Meet the 66 contributors to the book, in alphabetical order.
Dr Maxwell Addo is the Teaching Recognition Programmes Manager at the Queen Mary Academy, QMUL. He leads the Queen Mary AdvanceHE Teaching Recognition Programmes (TRP). With a background as a dental clinician and educator, he is committed to advancing best practice in strategic continuing professional development and recognition. Max’s current research interests include reflective practice in dental education, curriculum development, co-creation, and flourishing.
Dr Linda Amrane-Cooper is Director of Academic Practice in Online and Distance Education at the University of London and Director of the Centre for Online and Distance Education. Linda’s leadership drives innovation and quality assurance of high-quality, inclusive online, blended, digital-delivered and transnational education globally. Her research focuses on assessment and staff development. Linda's academic and professional career has spanned Higher Education, K – 12 teaching, teacher training, and Museum Education.
Professor Lydia Arnold is Associate Pro Vice-Chancellor at Harper Adams University, where she leads curriculum, professional development, digital pedagogies, and the pedagogic action research. She has written and presented on many topics, including action research approaches, feedback. and authentic assessment. She is a Principal Fellow of AdvanceHE and a UK National Teaching Fellow. She is active on social media and shares ideas through her long-established blog (lydiaarnold.net)
Karen is responsible for leading the development, implementation and evaluation of strategies, programs, projects and services to assure and improve institutional capacity and individual capability in relation to the design, development, implementation and evaluation of learning and teaching at RMIT Vietnam.
Erik is a consultant in educational, staff, and organisational development. Prior to that, he worked for 15 years as an academic and practitioner in educational development. His research interests are in the psychology of tertiary teaching and learning, academic leadership, and discipline-based higher education research.
Cheryl is Head of the School of Social and Cultural Studies in Education and co-Director of Te Puna Rangahau i- Ako, the Digital Education Futures Lab. As a Commonwealth of Learning Chair she leads projects exploring (post)digital (in)equality in Tertiary Education focused on perspectives and opportunities in the Pacific region. Her research explores the role digital technologies play in enabling or inhibiting students participation in learning.
Tom is an Associate Teaching Professor in the Centre for Teaching Enhancement, one of the co-founders of ALDinHE and co-producer of the #Take5 blog. Tom has a special focus on praxes that ignite student curiosity and develop power and voice. Tom has set up adventure playgrounds, community events and festivals for his local community, worked in theatre and film, and feeds arts-based practice into his learning, teaching and assessment practices.
Tom Burns https://orcid.org/0000-0003-1280-0104
Emily has a subject background in equine sports science, she holds a Masters degree in Education and is a Senior Fellow. Emily has particular experience in supporting work-based learners. She has led large-scale partnership provision and has taught across levels 4-7. Emily has an academic interest in a range of teaching related topics including academic skills development, curriculum development, use of technology and leads the Veterinary Nursing section of the Animal Health, Behaviour & Welfare Department. Emily leads the AdvanceHE accredited Aspire Recognition Scheme, is an experienced PSF assessor, mentor to internal SFHEA applicants and an external examiner. Emily has previously been on the organising committee, and subsequently mentored others for the CPD tweetchat #LTHEchat.
Daniel is the Teaching Recognition Lead at De Montfort University and a SFHEA. He specialises in professional recognition, coaching-informed academic development, and authentic assessment. At DMU, he has transformed the Professional Recognition Scheme and contributed to the university’s Education 2030’s block-teaching transition. Daniel’s research focuses on coaching as a high-impact approach to learning in HE and authentic assessment through dialogue, themes explored though his leadership of the Coaching Conversations in Learning & Teaching module, of the PGCert in Empowering Education.
Dr Giovanna Comerio is a Senior Fellow of Advance HE, a Recognised Leader in Advising (UKAT), and a lecturer in Learning and Teaching in Higher Education. With two decades of international experience, her work focuses on student autonomy and teacher agency in multicultural environments. Her research uses a Critical Realist lens to explore teacher identity in British and transnational higher education, pastoral care, and Chinese students’ learning experiences.
Dr Erika Corradini is the Educator Development and Scholarship of Teaching and Learning (SoTL) Lead at the University of Southampton’s Centre for Higher Education Practice (CHEP) and a Principal Fellow of Advance HE. Her leadership focuses on driving innovation in academic development, education evaluation, and the scholarship of teaching and learning across local and international contexts.
