Educator Development
Teaching in higher education is deeply relational work. Beyond expertise in a discipline, educators continually navigate questions of purpose, responsibility, and care for their students and for one another. Meaningful teaching is sustained through reflection, conversation, and the opportunity to learn alongside colleagues who are grappling with similar challenges. When educators are supported to share ideas, talk openly about uncertainty, and reflect on their practice together, teaching becomes more responsive, inclusive, and grounded in lived experience. Academic development creates these spaces for connection and growth, enabling educators to build confidence, adapt to change, and find renewed meaning in their work through collegial support, shared inquiry, and evidence-informed practice.
My research interests are centred on academic development, identity, and lived experience in higher education, with a focus on how academics and students learn, develop, and make meaning of their work and learning across teaching, scholarship, and professional life.
I am particularly interested in academic development as a relational and reflective practice, including peer-supported professional learning, assessment and curriculum design, and the ways institutional structures such as conferences, recognition schemes, and evaluation frameworks shape teaching practice and academic identity.
My work also engages with questions of belonging, migration, and cultural diversity, exploring how students’ and educators’ identities and experiences influence learning, engagement, and participation in higher education.
Developing and employing effective instructional design can elicit appropriate cognitive processes and in turn, facilitate student learning.
