• Learning & Teaching Enhancement

    • Professor Sabrina Vieth


      Role at Solent

      Professor of Learning and Teaching at Solent Learning and Teaching Institute (SLTI). 

      Sabrina ViethORCID iD 0000-0002-3875-0101

      Biography

      I joined Solent University in October 2022. In my role as Professor of Learning and Teaching, I thrive to strengthen the learning, teaching and research nexus across the university by signalling the importance of research and research skills in key roles such as Course and Level Leaders. I lead on a variety of activities such as embedding pedagogically sound employability and enterprise activities in the curriculum, modernising assessment and feedback practices to enhance inclusion and continuation, scrutinising student engagement at all levels of study to impact continuation rates, and horizon scanning for appropriate funding streams in learning and teaching. I am also part of a steering group for the updating of Solent’s Research Ethics Compliance policy and procedure and co-organise the Learning, Teaching and Research Conference which will take place in June 2023.

      Prior to joining Solent University, I was a Principal Lecturer, Head of Subject Group in Entrepreneurship and Innovation, Course Leader and Research Ethics Leader at Coventry University London. I have experience in leading and managing teams, developing staff and implementing metrics-driven interventions to enhance learning and teaching.

      Research interests

      My research sits at the intersection of innovation and education, including topics such as:

      • Learner engagement and student success
      • Design thinking as an active-learning approach and tool for course design/validation
      • Technology-enabled learning and teaching
      • Management education as an evolving research field
      • Entrepreneurial learning
      Publications

      Qualifications
      • Postgraduate Certificate in Learning and Teaching in Higher Education, Coventry University 2017
      • PhD in Management, University of Passau, Germany, 2015
      • Diploma in Intercultural Management, Friedrich-Schiller University of Jena, Germany, 2011

      Memberships and affiliations
      • Senior Fellow of Advance HE
      • Member of HEDG (Heads of Educational Development)

      Contact details

      Solent Learning and Teaching Institute
      Room ML3.17

      sabrina.vieth@solent.ac.uk

      https://www.linkedin.com/in/sabrinavieth

      https://pure.solent.ac.uk/en/persons/sabrina-vieth.


    • Dr Dave Thomas. PhD, SFHEA 

      ORCID iD 0000-0002-7561-9719 Dave Thomas

      Role at Solent

      Associate Professor Inclusive Curriculum

      Biography

      I am an Associate Professor of Inclusive Curriculum, based in SLTI. I am responsible for the dissemination and implementation of a range of learning and teaching-focussed activities aimed at promoting equality, diversity and inclusion at Solent University. I also support the implementation of inclusive governance and policies

      Research interests
      My research interests centre around inclusion, including:  
      • Inclusive curriculum and reimagining curricula to make them more culturally sensitive.  
      • Strategic inclusion and inclusive leadership.
      • Access, participation, belonging and success of students within higher education institutions.   

      Research grants
      • Network Evaluating and Researching Participating University Interventions (NERUPI) Seed corn funding 2021 – NERUPI CSCS study. Co-investigator £3000
      • University of Kent Teaching Enhancement Small Support Award (TESSA) 2019 – Reviewing Course Reading Lists to make them more diverse and inclusive. £1500
      • University of Kent Faculty of Social Sciences Learning and Teaching Enhancement Fund (FLTEF) 2018 – Reading List Review Pilot Project. PI £3000
      • Heritage Lottery Fund – Black History Live Project 2017/18. Co-investigator, Medway African and Caribbean Association. £50000

      Teaching and MRes and PhD supervision experience
      • MSc Psychology
      • PGCHE
      • LLB

      Publications

      Report

      OfS (2022). Blended learning review: report of the OfS-appointed Blended Learning Review Panel. Available at https://www.officeforstudents.org.uk/media/dc1c3c84-269a-4c40-8f87-15bfae0fcced/blended-learning-review-panel-report.pdf

