New ARU Associate Teaching Fellows announced
Congratulations to our new ARU Associate Teaching Fellows. This year see’s our first colleagues being recognised with the ARU Associate Teaching Fellowship for their ongoing commitment to learning and teaching.
Each of the 16 recipients from across ARU faculties and the University Library, were required to successfully complete a pedagogic development project and disseminate their findings to enhance best practice. The projects received funding from the ARU Learning & Teaching Project Awards, and addressed a variety of informative topics (see below) which are available to access on the LTP database. Recipients receive a certificate and pin, and will be able to use the post-nominals: ARU ATF.
Says Mark Warnes who manages the ARU Associate Teaching Fellowship: “We’re delighted to see so many colleagues being recognised for their pedagogic work to enhance teaching, learning and the student experience across ARU and the HE sector. Some of the recipients have already shared their findings at previous Anglia Learning & Teaching events such as Engage and DigiFest and others will be part of our forthcoming programme of webinars and conferences.”
The Associate Teaching Fellowship is one of ARU’s six award schemes aimed at recognising, rewarding, supporting and developing the excellent practice of individuals and teams across ARU. To find out more, visit Awards & Recognition.
Congratulations to this year’s ARU Associate Teaching Fellows:
- Antonio Bonacaro, HEMS: Improving the Quality of Simulated Learning Experience through Mindfulness Meditation
- Francesca Cavallerio, S&E: Enhancing students’ experience, engagement and academic performance through involvement in research: Development of the Qualitative Inquiry Research Group
- Mathew Dowling, S&E:Enhancing students’ experience, engagement and academic performance through involvement in research: Development of the Qualitative Inquiry Research Group
- Sarah Etchells, AHSS: Adapting the Jigsaw Technique
- David Jay, AHSS: Adapting the Jigsaw Technique
- Linda King, S&E: Design and implementation of problem-solving framework to enhance creativity and innovation in undergraduate science students: the ability to ‘think differently’
- Judie Knowles, HEMS: An evaluation of videos to teach clinical skills to pre-registration student nurses
- Katrina McDonald, S&E: Enhancing students’ experience, engagement and academic performance through involvement in research: Development of the Qualitative Inquiry Research Group
- Joanne Morrissey, S&E: Embedding Enterprise Education into science modules
- Jane Shelley, University Library:What academics really think about information literacy
- Anna Stodter, S&E: How does an online learning community of sport coaches develop an ability to critically reflect on their coaching practice?
- Peter Stokes, University Library: Profiling the information seeking behaviour of nursing students
- Preethi Thankappan Nair, B&L: Design and implementation of problem-solving framework to enhance creativity and innovation in undergraduate science students: the ability to ‘think differently’
- Marta Vianya-Estopa, S&E: Evaluation of team-based learning (TBL) using focus groups in a cohort of undergraduate optics students
- Domenico Vicinanza, S&E: ARU Health Hackathon: A project where a multidisciplinary team of students come together to engage in solving heath related issues
- Mark Warnes, AL&T: What academics really think about information literacy