We are thrilled to announce the recipients of this year’s University of Worcester Teaching Award Scheme, individuals who have showcased excellence and innovation in teaching. Among the distinguished achievers are educators who have exhibited outstanding leadership, support, and mentoring, driving innovation in teaching and learning across various disciplines. Their dedication to fostering inclusive learning environments, implementing impactful curriculum redesigns, education for sustainable development and enhancing student experience underscores their unwavering commitment to the highest standards of pedagogical practice. Through their exemplary efforts, they have not only inspired students but also elevated the overall teaching landscape at the University of Worcester. We extend our heartfelt congratulations to all the awardees for their remarkable achievements and meaningful contributions.
University of Worcester Teaching Award
This award focuses on an applicant’s ability to evidence the impact of innovative/ inspiring/ excellent practice to enhance student learning against the UKPSF dimensions of practice.
Emma Clayton (Allied Health and Community)
Emma’s work presented practice that demonstrated innovative and inspiring practice through the use of an outdoor environment (the newly opened Fish Pass at Diglis Basin) to positively impact student engagement and learning as part of the BSc Occupational Therapy course (Case study 1). The practical, experiential nature of the session was more accessible for students and increased communication compared to a classroom setting. Emma also demonstrated how maintaining a clinical role alongside an academic role, inspires students’ engagement, learning and experience, as part of the BSc and MSc Occupational Therapy course (Case study 2).
Alison Double (Allied Health and Community)
Alison’s work explored innovative opportunities to explore global perspectives with occupational therapy students (case study 1) which was necessitated by Covid-19 but continues to provide excellent opportunities for students to engage with the worldwide OT community. Students are at the heart of Alison’s work, and she clearly demonstrates the support she provides for their development in the way she facilitates a student-led conference (case study 2). The evolution of this conference shows how Alison works with the students embedding opportunities to develop the relevant graduate attributes and enhance their overall learning experience and is to be commended.
Teaching Team Award
This award focuses on the ability of a team of applicants to evidence the impact of collaborative innovative/ inspiring/ excellent practice to enhance student learning.
Dr Sian Evans (Lead), Dr Heather Barrett & Katy Boom (Science and the Environment/ Sustainability)
This experienced interdisciplinary teaching team applied their diversity of knowledge and expertise to adapt to the changing course contexts for an introduction to sustainability module and enhance its teaching and assessment. The team used their experience as sustainability leaders to inform the creation of innovative and engaging assessments for the module which involved students working in groups to design, plan, publicise and implement two activities for the University’s ‘Go Green Week’ (Case study 1). In addition, the team’s second assessment focused on the importance of authentic/context-based learning to help develop the knowledge, skills, and competencies that students and staff require to contribute to a more sustainable future (Case study 2).
Dr Jennifer Joyce (Lead) & Dr Louise Martin (Sport and Exercise Science)
This teaching team reflected on their efforts to design, embed and evaluate an ‘employability pathway’ in set modules across L4, 5 and 6 of the Sport and Exercise Science course. The team outlined their research informed design of the pathway (Case Study 1) and the authentic nature of its integrated learning activities and assessments (Case Study 2). The teaching team outlined a range of authentic activities and assessments across the pathways which demonstrate how the modules specifically develop students’ employability skills, including the UW graduate attributes.
Dr Blaire Morgan (Lead), Dr Laura Simmons & Nikki Ayles (Psychology)
The teaching team presented two case studies which centred around collaborative work to embed wellbeing within Higher Education. Both case studies demonstrated an excellent commitment to promoting engagement and participation in Higher Education for all students using evidence-based approaches to support learning and practice. The team mix of researchers and practitioners allowed for integration of knowledge and area expertise with real-world practical applications. Throughout the development of a Positive Psychology module (Case Study 1) and the ‘Flourish-HE’ wellbeing programme (Case Study 2), the team demonstrated excellent and innovative practice which benefitted the student experience.
Leading Teaching Award
This award focuses on the excellent leadership/ support/ co-ordination/ management and/or mentoring of others in relation to learning and teaching and/or course/curriculum development and the impact of this work.
Dr Jennifer Joyce (Sport and Exercise Science)
Jennifer’s work outlined her profound commitment to nurturing the talents and aspirations of students, shaping them into active, responsible, and empathetic global citizens. Through innovative “Belonging” and “Student Voice” initiatives, a dedication to authentic learning and assessment, and her work on redesigning the Sport and Exercise Science course to be responsive to the employability needs of students, it is clear Jennifer has built effective learning communities, both in terms of supporting student transitions into and through HE and in terms of engaging with her course team to create a supportive team culture.
Dr Derek (Des) McDougall (Science and the Environment)
Des showcased his sustained track record in leading and supporting colleagues at the University for over 25 years in a wide range of roles. His championing of virtual fieldwork demonstrates how this innovative approach is interactive, engaging and student focused as well as providing an inclusive approach to support a diverse range of learners. Co-leadership of the external Virtual Palaeosciences network demonstrates his impact, influence, and leadership beyond the University of Worcester. It is clear Des’ pedagogical practice has seen many changes throughout his career and his move away from traditional, passive approaches to learning to more student centred and interactive pedagogy is a testament to his reflective practice and strengths-focused approach to his career.
Dr Claire McLoone-Richards (Psychology)
It is clear Claire is a compassionate and nurturing leader in her field, with social justice at the core of everything she engages with. Claire’s work with students and staff alike to create positive and impactful learning experiences is inspirational and best captured by her development of a student-led conference. Her many additional and prestigious roles outside of the University highlight the scope of her positive impact. Her work developing a series of “train the trainer” sensitive topics workshops across a range of disciplines and work helping colleagues with developing their student supervision practice exemplifies her drive to make a difference educationally and within wider society.