      Peer reviewed articles

      • Thomas, D.S.P. & Quinlan, K.M. (2022) Reimagining curricula: effects of Culturally (in)Sensitive Curricula on racially minoritised students' engagement. Studies in Higher Education, https://doi.org/10.1080/03075079.2022.2134332
      • Thomas, D.S.P. & Quinlan, K.M. (2021). Why we need to reimagine the curricula in higher education to make it more culturally sensitive. Widening Participation and Lifelong Learning, 23 (3), 37-47. doi: https://doi.org/10.5456/WPLL.23.3.37
      • Adewumi, B., Bailey, L., Miles-Richards, E., Quinlan, K.M., Ageyman, E., Alabi, A., Jeyasingh, M., Konadu-Mensah, C., Laviniere, W., Mighton, P., Shortridge, T., Thomas, D.S.P., Wassamba-Wabelva, N. (2021) Cross-disciplinary, collaborative and student-led: Developing a change process for diversifying reading lists. London Review of Education. 20(1), p, 1-17. DOI: https://doi.org/10.143241/LRE.20.101
      • Arday, J., Belluigi, D.Z., and Thomas, D.S.P. (2020). Attempting to Break the Chain: Reimagining Inclusive Pedagogy and Decolonising the Curriculum within the Academy. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2020.1773257
      • Thomas, D. (2020). Don’t let the pandemic overshadow racial inequalities in higher education. Times Higher Education Supplement [Online]. Available at: https://www.timeshighereducation.com/blog/dont-let-pandemic-overshadow-racial-inequalities-higher-education  
      • Thomas, D. (2019). Belonging for ‘Outsiders Within’, A Critical Race Perspective on Whiteness as a Means of Promoting the ‘Insider Without’ Syndrome. In: Peters, M. A. ed. Encyclopaedia of Teacher Education: Living Edition. Springer. Available at: https://doi.org/10.1007/978-981-13-1179-6_372-1.
      • Thomas, D. (2015). Inequality in attainment. Times Higher Education Supplement [Online]. Available at: https://www.timeshighereducation.com/inequality-in-attainment.
      • Thomas, D. et al. (2014). What I know now... reflections on involvement in a partners in learning scheme. Educational Developments. 15(3). Available at: Educational-Developments-15.3.pdf (seda.ac.uk)

      Books

      • Day, A., Lee, L., Thomas, D.S.P. and Spickard, J. (eds) (2022). Diversity, Inclusion, and Decolonization: Practical Tools for Improving Teaching, Research, and Scholarship. Bristol: Bristol University Press.
      • Thomas, D. S.P. and Arday, J. (eds) (2021) Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy. Basingstoke: Palgrave Macmillan.
      • Thomas, D. S.P. and Jivraj, J. (eds) (2020) Towards decolonising the university: A kaleidoscope for empowered action. Counter Press

