Learning & Professional Development Centre
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- KEA - Previous Winners
Keele Excellence Awards - Successful Applicants
Congratulations go to the recipients of the University's Keele Excellence Awards, details can be viewed below:
Keele Excellence Award Recipients 2015/16
Julie Hulme - General Award
Julie takes a passionate approach to enhancing the learning experience of all Psychology students, which includes development of academic skills, but also reaches further, focusing on students’ personal development and confidence and enabling students to see the relevance of psychology to everyday life and employment. Julie leads CPD initiatives for the School of Psychology to help infuse teaching excellence across the school’s activities, for example, on assessment and feedback and technology-enhanced learning, promoting engagement with pedagogic research, and championing the university’s HEA CPD Route and other LPDC initiatives. Julie mentors individuals within and beyond Keele in their journey to HEA Fellowship recognition. Julie maintains a national profile through engagement with the British Psychological Society, particularly through her position as Vice Chair of the Division of Academics, Researchers and Teachers in Psychology, She has extensive experience of working with and for the HEA, and enjoys ongoing collaborative work with them.
Teresa Oultram - Early Career Award
Teresa is a highly dedicated member of Keele Management School (KMS) with a passion for enhancing the flexibility of her teaching and learning approaches, in order to suit the needs and interests of the diverse cohort of students in the management school. Teresa does this by involving students in the design of teaching materials and assessments and by utilizing an innovative range of teaching methods, such as animated videos to explain core concepts, podcasts and TED talks. Teresa’s students help to decide the feedback formats for their assessed work, types of technological innovations to be used in class (e.g. flipped classroom), and even some of the module topics covered in their lectures. Her commitment to excellent teaching and learning is also evidenced by her active involvement with numerous LPDC courses, presenting regularly at Keele’s Annual Teaching Symposium, as well as running teaching workshops and mentoring new teaching staff within KMS.
Chemistry and Medicinal Chemistry - Early Career Award
Laura and Mike have shown exceptional commitment over the last four years to improving the learning experience and outcomes of Chemistry students across Organic Chemistry modules at both the first and second year level. They have developed, implemented and evaluated a host of innovative teaching approaches, which have not only enhanced student engagement and attainment across organic chemistry, but also crucially, helped students to grasp the practical application of organic chemistry concepts in real world settings. Laura and Mike have introduced pre and post-laboratory exercises such as short videos and screencasts; implemented a skills-based practical exam for all students (which is a unique approach in UK HE); as well as utilized flipped classroom and team-based learning to enhance student learning. All of their teaching innovations have been executed in a highly reflective manner and overall have had a significant and positive impact on organic chemistry learning for Keele Chemistry students.
Foundation Year Administration Team - Staff Supporting Learning and Teaching
The Foundation Year Centre administrative team, which comprises Libby Smith, Jill Griffiths, Jayne Roberts, Julie Hulme and Dianne Foulkes, have shown exemplary dedication over the last year. In particular, at the start of the academic year when, within a relatively short space of time, the number of Foundation Year (FY) students more than doubled from the previous year, eight new members of academic staff were recruited and the administrative team were relocated to new offices. This team provides a crucial pastoral support role for FY students in their transition from a variety of non-traditional backgrounds into degree programmes, taking a highly personalised approach which helps to build students’ confidence within the HE setting through getting to know them all individually. The FY Centre administrative team effectively and efficiently support teaching staff within the Centre, as well as liaising and working with staff across all Schools in the University.
Keele Excellence Award Recipients 2014/15
Jamie Pringle - General Award
Jamie has developed innovative approaches to learning and disseminated good pedagogic practice. The Higher Education Academy has recognised Jamie's work on immersive educational egame learning environments, for example, at the Higher Education Network Annual Meeting, the HEA STEM annual conferences and in the HEA Planet journal. Jamie has inspired student led research, many undergraduate and M.Geoscience students have presented or published their work as first authors. Jamie has contributed significantly to Keele's outreach programme exemplified by being nominated for the last four years as academic contributor to Keele's widening participation and outreach programmes.
Claire Stapleton - Early Career Award
Claire has successfully integrated technology into her teaching within the School of Health and Rehabilitation. GoAnimate was used (Teaching Innovation Award, 2013-14) to develop animated scenarios for teaching professional development. Claire has made extensive use of google+ community, Kahoot!, screencast-o-matic and iSpring presenter and as a result she has influenced teaching practices within her school and her discipline. She has supported staff to access and set-up google+ community and has used staff meetings to showcase innovative technology. Claire presented a paper on the use of animation at the Physiotherapy UK conference (2014) and was invited to deliver a session entitled ‘Learning with e’s’ by the Chartered Society of Physiotherapists Learning and Development group. Claire has a strong commitment to the systematic evaluation of her teaching and the involvement of students in this process.