Erika serves as Co-chair and trustee of the SEDA Executive Committee board and as Deputy Editor-in-chief of Research in Learning Technology, the flagship publication of the Association for Learning Technology.
Dr Laura Costelloe is an Assistant Professor in Academic Practice at the Learning Enhancement and Academic Development (LEAD) Centre at Mary Immaculate College, Limerick. She supports the continuing development and professional practice of higher education teachers and offers expertise and teaching across a range of professional development initiatives designed to enhance institutional learning and teaching practice. She is also the programme co-ordinator for the Graduate Certificate in Academic Practice, represents MIC at the Mid-West Regional Teaching & Learning Taskforce and is a member of the National Academic Integrity Network (NAIN).
Tim Cotterell is a Lecturer in Learning and Teaching in Higher and Further Education, working especially in the vocational and creative sectors.
Chloe Courtenay supports academic staff in pedagogical professional development across Canterbury Christ Church University. She is the Course Director for the Postgraduate Certificate in Academic Practice and University Certificate in Academic Practice. Additionally, she is the lead for mandatory academic integrity and assessment and feedback training, a mentor and assessor for Advance HE Fellowship scheme, and hosts the Spotlight on Best Practice podcast. Her research focuses on academic integrity and epistemic injustice in academic misconduct processes, and supporting second-career academics adapting to research and academia.
Chloe Courtenay (0009-0001-7015-8239) - My ORCID
Dr Natalie Courtney is a lecturer in the Undergraduate Medical School at the University of Glasgow. She is Deputy Director of Year 1 MBChB and teaches across Year 1 & 2 of the MBChB degree. She has a keen interest in student support and creating community amongst students and staff.
Dr Rob Daley is an academic developer based in the Learning and Teaching Academy at Heriot-Watt University. He leads a range of development for staff new to teaching in HE and a suite of activities to support educational leaders across the university. He is actively engaged in research around elements of academic careers and the careers of educational developers. https://orcid.org/0000-0002-0834-6079
Beth Dando is a Lecturer in Learning and Teaching in Higher Education, with a specialist focus on mentoring and professional development. She leads initiatives to enhance mentor practice and supports colleagues in their mentoring practice. She is currently undertaking a EdD, exploring the perceived experiences of pre-service and in-service trainees within post-compulsory education and those who support them.
Evan Dickerson, SFHEA has been the Learning Technologist at Guildhall School of Music & Drama since 2021, during which time he has overseen an expansion in the strategic use of technologies for teaching, learning and assessment, particularly Moodle in both the breadth and depth of its integration with the curriculum.
Camille is the Deputy Head of School Research at University of Technology Sydney in Australia. She is a Fulbright and Organization of American States (OAS) scholar with expertise in diverse geographies and diverse spaces focusing on the sociotechnical spaces in digitized learning and performance. She has served on numerous Q1 journal editorial boards and was an Australian representative on the EDUCAUSE Horizon Report panel of experts, from 2021- 2024.
ORCID ID:0000-0002-5504-7856
Abigail Dickson-Morean is a practicing Attorney-at-Law and Law tutor in Trinidad.She is a graduate of the University of London having successfully completed the Postgraduate Certificate in Learning and Teaching in Higher Education. Abigail is deeply interested in the impact of distance learning on developing nations.
Dr Kerry Dobbins is an Associate Professor in Academic Development at the University of Warwick. Kerry is an experienced pedagogic researcher with expertise in the scholarship of teaching and learning (SoTL). She co/leads various SoTL projects institutionally, nationally and internationally. She is Associate Editor of the Journal of University Teaching and Learning Practice, and Co-Editor of the SEDA Blog. At Warwick, she leads several professional development initiatives or pathways.
Claire is the Anatomy Lead for the MBChB programme at the University of Glasgow and also teaches on the bioscience degrees. Following her PhD in medicine looking at endovascular device development, Claire has interests in bioengineering and clinical applications of anatomy, as well as student-centred anatomical education approaches.