      Book Chapters

      • Day, A., Lee, L., Thomas, D.S.P., Spickard, J. (2022). Epilogue: What We Have Learned. In Day, A., Lee, L., Thomas, D.S.P. and Spickard, J. (eds). Diversity, Inclusion, and Decolonization: Practical Tools for Improving Teaching, Research, and Scholarship. Bristol: Bristol University Press.
      • Day, A., Lee, L., Thomas, D.S.P., Spickard, J. (2022). Introduction: Why Diversity, Inclusion, and Decolonization Matter. In Day, A., Lee, L., Thomas, D.S.P. and Spickard, J. (eds). Diversity, Inclusion, and Decolonization: Practical Tools for Improving Teaching, Research, and Scholarship. Bristol: Bristol University Press.
      • Thomas, D.S.P. (2022). Perceptions, expectations and realities: Reflections on building staff-student partnerships through a reading list review. In Day, A., Lee, L., Thomas, D.S.P. and Spickard, J. (eds). Diversity, Inclusion, and Decolonization: Practical Tools for Improving Teaching, Research, and Scholarship. Bristol: Bristol University Press.
      • Barrow, J. and Thomas, D.S.P. (2021). The myth of academic underperformance and notions of truth 52 years after the passing of the Race Relations Act 1968: In conversation with Dame Jocelyn Barrow. In: Thomas, D.S.P. and Arday, J. eds. Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy. London, UK: Palgrave Macmillan.
      • Otele, O. and Thomas, D.S.P. (2021). Fencing the Race: Responding to the past to help shape the future. In: Thomas, D.S.P. and Arday, J. eds. Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy. Palgrave Macmillan.
      • Adi, H. and Thomas, D.S.P. (2021). Decolonisation or empowerment in Higher Education? In: Thomas, D.S.P. and Arday, J. eds. Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy. Palgrave Macmillan.
      • Mama, A. and Thomas, D.S.P. (2021). Travelling between historical memory and the current predicament of educational reforms in higher education: A transnational perspective. In: Thomas, D.S.P. and Arday, J. eds. Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy. Palgrave Macmillan.
      • Thomas, D.S.P. (2021). The Owl of Minerva has flown, the university is dead: Can equity and diversity be done for success in higher education now? In: Thomas, D.S.P. and Arday, J. eds. Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy. Palgrave Macmillan.
      • Thomas, D.S.P. and Mikel, M. (2021). Understanding and Interrupting Systemic Racism: A ‘Race Equality Receipt’ as a mechanism to promote transformational conversations and stimulate actions to redress race inequality. In: Thomas, D.S.P. and Arday, J. eds. Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy. Palgrave Macmillan.
      • Thomas, D. S.P and Jivraj, S. (2020). The dissonant state of affairs in the academy and the audacity of a kaleidoscope for change. In: Thomas, D. S.P. and Jivraj, S. eds. Towards Decolonising the University: A Kaleidoscope for Empowered Action. Oxford, UK: Counterpress.
      • Thomas, D. S.P (2020). Decolonising the University of Kent: Where it still must go and what it still must be. In: Thomas, D. S.P and Jivraj, S. eds. Towards Decolonising the University: A Kaleidoscope for Empowered Action. Counterpress.
      • Thomas, D.S.P. (2020). Invited commentary: 'Becoming a leader'. In K. Jarrett & S. Newton (eds) The practice of leadership in higher education: Becoming, Being and leaving leadership. London: Routledge. Chapter 13a.
      • Thomas, D. (2019). A Liberating Curricula as a Social Responsibility for Promoting Social Justice and Student Success Within the UK Higher Education Institution (HEI). In: Brown, C. and Nwagbara, U. eds. Corporate Social Responsibility and Strategic Market Positioning for Organizational Success. IGI Global, pp. 35-58. Available at: https://doi.org/10.4018/978-1-5225-5409-7.ch002.
      • Thomas, D. (2015). Invited commentary: The real challenges with widening participation. In: Lea, J. ed. Enhancing Learning and Teaching in Higher Education. Berkshire, UK: McGraw Hill, pp. 137-139. Available at: https://www.mheducation.co.uk/ebook-enhancing-learning-and-teaching-in-higher-education-engaging- with-the-dimensions-of-practice-9780335264179-emea.

      Selected Blogs

      • Thomas, D.S.P. (2022) Belonging matters. Available at: https://www.advance-he.ac.uk/news-and-views/belonging-matters
      • Thomas, D.S.P. (2022) Improving sense of belonging: Five proposals for action. Available at: https://www.rcot.co.uk/blog/bhm-dave-thomas
      • Thomas, D.S.P. (2022). Promoting inclusion: exploring intersections of minority-racialized identity and neurodiversity. Available at: Promoting inclusion: exploring intersections of minority-racialised identity and neurodiversity | Advance HE (advance-he.ac.uk)
      • Quinlan, K.M., Alajaj, N., de Burca, S., Earl, C., Hedoti, E., Hughes, C., Parkinson, T., Rovagnati, V., and Thomas, D.S.P. (2021) How to enhance PGR culture: A Case Study. Available at: https://www.advance-he.ac.uk/news-and-views/how-enhance-pgr-research-culture
      • Thomas, D.S.P (2021) Why Equality, Diversity and Inclusion matters to me, Health & Care Professions Council. Health and Care Professions Council. Available at: https://www.hcpc-uk.org/news-and- events/blog/2021/why-equality-diversity-and-inclusion-matters-to-me/.
      • Thomas, D. and Wilson, M. (2020). From Inertia to Contagion towards Immunity: Keeping ‘race’ on the UK University Agenda Post-COVID-19 [Online]. Available at: https://www.advance-he.ac.uk/news-and- views/inertia-contagion-towards-immunity-keeping-race-uk-university-agenda-post-covid-19.
      • Thomas, D. (2019). Black Intellectual Capital: Towards a ’pedagogy of hope’. AdvanceHE [Online]. Available at: https://www.advance-he.ac.uk/news-and-views/Black-Intellectual-Capital-Towards-a-pedagogy- of-hope.
      • Thomas, D. (2019) Democracy, Diversity and Decolonisation: Staff-student partnerships in a reading list review. Advance HE [Online]. Available at: https://www.advance-he.ac.uk/news-and-views/Democracy- Diversity-and-Decolonisation

