Biographies
Mindmap
To display the mindmap, you need to have the recent Flash Player installed and JavaScript activated in your browser.
|
Professor Paula Hixenbaugh received MA, MEd and PhD degrees from Columbia University in New York. Over the last twenty years she has lectured and researched across a wide range of areas in psychology. Qualified as chartered counselling psychologist, she has experience in private counselling practice. Paula has been active in the establishment of Counselling Psychology in the UK where she was on the board of examiners for the BPS Diploma in Counselling Psychology. Currently her research centres around the student experience in higher education. She is the Regent Campus Senior Tutor, and sits on the Campus Management Group, Student Affairs Forum, the Widening Participation Strategy Group, the Campus Academic Standards Group and the Senior Tutor Group.
In January 2007 Paula was awarded a university-wide award for 'Excellence in Teaching & Learning'. Paula has also contributed to a wide range of books and chapters, including; Thomas, L. & Hixenbaugh, P. (eds). (2006), Personal Tutoring in Higher Education. London: Trentham Books Hixenbaugh, P., Pearson, C. Williams, D (2006). Student Perspectives on Personal tutoring: What do students want? In Personal Tutoring in Higher Education. London: Trentham Books |
 |
|
Katherine Hewlett MA RCA Her expertise is in development work particularly in a partnership context. Katherine has managed local, regional and national projects that improve access to Higher Education for potential students.
Katherine studied at the Royal College of Art and has a masters in Architectural Glass Design. For six years, following the RCA, she set up and developed several high profile projects within an interior glass design setting, such as a major project at the Ritz Hotel Paris. Katherine has lectured in three-dimensional design both at degree and postgraduate level and recently has been a visiting lecturer to the National College of Art and Design in Dublin. Currently Katherine is Director of the AchieveAbility National Network: breaking barriers to HE for students with specific learning difficulties. Katherine is also undertaking PhD research at Norwich School of Art and Design to investigate the question - How does Dyslexia impact on the process of creativity in the visual arts? |
 |
|
Neil Powell is currently Director of Studies at Norwich University College of the Arts. In the mid-1980's he was awarded both Henry Moore and Tom Bendhem Scholarships to enable him to undertake postgraduate study at the Royal College of Art in London. Since that time, Powell has exhibited, taught and curated widely. More recently, Powell's career has included solo and group exhibitions, curatorial projects and authored texts. Since 1991 he has also been substantively involved in Higher Education, in teaching, and in a managerial capacity in the United Kingdom and further afield. After a substantial period in teaching and management at Staffordshire University, in 2005 Powell took up an appointment as Director of Studies at Norwich School of Art and Design where he continues to engage with creative practice and pedagogy in all its contexts.
In his own studio work, Powell continues to produce sculptural objects using a varied range of materials and idioms, from objects through to printed matter. More visible collaborations include work with Dr. Michael Corris and Art & Language, (‘The Artist Out of Work', Museum of Modern Art, New York 2000). Powell has also worked with artists as diverse as Lawrence Weiner, Alfredo Jaar, and the late Ian Hamilton Finlay, whose works formed part of the successful exhibition ‘A Spectre at The Feast', curated by Powell in downtown Manhattan, New York City. Powell is currently engaged with a number of international projects with a view to exhibiting new works in Naples, Italy in the Summer of 2009. From a pedagogic point of view he is also involved with various high-profile collaborative projects such as 'InCurriculum' , which is a HEA funded project, seeking to develop inclusive methods for learning across a range of subject disciplines. Powell's sculptural and written works attempt to problematise the linguistic turn in art from the mid 20th Century onwards, and of special interest are areas such as Concrete Poetry, Sculpture in all its guises, and the various forms of Conceptual and environmental art. The above introduction is symptomatic of a commitment to an engagement with a wide ranging practice and the critical theories that are implicated by such practice. Powell's studio work has recently been exhibited across mainland Europe and recent texts have been translated into Greek, Italian and Macedonian. Most recently, in his roles as Director of Studies at Norwich University College of the Arts, and as a Founding Co-Director of International Contemporary Arts Wales he has had a significant role in furthering art and design practice and skills in educational and professional contexts. Powell continues to influence cultural and ideological exchange in facilitating artists' residencies, exhibitions and creative dialogue beyond Europe. |
 |
|
Richard Chipps is Principal Lecturer in Design Theory and Innovation at De Montfort University. Prior to joining De Montfort University in 1995 Richard spent 10 years working for design consultancies within the East Midlands in the retail, POS and museum design sectors.
On commencement of his teaching post Richard focused on the integration business links and projects into the curriculum. Richard has undertaken a large number of collaborations with students and the regional design sector. Richard is currently managing a regional research project into Resource Efficient Design within retail and consultancy work with a similar focus. In addition to this he is University co-ordinator for In Curriculum a intra University project exploring the issues of inclusive curriculum design and is pioneering the use of on line teaching within the Design Management and Innovation curriculum and Art and Design Education at De Montfort University. |
 |
|
Felicity Booth has been a Critical Studies tutor at Norwich University College of the Arts (NUCA) since 2005 and is the InCurriculum Institutional Co-ordinator for NUCA. Graduating from University of East Anglia (UEA) with an MA in Asian Art and Identity in 1999, she went on to tutor home and international students studying at UEA. Taking up a post with an archaeological research unit in 1999, Felicity has assisted in the establishment and development of the International Centre for Albanian Archaeology (ICAA), which has been successful in modernising archaeological practice in Albania and lobbying for changes in Cultural Heritage legislation. As part of this wider project she designed and co-ordinated a four year project bringing archaeology students from the University of Tirana to study at UEA. Felicity continues to work part time for the ICAA and is currently editing a cultural heritage guidebook for Gjirokastra, a UNESCO World Heritage Site in Southern Albania.