Bianca is a Principal Fellow of the Higher Education Academy (Advance HE) and a Senior Lecturer in Academic Practice at Nottingham Trent University. Bianca leads the Postgraduate Certificate of Learning & Teaching in Higher Education, manages a team of academics and professional services colleagues, and works with new members of staff, supporting them to develop their teaching practice and guiding them to achieve Fellowship as a mentor and reviewer for NTU’s Advance HE Fellowship Scheme. Bianca holds a PhD in Media and Communication Studies and has more than 15 years of teaching experience in Higher Education, in the UK and other European countries. She is passionate about developing CPD programmes and, as a course design expert, she was the academic lead of the ERASMUS+ MeLDE project, contributing to the design of a CPD programme in digital literacy for European educators.
Mari Cruz García Vallejo (SFHEA, SCMALT, MSc, MEng, ITIL, Cllr) is a senior digital education consultant. She researches and teaches on Generative AI to support learning and teaching in higher education. As a digital education consultant, Mari Cruz has collaborated with several universities in Europe and the UK, including Heriot-Watt University and Dundee Medical School. She currently teaches Generative AI at the Universidad de Las Palmas de Gran Canaria (Spain). Among her academic achievements, the EUIA scale has been endorsed by Fengchun Miao, Head of AI in Education Policy at UNESCO Headquarters (Paris). One of her modules was selected by the AI Pedagogy Project at metaLAB (at) Harvard as an exemplar of innovative use of AI in assessment (https://aipedagogy.org/authors/mari-cruz-garcia-vallejo/). Mari Cruz blogs on Substack: @maricruzgarciavallejo.
In Mei’s first career in industry, she developed an impressive track record in the business sector with blue chips as well as start-ups in Asia, the US and Europe.
In her second career of working in HE, Mei has taught undergraduate and postgraduate students of all levels in several business schools. In addition to subject knowledge and academic rigour, Mei’s teaching also has strong focus on students' soft skills and critical thinking abilities. Mei’s research interest is interdisciplinary approaches to teaching.
Gurinder is Course Leader of BA (Hons) Digital Content Creation. Having started her career in television production, she moved onto PR and creating strategic social media content for the charity industry. Gurinder moved into teaching, and has created courses at FE and HE level which combine media and marketing skills.
Outside of education, Gurinder is a crochet pattern designer and has written two books published by Bloomsbury.
Jane is a module leader on the PgC in Teaching and Supporting Learning. She also works with colleagues from the Harper Keele Vet School and, more recently, external training clients. Her professional career began in accounting, later gaining an MA in Learning and Teaching in HE from Keele University. Jane has worked with teachers and trainers internationally to support the development of teaching methodologies, including in China and South Africa.
Danielle leads the Introduction to Teaching and Supporting Learning course (part of Teaching@UoB), and is deputy-lead of the PGCert TLHE. She has over 25 years of experience working in academic/educational development and digital education roles in UK Higher Education. Danielle's interests focus on the importance of context to curriculum development, education for sustainability, Lego Serious Play, and active learning.
Julia Horn leads the Postgraduate Certificate in Teaching and Learning in Higher Education at the University of Birmingham. She has previously worked at the University of Cambridge, University of Reading, University of Oxford and the Said Business School.
Naima Iftikhar as Lecturer in Learning and Teaching at Western Sydney University (WSU) in the Office of PVC Learning and Teaching leads the professional learning programs across the Sydney, Indonesian, and Vietnam campuses and the Digital Learning Consultants’ team. Her research and practice advances academic development methodologies that enhance staff professional learning to drive innovation and recognition of teaching to address contemporary higher education challenges. She has extensive international experience in teaching and academic development and was previously a Lecturer in the Built Environments Learning & Teaching (BEL+T) Group at the University of Melbourne. She is a Fellow of SEDA and AFHEA (Indigenous Knowledges).
Dr Mary Jacob is a Lecturer in Learning and Teaching, primarily responsible for the Postgraduate Certificate in Teaching in Higher Education (PGCTHE) programme and the ARCHE scheme for Advance HE Fellowship. She coordinates the university's Generative AI Working Group. She seeks out events and resources that are useful for teaching staff and shares them via the Weekly Resource Roundup on the LTEU blog.