      Podcasts

      Programme Designed

      • Wilson, M., Arday, J., Thomas, D.S.P. and Jones, L. (2021). Union Black: Britain’s Black cultures & steps to anti-racism https://youtu.be/Er2ix3cWKTE

      Selected Conference Presentations

      • Thomas, D.S.P. (2021 December). (Re) connecting, (Re) building: Higher education in transformative times. Society for Research into Higher Education International Conference 2021. Available at: https://srhe.ac.uk/v-21/?vID=eqYgkYt9VJA
      • Thomas, D.S.P. & Quinlan, K.M. (2021 December) Avoid photocopying the past: Revisited. Open University APS Online Webinar 2021. Available at: Avoid photocopying the past: revisited | Widening Access and Success at the Open University
      • Thomas, D.S.P. (2021) Inclusion: what it looks like and why it matters. Royal College of Occupational Therapists Annual Conference. Available at: https://www.rcot.co.uk/inclusion-what-it-means-and-what-should-it-look-our-profession
      • Thomas, D.S.P. & Johnson, K. (2021 September). Reimagining occupational therapy: A decolonized, transformative curricular. Presented at the 18th World Federation of Occupational Therapy Congress 2022.
      • Thomas, D.S.P. (2021 September). Doing Equity Diversity and Inclusion for Success: What does this Look Like and Why does it Matter? South Bank SU and The Institute of Health and Social Care Equality and Diversity and Inclusion Conference 2021. Available at: https://www.southbank.su/events/event/3134/
      • Thomas, D.S.P. (2021 September) Supporting students' transition to HE: Why we need to reimagine curricula to make them more culturally sensitive. Transitions and transformations: New opportunities for a 21st century education? NERUPI Network Convention 2021. [Virtual[ Available at: http://www.nerupi.co.uk/events/nerupi-convention-2021
      • Quinlan, K. M. & Thomas, D. S. P. (2021 September). Cultivating collegiality: The impact of creating a research community among doctoral students. Presentation at the Medway Festival of Learning and Teaching 2021. Virtual meeting
      • Thomas, D.S.P. (2021 August) The post-pandemic world: Reimagining curricula in higher education to make it more culturally sensitive. McGill University School of Continuing Studies Power Skills Virtual Career Summit 2021. Available at: The Post-Pandemic World: Why we need to reimagine the curricula in higher education to make it more culturally sensitive - (mcgill.ca)
      • Thomas, D. S. P. & Quinlan, K. M. (2021 April). The culturally sensitive curricula scales (CSCS): Measuring BAME vs White students’ perspectives on the cultural sensitivity of the curriculum. Presentation at the AdvanceHE Surveys and Insights Conference 2021. Virtual meeting.
      • Thomas, D. S. P. & Quinlan, K. M. (2021April). Reimagining curricula: Supporting minority ethnic students’ interest through culturally sensitive curricula. Paper presentation at the annual meeting of the American Educational Research Association. Virtual Meeting.
      • Thomas, D. S. P. & Quinlan, K. M. (2021 March). Reimagining the curricula in higher education: increasing students’ interaction with teachers and interest through culturally sensitive curricula. Presentation at the Open University’s 6th Bienniel International Conference on Access, Participation and Success. Virtual meeting.
      • Thomas, D.S.P. & Quinlan, K.M. (2020 November) "Culturally sensitive Curricula Scales as new tools for evaluating students' perceptions of the cultural sensitivity of the curriculum". NERUPI network BAME Outcome Gap Event 2. NERUPI network BAME Outcome Gap Event 2. Available at: http://www.nerupi.co.uk/public/assets/images/NERUPI-BAME-OUTCOMES-2_11NOV2020_-PROG.pdf.
      • Thomas, D.S.P. (2020 October) "Promoting meaningful dialogue about diversity, equality and inclusion in occupation-based education, practice and research", in European Network of Occupational Therapy in Higher Education World OT Day Webinar. European Network of Occupational Therapy in Higher Education World OT Day Webinar. Available at: https://enothe.eu/oteurope-webinar-promoting-meaningful-dialogue-about- diversity-equity-and-inclusion-in-occupation-based-education-practice-and-research/.
      • Thomas, D. & Quinlan, K.M. (2020 June). Development and initial validation of new Culturally Sensitive Curricula Scales (CSCS) for university students. University of Kent Virtual Learning and Teaching Conference, Canterbury, UK.
      • Thomas, D. (2019) "Student-staff collaboration in decolonising the university", in HERAG Race Equity through pedagogy Conference. HERAG Race Equity through pedagogy Conference.
      • Thomas, D. (2018) "Equality, Diversity, Inclusivity, Internationalisation: Institutional inertia to curriculum decolonisation", British Sociological Association Sociology of Religion Study Group (SocRel) Annual Response Day. London, UK: British Sociological Association. Available at: https://www.britsoc.co.uk/.
      • Thomas, D. (2018) "Critical Race Theory: A framework for liberation of the curriculum in higher education through the promotion of cultural democracy, outsider pedagogy and micro-affirmation." Liberating Education Conference. Liberating Education Conference

