School of Psychology
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Dr. Julie Hulme
|Title:||Reader in Psychology|
|Phone:||+44 (0)1782 733325|
|Location:||Dorothy Hodgkin Building 1.31|
|Role:||Director of Learning and Teaching
International Programme Director (SEGi)
|Contacting me:||Email me for an appointment, or knock on my door to see if I’m available. My office hours are on Tuesdays, 2-4pm, during term time.|
- Research and Scholarship
- Further Information
- Consultancy and coaching
I am an applied psychologist with particular interest in applying psychological theories and research methods to understanding and enhancing learning and teaching. I am passionate about education, and especially higher education. I have considerable experience of educational leadership and academic development. A Principal Fellow of the Higher Education Academy (PFHEA) and a National Teaching Fellow (NTF), I work closely with the Keele Learning and Professional Development Centre to support their HEA Continuing Professional Development route, facilitating staff in achieving Fellowship of the HEA in all categories (AFHEA, FHEA, SFHEA and PFHEA).
I am a Keele University graduate, having studied here as both an undergraduate (BSc Hons Psychology and Biology, 1996) and as a postgraduate (PhD Neuroscience, 2003). Having gained teaching experience in a variety of institutions during my PhD and subsequently, I took up my first full-time role as a Teaching Fellow and the first Learning Support Tutor in Psychology at Keele from 2002-2004. I progressed to a Senior Lectureship, first in Education and then in Psychology at Staffordshire University in 2004, before moving to the HEA in 2011, as the Discipline Lead for Psychology. This involved leading the HEA’s work enhancing teaching across the UK higher education sector with regard to psychology education. I returned to the School of Psychology as a Senior Teaching Fellow in January 2015.
I am a Chartered Psychologist (CPsychol) and an Associate Fellow (AFBPsS) of the British Psychological Society (BPS). I am the Chair of the Division of Academics, Researchers and Teachers in Psychology (DART-P) at the BPS, a member of the editorial board of Psychology Teaching Review, and an associate editor of the Journal for Applied Research in Higher Education (JARHE). I am an external examiner at the University of the West of England and at Liverpool John Moores University.
My research interests mainly relate to applying psychology to learning and teaching, and more generally to higher education. In particular, my recent work has focused on:
- Psychological literacy and psychologically literate citizenship;
- Student transitions;
- Assessment and feedback.
In May 2015, I was commissioned by the HEA and BPS to lead a funded research project on Learning and Teaching Issues in the Disciplines. The project involved running focus groups in all four nations of the UK, to identify Psychology-specific issues and challenges relating to teaching in higher education.
Total funding = £10,500.
I am also involved in two Teaching Innovation Projects, one with Dr Alexandra Kent on teaching qualitative methods in the context of international education (£4994) and one with Dr Richard Waller, Jayne Eagles and Chris Little on student transitions (£2970).
I have supervised one PhD student to completion (John Noble, Staffordshire University: Cultural Capital: a stepping stone or stumbling block to successful engagement with higher education?), and am currently supervising two others (Amelia Rout, Staffordshire University: self-esteem, self-efficacy and study skills as mediators of transition for vocational students entering higher education) and Emma Harrison (Keele University: bullying in higher education).
I would be interested in supervising PhDs relating to learning and teaching in higher education, particularly in the general areas mentioned above.
Winstone, N.E. and Hulme, J.A. (2017). Integrative disciplinary concepts: The case of psychological literacy. In I.M. Kinchin and N.E. Winstone (eds). Pedagogic Frailty and Resilience in the University. Rotterdam, Sense. Ch 7, p93-107.
Hulme, J.A. and Kitching, H.J. (2016). Learning and Teaching Issues in Psychology. Leicester, British Psychological Society. (HEA funded project report). Available to download
Hulme, J.A. et al.(2015) Psychological literacy: a multifaceted perspective. Psychology Teaching Review, 21, 2, 13-24.
Taylor, J. and Hulme, J.A. (2015). Psychological literacy: current practice within the UK. Psychology Teaching Review, 21, 2, 25-34.
Hulme, J.A. and De Wilde, J. (2015). Tackling transition in STEM disciplines: Supporting the science, technology, engineering and mathematics student journey into higher education in England and Wales. Available to download
Hulme, J.A. (2014). Psychological literacy: from classroom to real world. The Psychologist, 27, 12, 932-935.
Kitching, H.J. and Hulme, J.A. (2013). Bridging the gap: facilitating students’ transition from pre-tertiary to university psychology education. Psychology Teaching Review, 19, 2, 15-30.
Reddy, P., Lantz, C. and Hulme, J.A. (2013). Employability in Psychology: A Guide for Departments. York, Higher Education Academy.
Mair, C., Taylor, J. and Hulme, J.A. (2013). An Introductory Guide to Psychological Literacy and Psychologically Literate Citizenship. York, Higher Education Academy. Available to download
Hulme, J.A., Taylor, J., Davies, M.N.O. and Banister, P. (2012). The science of enhanced student engagement and employability: introducing the psychology stream of the inaugural HEA STEM Conference. Psychology Teaching Review, 18, 2, 3-8.
Allcock, S.J. and Hulme, J.A. (2010). Learning styles in the classroom: Educational benefit or planning exercise? Psychology Teaching Review, 16, 2, 67-77.
Hulme, J.A. and Forshaw, M.J. (2009). Effectiveness of feedback provision for psychology undergraduate students. Psychology Learning and Teaching, 8, 1, 34-38.
My teaching includes a range of undergraduate teaching (BSc Psychology and related programmes), as follows:
- PSY-10016 - Research methods 2
- PSY-20033 - Psychopathology
- PSY-30061 - Final year projects (I supervise projects on psychology in education and am generally interested in student-generated project ideas, using quantitative, qualitative or mixed methods)
- PSY-30067 - Individual differences and conceptual issues in psychology
- PSY-30119 - Making a difference with psychology
- PSY-30127 - Psychology in education
In addition, I teach on the BSc Psychological Studies programme which is delivered in partnership with Ludong University in China, including delivering sessions in China, and I am the programme director for the BSc Psychology programme delivered at SEGi in Malaysia.
I am a highly experienced academic developer, consultant, curriculum developer, coach and change manager, with particular expertise in transforming practice in educational settings. I have worked with a number of universities and colleges internationally to facilitate them in enhancing learning and teaching at institutional, faculty, departmental and individual level. Successful bespoke projects have included:
- Embedding inclusive assessment practice within a large university faculty;
- Enhancing student engagement and improving NSS scores within a university;
- Developing and improving employability strategy and practice within numerous universities and colleges;
- Introducing enquiry-based learning into the science curriculum within an academic department;
- Providing training on efficient and effective delivery of assessment and feedback;
- Evaluation of projects and initiatives within all types of educational contexts and for a county council;
- Introducing peer mentoring for new staff in a large legal firm;
- Curriculum development and course review in various UK psychology departments.
I offer a range of professional coaching and mentoring services, including executive coaching, coaching for managers and coaching for academic career development.
I enjoy delivering training, facilitation and change management workshops on a range of topics.
For more information, or to discuss how I might be able to help you or your organisation, please email me for an informal chat in the first instance