Martin leads the Academic Enhancement and Professional Development team at Coventry University; which delivers the PGCert and Advance HE accreditation scheme and provides support for curriculum change initiatives as well as providing academic development support generally. Research interests include TEL and learning design. He has over 20 years’ experience of working in academic development roles in the UK and New Zealand. Martin is a National Teaching Fellow. https://orcid.org/0000-0002-1209-8282
Dr Claire Loffman is a Senior Lecturer in Education Development at Canterbury Christ Church University. She is a module lead teaching on the Postgraduate Certificate in Academic Practice and University Certificate in Academic Practice. Additionally, she leads on accessible teaching practices and compassionate pedagogy, and is the acting Advance HE Fellowship scheme lead as well as a mentor and assessor for the scheme. Her research focuses on Compassionate Pedagogy and wellbeing and work-life balance for Early Career Teachers. She has been teaching in UK universities since 2010.
John was the Head of Academic Professional Development at Canterbury Christ Church University, UK until 2015. In 2018 he was placed on the SEDA Roll of Honour. He is a senior fellow of SEDA, and a principal fellow of AdanceHE.
Since 2020 he has been an independent HE consultant. He is also the author of the popular free download: 77 Things to think about teaching and learning in higher education. His last book was the best-selling Enhancing Learning and Teaching in Higher Education: engaging with the dimensions of practice (Open UP, 2015), aimed at supporting HE academics seeking FHEA fellowship status.
Johnny Lee, Senior Learning Designer at the Digital Education Studio of Queen Mary University of London, leads design of distance learning programmes in the Faculty of Medicine and Dentistry. An SFHEA and award-winning practitioner, he specialises in digital pedagogy, artificial intelligence in education, and inclusive, accessible learning design.
Dr Kathryn MacCallum is an Associate Professor in Digital Education Futures at the University of Canterbury, New Zealand. She is an experienced digital education researcher, with expertise in the integration of technology across education and a strong focus on digital equity and AI literacy. Kathryn co/leads multiple research projects nationally and internationally and is Director of the Digital Education Futures Lab. https://orcid.org/0000-0003-3844-7628
Dr Christina Magkoufopoulou, SFHEA, is an Academic Developer at Coventry University. Christina is an experienced educator with a passion for Active Learning. Christina aims to create inclusive learning environments where both staff and students thrive and learn from each other. Christina’s research is primarily around the fields of assessment and feedback, and creating supportive environments for staff development such as Communities of Practice.
https://orcid.org/0000-0002-9460-3149
Annamarie McKie is Associate Dean Student Journey at London College of Fashion, University of the Arts London. She is a UAL mentor for SFHEA and PFHEA applicants and also leads university work in student transition and retention. Annamarie’s main research interests are in reflective teaching practice to enhance the student journey in creative arts subjects. These interests were taken forward as part of her EdD thesis, exploring how creative arts lecturers talk about reflecting on their teaching.
Laura Minogue is Head of Academic Professional Development at St Mary’s University, Twickenham. She is Course Lead of the Postgraduate Certificate in Academic Practice (PGCAP) and convenes the first module: Developing Learning, Teaching and Assessment in Higher Education. Laura’s doctoral research explores the lived experience of second career academics through career transition, professional identity and future possible selves. Laura enjoys using arts based methods in teaching and research.
Dr Amrita Narang is the Head of Teaching Excellence Academy part of Centre for Excellence in Learning and Teaching. In her role, she leads the strategic implementation of the University's framework for staff development. Her research lies in arts-based praxis to interrogate the role of academic developers in considering what a decolonial curriculum in higher education can be. She actively engages in sector level projects such as writing QAA advice and guidance, and AdvanceHE’s NTF application reviewing.
Dr Ivan Newman has, for over a decade, supported HE students with Specific Learning Difficulties (SpLDs) such as Dyslexia, Dyspraxia, ADHD and autism spectrum condition. He is a published author of numerous academic articles relating to SpLDs and HE, advises authors on making their specialist text books more accessible and runs workshops for academics, helping them understand how to teach highly diverse cohorts more effectively. He is a Chartered Engineer with extensive commercial experience.
Leisa Nichols-Drew is an Associate Professor, NTF, CATE, SFHEA, Churchill Fellow, Chartered Forensic Practitioner, and DMU UNSDG Fellow at De Montfort University, Leicester. She is a passionate advocate for active teaching and learning, via the creation of contextualised, real-world, and immersive experiences. Her sustainability ethos for championing others aligns to the 17 United Nations Sustainable Development Goals, and she is honoured to contribute to the DMU PGCert Empowering Education programme.