      Conferences/ Workshops/ Seminar organisation

      • Co-Organiser (50%): "Medical racism: Protecting ourselves, our families and our communities." Oxford University BME Staff Network and University of Kent BAME Staff Network Virtual Roundtable. (2021, April).
      • Co-Organizer (75%) "Phenomenal women: Making their voices count", An evening with the Rt Revd Bishop Rose Hudson-Wilkin, Bishop of Dover, (2021, February).
      • Organiser of "British Universities and architects of slavery and violent colonialism: Undoing the harm, University of Kent annual race equality lecture, (2020, November).
      • Co-organizer ) 50% of "Decolonise UoK Voices of (UN)Belonging" Conference, (2020, March). Co-Organizer (50%) of "SeRGJ/ Decolonizing the curriculum project conference", University of Kent, (2019, March).
      • Organizer of "Gold from the stone: An evening with Canterbury's Poet Laureate Lemn Sissay MBE." (2018, February).
      • Organiser of "A history of Black people in Britain: A Black history month lecture." University of Kent, (2017, October).

      Invited Talks

      • Thomas, D.S.P. (2022, June) Changemakers talk: Decolonising the curriculum London x Kent. University of the Arts London College of Communication Symposium.
      • Thomas, D.S.P. (2021, August) Anti-Racism+ Decolonisation. Invited Panellist for the Disrupt OT Conference
      • Thomas, D.S.P (2021, June). Promoting inclusivity for medical students: What can you do, what should you do, what will you do? Invited Panellist for The University of Edinburgh Medical Education Forum.
      • Thomas, D.S.P. (2021). Inclusion: What it means and what it should look like in our profession. Royal College of Occupational Therapists Annual Conference. Available at: https://www.rcot.co.uk/annual- conference? gclid=Cj0KCQjwkbuKBhDRARIsAALysV6b_0RIaYCaCVAHEcwvCWUcl7qt5izl5e6xOvU9VuPY_M _nz14Ke60aAo8ZEALw_wcB
      • Thomas, D.S.P (2021, March). Reimagining curricula: Increasing student engagement through culturally sensitive curricula. Invited speaker for the Westminster University Learning and teaching Forum. Thomas, D.S.P. (2021, April) Liberating the classroom, Project Mypoia Conference. Available at: https://projectmyopia.com/pm-session-liberating-the-classroom-dave-thomas/
      • Thomas, D.S.P (2020, November). St Mary's Values Talk. St Mary's University. Invited Speaker. Available at: https://www.stmaryssu.co.uk/articles/st-mary-s-values-talk-dave-thomas
      • Thomas, D.S.P. (2020, November) Promoting meaningful dialogues about diversity, equity and inclusion in occupation-based education, practice and research. Invited Panellist for COTEC ENOTHE, ROTOS, Occupational Therapy Europe virtual panel.
      • Thomas, D.S.P (2020, October). Racial equity in Occupational Science: A virtual conversation for strategy building. Invited Panellist for the Society for the Study of Occupational Therapy USA. Available at: https://www.youtube.com/watch?v=B0rtgw5F1ug

      Qualifications
      • PhD
      • MSc Public Health
      • BSc Hons (1st Class) Occupational Therapy
      • SFHEA

      Memberships and affiliations
      • Member of the British Educational Research Association (BERA)
      • Member of the American Educational Research Association (AERA)
      • Member of the American Educational Research Association Future Leaders Society
      • Member Society for Research into Higher Education
      • Research Strand Chair - Network Evaluating and Researching University Participating Interventions (NERUPI)
      • Member of World Federation of Occupational Therapists (WFOT)
      • Board Member – Royal College of Occupational Therapists England
      • Member of Royal College of Occupational Therapists (RCOT)
      • Member of Health and Care Professions Council (HCPC)
      • Member of Royal Society of Public Health

