at the Mathematical Biology
interface. I have written my own courses and lectures in this subject and I
teach some of my research interests to 3rd year Maths students as well as
Masters' level Biology students. I am also interested in broader
inter-disciplinary teaching and in particular, overcoming the problems of
teaching Maths to non-mathematicians. For example, I regularly teach Maths to
social scientists at the Essex Summer School in Data Analysis. In August 2008 I
won a 'Super Staff Award' from the University of Essex Student's Union
(nominated and chosen by the students themselves).
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Senior Lecturer and LT111 Co-supervisor, Department of Literature, Film and Theatre
Studies
I joined the Department of Literature, Film and Theatre Studies in 2003. My
research and teaching focus mainly on modern and contemporary European theatre
and performance. In my teaching, I seek always to emphasise the idea of learner
autonomy. In other words, I attempt to provide students with a programmatic and
structured learning environment which enables them to develop the practical
skills, curiosity and confidence to fulfil their potential and to strive for
academic, professional and personal excellence. I embed study skills into the
curriculum of each module I teach, for example: how to research for, plan and
write essays; how to conduct close reading ; how to conduct library and online
research; how to self-evaluate essays; and common writing errors. I also supply
a CMR study guide for each primary, providing background information, subject
headings, questions, and bibliographic references, which constitute a starting
point from which students can conduct further research into the text. In 2009 I
was awarded a TALIF grant in order to
develop a project which will introduce formal group oral presentations onto
Literature courses, to improve the quality and effectiveness of students'
learning. My pedagogical approaches also led to me being awarded this Excellence
in Teaching Award in the same year.
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Staff profile
Lecturer, Graduate Director (Taught), Post Graduate
Continuing Professional Development Lead, School of Health and Human
Sciences
I have always enjoyed teaching and have made the most of
opportunities to teach and facilitate learning. This
enthusiasm started when I was working as a nurse in
Intensive Care. In this complex and demanding environment I
was responsible for supporting colleagues in their learning,
and supervising and assessing students who were on placement
during their training. This opportunity to work with
students provided the impetus for me to move into higher
education where my responsibility for facilitating learning
opportunities for undergraduate, postgraduate, pre- and
post-registration healthcare workers has become increasingly
diverse. A recent development for me has been the
undertaking of a programme leader role and the role of
Graduate Director, both of which I believe will give me a
broader insight and input into the development of learning
and teaching strategy. I have also had the exciting
opportunity to participate in the Essex Futures programme
which has lead to a greater understanding of the wealth and
diversity of learning and teaching activity in the
University.
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Professor of sports and exercise science, Director of
Centre for Sports & Exercise Science, Director of Learning & Teaching,
Curriculum Director (SES), Department of Biological Sciences
I am a Professor and Director of the University's Centre for Sport and
Exercise Science. I graduated from Durham in Zoology, completed my PhD in
Reproductive Immunology at Bristol, and did two years post-doctoral research in
the United States before taking a lectureship in the Department of Biological
Sciences in 1979. In 1995, I combined my love of sport with my enthusiasm and
experience as a teacher to establish Sports Science as a new academic discipline
at Essex. Under my leadership, the Centre for Sport and Exercise Science has
become a leader in its field with over 200 undergraduates and postgraduate
students. Essex is regularly in the top five UK institutions for sports science
in the national student satisfaction survey and Guardian league tables. I am
currently Chair of the Division of Education and Professional Development of the
British Association of Sport and Exercise Sciences. I was director of the highly
successful HEFCE-funded 'SPRInTA' project, completed in 2007, that developed a
personalised, online, self-assessment system to help first year students monitor
their own learning. My team has also pioneered the use of personal response
systems (PRS) to increase student involvement during lectures. As a committed
technophobe, no one is more surprised than me that the Centre has become a
champion for innovation in teaching and learning within the University and
beyond.
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Biography to follow shortly.
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Lecturer and Director of Undergraduate Studies, Department of Psychology
I am a Lecturer and Director of Undergraduate Studies in the Department of
Psychology, which I joined in 2005. I feel extremely lucky to be a university
teacher. I have a great enthusiasm for my subject and for my students learning
experience. I aim to motivate and excite my students by making my teaching as
easy to understand as possible, sharing my enthusiasm with them and being
approachable to discuss all aspects of their work. I aim to foster confidence
where students anticipate fear and bring interest and relevance to topics which
may be perceived as difficult or boring, such as statistics. I have taught
across all levels of the UG curriculum as well as PG teaching but my specialist
area of teaching is in Emotion. I teach an advanced third year option in this
area and I particularly enjoy sharing my passion for the topic with my students.