Glen O’Grady has served in leadership roles in academic development units in Australia and Asia and has been involved in the design and teaching of PGCerts at RMIT Vietnam, the Australian National University, the National University of Singapore and the University of Queensland. Glen is interested in how PGCerts can both inform and problematise university teaching.
Gianna Osborne serves as a Games Development lecturer at Ravensbourne University. With a background spanning both games design and digital marketing, she acts as the vital link between the academic world and the professional games industry. Gianna focuses on shrinking the divide between theory and practice by organizing cross-course initiatives and external partnerships that expose students to current industry standards. Her work as the main industry connector for the department ensures that curriculum design remains agile and relevant, empowering final-year students to transition smoothly into their careers.
Matthew Phillpott is an educator, writer, and historian working independently in learning design. He is a Fellow of the Centre for Online and Distance Education (CODE) at the University of London and a tutor on the Learning, Teaching, and Assessment PGCert at the University of London. Matthew is particularly interested in design principles and ethics.
Dr Sue Richardson is a Lecturer in Learning and Teaching in Higher and Further Education, working especially in the vocational and creative sectors. Her book, Teaching for Student Success in Vocational Higher Education, is forthcoming from Palgrave Macmillan.
Dr Tim Robinson is a Lecturer in Learning and Teaching in Higher and Further Education, working especially in the vocational and creative sectors.
Dr Noemi Sadowska is Programme Director at the University of the Arts London, UK, with extensive experience in higher education curriculum design and degree launch. Noemi’s doctoral work in gender, design practice and women’s magazines shaped her early interest in social justice. Her current research, published internationally, aims to understand how/if embedding a sequence of eco-social learning interventions can influence students’ design choices and behaviours, resulting in more responsible practice.
Dr Eva Sansavior is Academic Development Consultant – Curriculum Redefined and Lead for the Partnerships in Assessment and Feedback Network. Dr Sansavior’s academic development practice builds on academic and research experience in the fields of International Strategic Management, Human Resource Management and Global French and Francophone Caribbean Studies gained in major UK and Irish universities. Her current academic development practice bridges three key areas: arts and humanities pedagogic practice and curriculum design, cross-disciplinary SoTL development and partnerships in assessment and feedback. She has developed and leads three new programmes at the University of Leeds: Engaging Curriculum Redefined through the Arts and Humanities, Build your Scholarship Practice and The Partnerships in Assessment and Feedback Network. ‘Working in Partnership in Partnership with Students for Assessment and Feedback: A Practice Toolkit for Higher Education Teaching Staff’ is the first major output of this project. A list of her key funded research and pedagogic projects developed to date can be found here.
Sonny Sardesai is a senior lecturer and course leader in cyber security, with B.E Electronics, MSc Computer Science, PGD Animation & Multimedia, PGCE and FHEA as qualifications and professional memberships in IEEE and BCS. He has a combined 19 years of experience in industry and academia with significant breadth of expertise in topics ranging from engineering subjects, artificial intelligence, software development, programming, game art and animation. Known for top quality curriculum design and student satisfaction using innovative methods, his research interests are Problem-Based Learning (PBL) and Game-Based Learning (GBL) for engineering disciplines.
Lee-Ann Sequeira is an academic developer who has been teaching on and leading educator development programmes for more than 15 years. She currently leads the Contemporary Issues in Teaching and Learning module and a workshop on Teaching in the Social Sciences on the PGCertHE and Principles of Teaching programmes at the LSE. Having lived, studied, and taught in different education systems and countries, she is passionate about fostering all forms of diversity (ideological, cultural, etc.) in HE.
https://info.lse.ac.uk/staff/divisions/Eden-Centre/People
Sandra Sinfield, SF-ALDinHE, SFHEA, UTF, CATE (2022), is an Associate Teaching Professor in the Centre for Teaching Enhancement, one of the co-founders of the Association for Learning Development in Higher Education (ALDinHE) and co-producer of the learning development focused #Take5 blog. Sandra is interested in creativity as liberatory, holistic, and reparative practice in Higher Education; she has developed theatre and film in unusual places; and inhabited SecondLife as a learning space.