      Courses taught
      • PGCHELT - Lecturer
      • Solent Level Leaders Development Program - Lecturer

      Contact details
      Solent Learning and Teaching Institute
      Room ML3.17


      dave.thomas@solent.ac.uk

      Twitter @DrDaveThomasOT

    • Dr Karen Arm  BSc,PGDip, MSc, PhD, SFHEA 


      Role at Solent 
      Karen Arm

      Senior Lecturer in Learning and Teaching; delivering professional development on effective approaches to teaching, learning and assessment, with an emphasis on meeting the needs of students from diverse backgrounds at Solent University. 

      Biography

      I am a Senior Lecturer in Learning and Teaching in SLTI; leading University-wide enhancement in the inclusivity of learning, teaching and assessment, with an emphasis on meeting the needs of students from diverse backgrounds. 

      Led by my background in Sociology, I have two complimentary areas of expertise; 1) inclusive pedagogy and 2) education research methods.  I am passionate about developing a culture of evidence-based pedagogic enhancements and working with students as partners in the pursuit of educational change.  As such, I lead a team of Student Inclusive Curriculum Consultants in SLTI to work in partnership with academic teams to implement research-led inclusive learning and teaching. 

      As well as leading the ‘Enhancing Learning and Teaching Practice’ module of the Postgraduate Certificate in Learning and Teaching in Higher Education, I support the University’s experiential route to AdvanceHE Fellowship as an assessor and internal moderator for the scheme.  I also hold roles external to the University including being an AdvanceHE National Teaching Fellowship Reviewer.

      Research Interests

      ·     Social justice and equity in higher education

      ·     Class and social mobility

      ·     Inclusive learning, teaching and assessment

      ·     UK Higher Education policy development


      Publications

      • ARM, K. 2023 – in press. ‘Enhancing digital inclusivity: Powerful partnership with students’ in S. Abegglen, S. Sinfield and T. Burns (2022) ‘The Bloomsbury Handbook of Collaboration in Higher Education: Tales from the Frontline’.
      • ARM, K. 2023 – in press. ‘Student Inclusive Curriculum Consultants: A partnership project, Teaching Insights – Closing award gaps: Celebrating Success, Edition 3 – Recipes for Success.  
      • ARM, K. 2022.  Learning Conversations: A partnership approach to enhancing the student experience, Good Practice Grant Report, AdvanceHE.
      • ARM, K. 2021. Cross disciplinary and institutional boundaries. In A. Cook-Sather and S. Slates (Eds.) Diversifying students-as-partners participants and practices, International Journal for Students as Partners, 5(1): 157-158.
      • ARM, K. 2021. ‘Embed Inclusion Case Study – Solent University’ in ‘Gravity Assist: Propelling Higher Education to a brighter Future, Report of the Digital Teaching and Learning Review by Sir Michael Barber, Office for Students, p. 103.
      • ARM, K. and TOMLIN-WILLS, R. 2021. Decolonising learning and teaching in partnership with students, Race Equality Colloquium, AdvanceHE, 29 June.
      • ARM, K. 2021. Student Consultants: A Genuine Partnership Between Academics and Students, Generation Z in Higher Education Conference, University of Winchester, 9 June.
      • ARM, K. 2019. Cultivating Conversations for Change, Change Agent Network Conference, Open University, Milton Keynes, 30 May.
      • ARM, K. 2019. Chasing Metrics: Crisis, compromise or opportunity? SEDA Conference, Belfast, 9 May.

      Qualifications 

      • BSc Sociology (University of Bristol) 
      • MSc Social Science Research Methods (University of Bristol) 
      • PGDip Educational Research Methods (University of Bristol) 
      • PhD Education (University of Bristol)
      • SFHEA

      Memberships and affiliations 
      Senior Fellow of AdvanceHE 

      Courses taught

      Postgraduate Certificate in Learning and Teaching in Higher Education (Module Leader)

      My teaching experience spans three key areas:

      1.    Sociology of Education

      2.    Educational Research Methods

      3.    Inclusive Learning and Teaching

      Contact details

      karen.arm@solent.ac.uk

    • Dr Carina Buckley PhD, PGCTLHE, PFHEA 

       ORCID iD 0000-0003-3101-2525Carina Buckley

      Role at Solent 
      Learning Design Manager.