It is important to me that learning is recognised as a holistic activity. Both
my teaching and research allow me to marry a broad range of skills and ideas in
the pursuit of excellence.
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Biography to follow shortly.
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Lecturer in Physiotherapy, School of Health and Human Sciences
I joined the School of Health and Human Sciences (HHS) at the University of
Essex in 2004 to develop and deliver the new accelerated MSc pre-registration
physiotherapy programme. Since qualifying as a physiotherapist in 1987I had
worked within numerous health settings, both in the UK and abroad. The decision
to become a lecturer stemmed from my enjoyment of teaching students, junior
staff and patients while working as a clinician. An MSc in Health Promotion
broadened my perspectives on education, and was a decisive factor in my decision
to apply for an academic post.
Within my teaching on the physiotherapy programme my aim is to enable
students to gain the appropriate cognitive and practical skills to function as
effective autonomous practitioners. I aim to provide students with educational
experiences which enable them not only to learn physiotherapy-specific skills
but also to develop their capacity for independent learning, problem solving and
teamwork, equipping them to learn and develop throughout their professional
career. To this end I have employed various teaching and learning approaches;
including technology-enhanced learning (TEL), problem-based learning (PBL),
inter-professional learning (IPL), and clinical placement learning.
As well as directly teaching students I have been involved in various
projects within HHS. I have developed systems for students' clinical practice
and for IPL within the clinical environment as well as being highly involved in
the development of TEL. My association with TEL has lead to the development of;
online PBL, online resources for mandatory training and service improvement
designed for all pre-registration health programmes, online question banks for
formative testing, an online module for healthcare educators and
TALIF-funded projects
developing interactive virtual patient software to support clinical learning.
I am committed to continuous professional development. I was one of the first
lecturers to graduate from the Certificate of Higher Education Practice and I am
currently studying for a Doctorate of Education. Outside of the University I am
also committed to working within the voluntary sector with New Futures Nepal, a
charity that provides a home, education and medical care for disabled orphans in
Nepal. As their physiotherapy advisor, I travel to Nepal regularly to assess and
update the children's' management programmes.
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Biography to follow shortly.
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Second Year Organiser (SP/SU terms), Director of Sport, Performance &
Fatigue Research Unit, Disciplinary Committee Member, Lecturer in Sports &
Exercise Psychology, Department of Biological Sciences
When it comes to careers, it is safe to say that I have done the drunkards
walk. I served for 7 years as a Royal Navy submariner, then 10 years as a police
office in the East end of London and, since 2004, I have been a lecturer in
sport and exercise psychology in the Department of Biological Sciences. I read
BSc Psychology, MSc Sport Science and PhD Sport & Exercise Psychology. When I
joined the University of Essex I was among the first cohort to graduate from the
Certificate of Higher Education Practice, a programme which had a very
beneficial impact on my development as a University teacher. In 2006 I won a
TALIF award and in conjunction with funding from the Higher Education Academy
conducted a project to explore students' involvement with personal development
planning, which was later published as a book chapter. Currently I direct the
Sport, Performance & Fatigue Research Unit and my own research has focused on
the psychological antecedents of fatigue in athletes. I am currently Chair of
the Division of Sport & Performance at The British Association of Sport &
Exercise Science. I am also a Fellow of the Higher Education Academy and a
Chartered Psychologist with the British Psychological Society.
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Senior Lecturer, Department of Psychology
I am currently a Senior Lecturer in the Department of Psychology, which I joined as a Teaching Fellow in 2000. My research focuses on human judgement and decision making, and draws on ideas from cognitive psychology, social psychology, economics and statistics. These topic areas and the skills that I employ in my research shape both the content and delivery of my teaching. When designing and delivering lectures, workshops, practicals, written materials and assessments for undergraduate and postgraduate psychology modules, I always seek to contextualise the use of statistics in psychological research. Through careful explanation and well-structured exercises, I hope to give students confidence in using statistics to evaluate published research and to conduct their own research. Supervising undergraduate, masters and PhD student research projects has been an important part of my job at the University. It has been satisfying to see several of these projects published in peer-reviewed journals, inform research done in other institutions, and, in some cases, help to encourage students into a research career. My interest in judgement and decision making (JDM) has been key to my teaching activities, which include a final-year undergraduate JDM option that I developed. It has given me particular pleasure to join with colleagues from several universities in London to run a series of Student JDM Conferences, which have given our undergraduate students the opportunity to gather together for a day of activities and presentations (some from international speakers) that consolidate and extend students' knowledge of this exciting research area.
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