Jim Grange - Early Career Award
Aware that Psychology students are known to dislike statistics, Jim encourages student motivation through being approachable and accessible. Jim was shortlisted for a student-led teaching award for “innovative teaching through technology” (2014). He podcasts lectures, uses novel software offering customised revision tips, and has designed a YouTube channel providing videos for often-used statistical techniques. Jim has developed a “Research Volunteer Scheme” to encourage Psychology students to participate in research. Jim's methods have had an impact: in 2013, his Head of School requested all 1st year lectures to be podcasted, and his on-line tutorials have received national and international recognition. Jim values student feedback. He uses a range of methods to involve them, for example, an anonymous feedback drop-box, focus groups and responses fed into word-clouds.
Dave Emley - Staff Supporting Learning and Teaching
“David ….. has contributed to teaching and learning in a way which far exceeds the expectation which might have been placed upon him....' (Head of School Physical and Geographical Sciences). He has been proactive in introducing new techniques and resources to support teaching, learning and research, especially in X-Ray Fluorescence Spectroscopy. David is self-taught in programming and web authoring and has developed computer-aided learning packages that have received national and international accolades. He lectures on advanced web authoring techniques. The 'Green Agenda', has enabled David to use his environmental expertise for the benefit of students, staff and, through outreach work, to visitors. David's work on the Keele Arboretum and the creation of the Arboretum website is recognised globally. The Natural History of Keele University (2014), containing all his data on flora and fauna, is testament to his 40 plus years at Keele.
Keele Excellence Awards Recipients 2013/14
Russell Crawford is a teaching fellow in the Medical School and academic developer in the Learning and Professional Development Centre (50-50 split). He is an experienced problem-based learning tutor and lecturer. In 2013, he came second in the annual 'Professional of the Year' widening participation KeeleLink awards. The Keele Basic Bites (KBB) video learning programme, jointly run with Dr Andrew Morriss, is further evidence of Russell's teaching approach and innovation. KBB resources are accessed extensively by staff and students at Keele as well as nationally and internationally. Russell also created the Keele peer-reviewed learning and teaching journal; JADE (Journal of Academic Development and Education) and recently accepted an offer to become associate editor for the Journal of Pedagogic Development from the University of Bedfordshire.
Katie Maddock's support and development of staff is evidenced through a variety of activities: managing a team of clinical pharmacists, mentoring on the TLHEP and leading on the reaccreditation of the MPharm degree. Katie has developed new teaching resources: creating eBooks from PowerPoint presentations, audio feedback on group work and a textbook. Katie is a core member of the Keele's HEA Transforming Assessment Team (TAPS). Katie's Director of Studies suggested that she 'is acknowledged to be one of the most pro-active and successful pharmacist educators in the country...' She has presented papers on innovative approaches to teaching Pharmacy at national and international conferences. In 2012 Katie was appointed as an Accreditation Panel Member by the GPhC for MPharm courses within the UK.
Hala Mansour has contributed significantly to improvements in assessment and feedback in Keele Management School and across the University. She evaluated an Essay Feedback Checklist (EFC), an interactive feedback tool designed to enhance student understanding of feedback on assessed work, for her MA in Action Research in Teaching and Learning. Hala's evaluation of the EFC has been published in JADE and presented at Keele conference. Hala has represented Keele at Higher Education Academy events. Hala recognises the importance of the student voice; she places value on effective student led tutorials. Comments from students refer to her positive, encouraging and inclusive style. Hala's KLE site is interactive; she uses Twitter and Facebook to encourage student engagement and 'teaching beyond the classroom'.
Chris Stiff has successfully risen to the challenge of adjusting from post doc to lecturer in Psychology and is committed to continuous improvement by working collaboratively with both staff and students, Student feedback on his teaching using informal online feedback refers to 'great class sessions' that were 'fun and interactive'. Chris has significantly enhanced student learning in statistics by designing online tutorials accessed via his designated YouTube channel. These tutorials have been extensively adopted in the School of Psychology and viewed worldwide. Chris has received a Teaching Innovation Award to examine the effectiveness of these materials, with the results recently published in JADE. Chris's activities beyond Keele include the adoption of his online lecture materials by the School of Psychological Sciences at the University of Melbourne.
Keele Excellence Awards Recipients 2012/13
Falko Drijfhout has introduced a range of teaching methods to help students understand and enjoy Chemistry. These include the use of videos, models, clicker technology, project and problem-based learning. His many student nominations testify to the value of these methods. His willingness and approach to offering academic support are also positively noted by both his students and his peers in the School.
Beyond the classroom, Falko has played a key role in recent new curriculum developments, particularly at postgraduate level and for CPD courses. He maintains an on-going commitment to his development as a teacher, through study, by innovation and through active membership in discipline-based networks nationally and in Europe.