      Biography

      Dr Carina Buckley is the Learning Design Manager at Solent University, where she is responsible for leading on the development and enhancement of learning and teaching practices to ensure an active, engaging, and inclusive learning environment for students. As such, she leads institutional direction in the Learning Design Framework, working closely with course teams to support their confidence and innovation in excellent learning and teaching. She is a Principal Fellow of Advance HE.

      Following a PhD in the Archaeology of Human Evolution, Carina joined Solent in 2010 as Learning Skills tutor, supporting students with all aspects of their academic work through tutorials and timetabled classes, and gaining valuable insight into the student learning experience, which continues to guide and inform her aim to ensure that students have the best possible experience of higher education.  

      Carina has sat on the Steering Group of the Association for Learning Development in Higher Education since 2012 and led it for six years from 2015, stepping down to serve as Treasurer. In 2022 she established the podcast The Learning Development Project, which she co-hosts monthly.

      Research interests

      After a first article exploring the value of Lego in teaching academic literacies, she has since gone on to publish on a range of topics including blended learning and innovative pedagogies in the context of real-world learning. Her current research interests circle round the ideas of community and collaboration – who are we, how do we express that, and how do we work together? Beginning with research into how professional identities are formed by and shaped within a community of practice, she has since expanded her interest in this area to encompass the contribution of writing and publication to this process, exploring writing as a form of liberatory practice and a way of constructing and sustaining the identities of individuals and the academic field in which they work. This also supports her other strand of research into leadership, particularly in a matrix environment, and the distributed, networked nature of leadership in the ‘third space’ of academia.

      Publications

      • Syska, A. & Buckley, C. (2022). Writing as liberatory practice: Unlocking knowledge to locate an academic field. Teaching in Higher Education, DOI: 10.1080/13562517.2022.2114337  
      • Heard-Lauréote, K. & Buckley, C. (2022). Exploding hierarchies for educational change: leveraging "third spaces" within Solent University's Transformation Academy. In: Jamil, G. & Morley, D., (2022 forthcoming). Agile Learning Environments amid Disruption. Switzerland: Springer Nature. 
      •  
      • Heard-Lauréote, K. & Buckley, C. (2021). “To be relied upon and trusted”: the centrality of personal relationships in a successful cross-team institutional change project. Journal of University Teaching & Learning Practice. 18(7), 7-24. https://doi.org/10.53761/1.18.7.02 
      •  
      • Buckley, C. (2021) Performing community: an online tea break as a radical act. Journal of Learning Development in Higher Education, (22). doi:10.47408/jldhe.vi22.761  
      •  
      • Buckley, C. and Kukhareva, M. (2020). Making inspiration mainstream: Innovative pedagogies for the real world. In Morley, D.A. and Jamil, M.G. (eds.) Applied pedagogies for higher education: Real world learning and innovation across the curriculum. Cham: Palgrave Macmillan, 269-297 
      •  
      • Buckley, C. (2017). Gateway to higher education: A supportive induction for mature students returning to study. Focus 68, pp.61-63. Available from: https://www.sconul.ac.uk/page/focus-68 
      •  
      • Buckley, C. (2015). Conceptualising plagiarism: using Lego to construct students’ understanding of authorship and citation. Teaching in Higher Education 20(3), 352-358 
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      • Buckley, C. 2014. Thinking outside the book: A point of departure for reflecting on learning. A Book Review of James, A. and Brookfield, S.D. (2014) Engaging imagination: helping students become creative and reflective learners. San Francisco: Jossey-Bass. Journal of Learning Development in Higher Education no.7 [online][viewed 1 September 2014] Available from: http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path[]=249   

      Qualifications 
      • PFHEA 
      • PG Certificate in Blended Learning 
      • PGCTLHE 
      • PhD, Archaeology of Human Evolution 

      Memberships and affiliations 

      • Steering Group member and Treasurer, Association for Learning Development in Higher Education
      • Editorial board, Journal of Learning Development in Higher Education

      Courses taught

      Essential Learning and Teaching Practice in Higher Education – Course Leader

      Contact details
      carina.buckley@solent.ac.uk
      023 8201 3336
      Room ML318

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