Sandra Sinfield: https://orcid.org/0000-0003-0484-7623
Melanie Smith is an experienced and accomplished leader whose career spans further and higher education across Wales. With deep expertise in post-14 and higher education systems, she has led major initiatives in curriculum design, student recruitment, and retention. Renowned for her strategic leadership and commitment to quality, she champions innovation and outstanding student experience across the education sector.
Emily Stevens is a Senior Lecturer at Ravensbourne University, with a professional background in fashion design and branding. She brings a strong commitment to creativity across various aspects of her academic practice, including curriculum development and assessment design. Her current research focuses on enhancing the accessibility and inclusivity of assessment briefs, aiming to improve usability for both students and academic staff.
Dr Pamela Styles is a Senior Academic Development Officer at University of Wales Trinity Saint David. Following her MSc in Environmental Science and PhD in Genetics, she pursued a career in environmental education, including as Learning Manager for the Wildfowl and Wetlands Trust Llanelli Wetland Centre and as a Lecturer in Environmental Awareness. Pamela worked as an Academic Developer at Swansea University prior to moving to her current role, and specialises in inclusive teaching, learning and assessment practice, creative pedagogies and education for sustainability.
Dr Annetta Tsang, BDSc(Hons), GCClinDent, GCEd(HE), GCDS, MScMed(Pain Mgt), DClinDent(Paeds), PhD, is a paediatric dentist and federal secretary of the ANZSPD*. A recipient of university and national teaching awards, Annetta was program coordinator at The University of Queensland, School of Dentistry. She currently contributes to the Bond University Medical program and is also an advisor of the Charles Darwin University Oral Health Curriculum Group, and a curriculum developer and editor of the Oral Health Action Network, Boston University.
*The Australian and New Zealand Society of Paediatric Dentistry
Kelly Trivedy holds a multi-faceted career in education spanning across multiple course specialisms with core experiences in Law and Education programmes. She is an independent Academic Consultant specialising in Higher and Further Education with a key focus on critical thinking, reflexivity and research project management. Her research interests originate from her MA in Education, focusing on critical thinking. She strongly advocates for critical thinking to be central in course design, delivery, and post-educational settings. Kelly is the curator and host of the podcast ‘Talking CriticalEd’ and the author of the Substack ‘The Critical Thinking Loop.’
Dr Ourania Varsou is a medically-qualified Senior Lecturer in Anatomy at the University of Glasgow. She teaches bioscience, medical and dental students from sub-honours to honours levels. Her research focuses on ultrasound imaging, humanities in healthcare/biosciences and generative AI in higher education, underpinned by Scholarship of Teaching and Learning (SoTL). Ourania is a strong advocate of health humanities, writes her own poetry, and promotes interdisciplinary and transdisciplinary, technology-enhanced teaching approaches in higher education.
Nokuthula Vilakati, previously with the University of Eswatini, is an instructional designer at the University of Johannesburg’s Centre for Academic Technologies (CAT), who supports lecturers in designing and developing online learning programmes. She co-coordinates the Co-LAB initiative, which is underpinned by a pro-quality framework. Her research interests focus on social media in online and blended learning, Universal Design for Learning (UDL), equity in education, and humanising online learning.
Charles Wachira is the Senior Director of Teaching & Learning at the Johns Hopkins Carey Business School. A dedicated educational leader with expertise in instructional design, instructional technology, and project management, he oversees online learning initiatives including course design, program production, and strategic implementation. Charles provides key leadership in the operations of the Teaching & Learning team, fostering strong partnerships with faculty, staff, and vendors to advance the School’s mission. With extensive experience in faculty relations, team leadership, and budget and project management, he remains deeply engaged in emerging trends in instructional design and technology that drive innovation in teaching, learning, and research.
Dr Carol Wood is a Senior Lecturer and Course Leader for the Postgraduate Certificate in Higher Education. Her academic interests centre on curriculum design and assessment. Carol began her career as a lecturer in secondary mathematics and science initial teacher education (ITE), later transitioning to teach in Post-Compulsory Education and Training (PcET) and subsequently on the PgCertHE programme. This progression has provided her with extensive experience across diverse educational contexts. She has served as a Mathematics Subject Expert for Qualifications Wales and previously contributed to the development of numeracy resources for the Welsh Government’s Masters in Educational Practice programme.