This panel will explore the impact of academic culture, structure and assessment on students. With speakers exploring the learner journey through key life transitions and wellbeing measures alongside the academic relationship.
The panel aims to present current research alongside new ideas which should leave the audience with an enhanced knowledge.
With speakers from a diverse background sharing their work within these areas it is expected we will be able to answer one of the main key questions posed by SMaRteN's current research.
The panel aims to present current research alongside new ideas which should leave the audience with an enhanced knowledge.
With speakers from a diverse background sharing their work within these areas it is expected we will be able to answer one of the main key questions posed by SMaRteN's current research.
Meet the Speakers
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Michael Priestley is an ESRC-funded PhD student at Durham University, conducting the WELL @ Uni study to explore student Wellbeing and Experiences of Living and Learning at university. The project aims to understand how higher education policies and practices influence student mental health and wellbeing. Michael was also a researcher for the University Mental Health Charter and is a Student Involvement Coordinator for Charlie Waller Trust. Michael is an ESRC-funded PhD student at Durham University, conducting the WELL @ Uni study to explore student Wellbeing and Experiences of Living and Learning at university. The project aims to understand how higher education policies and practices influence student mental health and wellbeing. Michael was also a researcher for the University Mental Health Charter and is a Student Involvement Coordinator for Charlie Waller Trust.
Publications and Research Student wellbeing and assessment in higher education: the balancing act Student wellbeing and assessment in higher education: the balancing act video presentation |
Rachel Piper is the Youth Engagement Officer at CORC - Child Outcomes Research Consortium. She is a member of the Exec at the International Association for Youth Mental Health. She was previously the Policy Manager at Student Minds and has worked in other health orgs such as UMHAN - The University Mental Health Advisors Network and Medact, and The People's Health Movement. She is also currently an MA Student in Gender Studies at SOAS.
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Lesley McAneny-Turner is from the West Highlands of Scotland and currently in her second year of a 3+1 PhD in Education at Exeter University. She has previously studied Social Work, Computing Science and Teaching. Her career in the care sector introduced her to working with people who experienced poor mental health and she was fascinated by the topic. She became interested in doing her PhD while teaching in FE. She became aware of a gap in research and the social justice expectations surrounding FE and mental ill health. She is passionate in promoting mental health and being a part of a research community who are breaking down the barriers surrounding mental health, education and stigmatisation by providing valuable research is extremely exciting. As a student she also has the experience of being a person who survives an everyday a battle with her own mind and hopes her experiences as a student and professional will help to inform and support her research interests.
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Professor Sally Kift is a Principal Fellow of the Higher Education Academy (PFHEA), a Fellow of the Australian Academy of Law (FAAL), and President of the Australian Learning & Teaching Fellows (ALTF). She has held several university leadership positions, most recently Deputy Vice-Chancellor (Academic) at James Cook University. Sally is a national Teaching Award winner, a national Program Award winner and a national Senior Teaching Fellow on the First Year Experience. In 2010, she was appointed an Australian Discipline Scholar in Law. In 2017, Sally received an Australian University Career Achievement Award for her contribution to Australian higher education.
Research and Publications
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Susannah McGowan is the associate director for curriculum design at the Center for New Designs in Learning and Scholarship and The Red House at Georgetown University in Washington, DC, USA. Her works includes leading curricular (virtual and in-person) initiatives for inclusion and racial justice. Prior to returning to Georgetown in 2019, she co-established King's Academy at King's College London in 2017, a center for educational development supporting integral programmes for academic staff and graduate students around inclusive pedagogy, assessment, and blended learning. She also works as an advisory fellow of the John N. Gardner Institute for Excellence in Undergraduate Education, a nonprofit organization dedicated to improving equity and student success through design innovations. Her research interests include threshold concepts in disciplines, students as partners work, and sustainable educational development as a driver for institutional change.
Publications & Resources · Felten, P., & Lambert, L. M. (2020). Relationship-rich education: How human connections drive success in college. Johns Hopkins University Press. · Imad, M. (3 June 2020). Leveraging the Neuroscience of Now. · McGowan, S. (June 2020). Structuring Zoom for Engagement; adapted from Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE—Life Sciences Education, 12(3), 322-331. |
Cameron Williams has completed a Bachelor of Psychology and is now a PhD researcher with the Black Dog Institute (which is one of Australia's largest mental health organisations). Cameron is predominantly interested in student wellbeing and mental health (alongside educational outcomes). Ultimately, Cameron researches best-practice ways to enhance university trajectories and students’ outcomes (e.g., via curriculum re-development and/or psycho-social interventions) - and he believes that while universities do much to optimise the higher-education experience, even more could be done to make this journey an exceptional one. Cameron is very passionate about ensuring that the 'student voice' is listened to and acted upon whenever possible – and recently, he has had the chance to work towards an enriched university system (through various research-based and practical experiences). For example, Cameron has surveyed ~8,000 students about their educational trajectories; developed wellbeing modules/resources for students; and increased student wellbeing and retention (through a university-wide intervention program). From this work, Cameron has published in scientific outlets, and has designed/delivered over 25 presentations relating to student wellbeing/success. Likewise, he has delivered many wellbeing workshops for students, and has provided global consultations in this area (e.g., to peak bodies/associations and educational institutes).
Research and Publications
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