Mark Davys’ commitment to his students, to good teaching and the subject of law means that he continuously looks for ways to improve and develop his work in the classroom, online and in published learning resources on the topic of Land Law. His students and peers comment on the clarity and value of his teaching resources and his support for their work and learning.
In the Law School, he leads the Teaching and Learning Forum which gives a space for teaching and learning matters to be discussed. More widely he has contributed to the national legal education field through his links with the Higher Education Academy Subject Centre, UKCLE, and through work with publishers.
Jackie Waterfield has taught health professionals for more than twenty years. Her work with practitioners studying at Masters level has included the development of assessments by portfolio that have professional relevance and evidence high-level academic study. Additionally, her use of e-learning materials and e-activities serves to bridge the theory-practice gap and creates a virtual student community.
Beyond her discipline, Jackie also teaches on the MRes in Social Science and supervises EdD students. Nationally Jackie contributes to the physiotherapy profession through her work with both the Chartered Society of Physiotherapy and the Health and Care Professions Council.
Nicholas Seager has taught English at Keele for nearly four years. During that time, he has moved from learning with and from colleagues to being a valued member of the team, who shares his experiences and expertise with others – at Keele through TLHEP mentoring, and more widely by supporting newcomers to the discipline nationally.
His nominees testify to the success of Nick’s own aspiration to enlighten and empower students, which he achieves through a judicious mix of supporting and stretching students, and sharing his passion for literature.
Matthew Wyman is a Senior Teaching Fellow in SPIRE. Matthew’s approaches to teaching include the thoughtful incorporation of technology to improve learning and access to resources. The panel were particularly impressed by project work that developed students’ practical political skills by combining theory with practice and career development education. The results of this, and of other initiatives, were commended for their significant impact on student engagement and student performance over a number of years.
More widely, Matthew routinely disseminates his work to an audience beyond Keele, within his discipline and beyond. Matthew’s role as team leader developing the Keele graduate attributes has allowed his expertise and commitment to developing students’ skills to be brought to bear for a wider impact. The graduate attributes, part of the Distinctive Keele Curriculum, are now manifest in every programme of study at Keele.
In addition, the Panel determined to recognise the outstanding contribution of the retiring Pro Vice-Chancellor (Education and Student Experience) by offering an Honorary Keele Excellence Award to Professor Marilyn Andrews.
Keele Excellence Awards Recipients 2011/12
Katherine Haxton draws on her experiences, as a teacher of Chemistry and on her roles, as a first year and a personal academic tutor, to define and continuously develop her teaching approach. Her empathy with a diverse student cohort and her aspiration to support their success is evident in her award application and in the nominations she received.
She contributes actively to scholarship and practice-based developments in the discipline as well as offering support in Keele to colleagues looking to extend their use of technology to improve teaching and reconfigure assessment and feedback practices. Her active approach to seeking opportunities to contribute to teaching developments and to learn and develop as a teacher impressed the assessment panel.
Helen Wells' case for an award is supported by student comments on the positive qualities she brings to teaching and the supervision of research projects in her discipline of Criminology. In addition, she has impacted on the systems and processes within the School to improve the broader student learning offer.
She espouses a philosophy of teaching that is informed and grounded in her disciplinary knowledge, her experience outside academia and her concern for student welfare and achievement. Her award this year is recognition of the wider acknowledgement of one student's' comment, that "Keele should be proud to have Helen Wells as a member of staff."
Sheila Hope is a lecturer in the School of Life Sciences. The assessment panel particularly commended Sheila's creative and innovative teaching methods and the very positive response they receive from her students. In particular, her use of technology, which she uses to support students to learn at their own pace, and to provide timely, high quality feedback, was noted.
Sheila is a programme leader, and has a broad portfolio of teaching across four Schools and all levels of study. Across this breadth, she sustains a reflexive and open approach to introducing, evaluating and disseminating changes to continuously improve the student learning experience.
Bruce Summers impressed the assessment panel with his reflective and creative approaches to engaging medical students in meaningful learning, within practice settings at The Princess Royal Hospital, where he works as an orthopaedic and spinal surgeon/ consultant and also as a part-time lecturer and senior tutor for Keele Medical School.
A current participant on the Certificate for Medical Education, Bruce combines theory, experience in practice and his love of art into his teaching. He is current rethinking how patients can contribute as partners in the teaching-learning experience to most effectively allow students to learn both clinical and communication skills.
The Geophysics Team
The Geophysics Team compromises of Drs Nigel Cassidy, Jamie Pringle and Ian Stimpson, from the School of Physical and Geographical Sciences. The team's application impressed the assessment panel with both the individual strengths of each team member and their collective commitment and reflective approach to support students on their modules and programmes.
In addition to their teaching roles in the classroom and the field, and School and Faculty responsibilities, all three members of the team are actively contributing to learning and teaching development in the discipline. For example, by funded project work and by publication of their practice.