Felicity has an interdisciplinary academic background and has designed and taught units for NUCA focusing on material culture studies, dress and identity and world art studies, and in 2009 will run a research unit for the InCurriculum project on sustainable textile practices. She also teaches Critical Studies to art and design students at FE level. She completed her PGCE (post compulsory education) in 2007 specialising for her final papers in teaching students with Specific Learning Differences in the HE sector. The InCurriculum project has provided an ideal opportunity for her to continue her research and she is currently developing ideas on accumulating learning towards assessment. |
 |
Heather Symonds has been teaching for 27 years, during which time she has delivered units on; the PGCE (Greenwich), ‘A’ level provision Access to Humanities as Course Director. She held the post of Development Officer for NOCN (Open College of South London) and was a researcher in the School for Independent Study at the University of East London.
Currently, Heather is Dyslexia Co-coordinator/Adviser at LCC, University of the Arts London. She has been working with students within the field of Creative Arts for 14 years. Her work includes staff development and awareness training. Her Teaching and Learning Fellowship in 2005 led to staff and student handbooks and e guidance for oral assessment. In promoting a sustainable viva voce as accommodated assessment she has delivered staff development both nationally and internationally, notably, HEA 2007, SEDA 2007, CLTAD 2008 ,INSEA Japan 2008 and ‘Doing It Better’ RMIT/La Trobe in Australia 2007.
Her current research continues to include the viva voce together with oral assessment as inclusive curriculum. Heather’s recent published contribution centres on Teaching, Learning and Assessment in: Neurodiversity in Higher Education edited by David Pollak (Wiley, 2009). Her last journal article expresses the process of a new assessment for students with dyslexia: ‘Introducing Oral assessment within creative practice: ‘I can write but it’s like walking against the wind’. (Intellect Writing PAD 2009). In June 2009 she will present at the ‘9th International Conference for Diversity in Organisations, Communities and Nations’, Riga, Latvia.
Heather has worked with students from diverse backgrounds to produce oral material against grading descriptors in Sound Design, Fashion, Fine Art and Photojournalism. In working towards InCurriculum she has delivered a cross college elective; oral presentations and hopes that freedom of choice within assessment will help to create inclusive curriculum.
Currently, Heather is Dyslexia Co-coordinator/Adviser at LCC, University of the Arts London. She has been working with students within the field of Creative Arts for 14 years. Her work includes staff development and awareness training. Her Teaching and Learning Fellowship in 2005 led to staff and student handbooks and e guidance for oral assessment. In promoting a sustainable viva voce as accommodated assessment she has delivered staff development both nationally and internationally, notably, HEA 2007, SEDA 2007, CLTAD 2008 ,INSEA Japan 2008 and ‘Doing It Better’ RMIT/La Trobe in Australia 2007.
Her current research continues to include the viva voce together with oral assessment as inclusive curriculum. Heather’s recent published contribution centres on Teaching, Learning and Assessment in: Neurodiversity in Higher Education edited by David Pollak (Wiley, 2009). Her last journal article expresses the process of a new assessment for students with dyslexia: ‘Introducing Oral assessment within creative practice: ‘I can write but it’s like walking against the wind’. (Intellect Writing PAD 2009). In June 2009 she will present at the ‘9th International Conference for Diversity in Organisations, Communities and Nations’, Riga, Latvia.
Heather has worked with students from diverse backgrounds to produce oral material against grading descriptors in Sound Design, Fashion, Fine Art and Photojournalism. In working towards InCurriculum she has delivered a cross college elective; oral presentations and hopes that freedom of choice within assessment will help to create inclusive curriculum.
Dr Phil Gravestock is Head of Learning Enhancement & Technology Support at the University of Gloucestershire.
In 2000 Phil co-edited a series of Geography Discipline Network (GDN) guides on 'Providing Learning Support for Disabled Students Undertaking Fieldwork and Related Activities' . He was Project Director for the HEFCE-funded 'DisabilityCPD: continuing professional development for staff involved in the learning and teaching of disabled students' project, which produced a publication on disability issues in higher education and an online course for disability awareness aimed at academic and support staff in higher education which can be sourced (here).
He authored the GDN guide 'Developing an Inclusive Curriculum: a guide for lecturers', aimed specifically at disability issues for staff in geography, earth and environmental sciences and co-wrote 'Inclusion and Diversity in Higher Education Teaching' for the RoutledgeFalmer 'Key Guides for effective Teaching in Higher Education' series.
As well as being a member of the NTFS InCurriculum project Steering Group, Phil is also a team member of the NTFS Usemyability project, looking at employability and disability
In 2000 Phil co-edited a series of Geography Discipline Network (GDN) guides on 'Providing Learning Support for Disabled Students Undertaking Fieldwork and Related Activities' . He was Project Director for the HEFCE-funded 'DisabilityCPD: continuing professional development for staff involved in the learning and teaching of disabled students' project, which produced a publication on disability issues in higher education and an online course for disability awareness aimed at academic and support staff in higher education which can be sourced (here).
He authored the GDN guide 'Developing an Inclusive Curriculum: a guide for lecturers', aimed specifically at disability issues for staff in geography, earth and environmental sciences and co-wrote 'Inclusion and Diversity in Higher Education Teaching' for the RoutledgeFalmer 'Key Guides for effective Teaching in Higher Education' series.
As well as being a member of the NTFS InCurriculum project Steering Group, Phil is also a team member of the NTFS Usemyability project, looking at employability and disability
David Crabtree is an education and learning consultant
David has a broad knowledge of the curriculum underpinned by over thirty years experience gained by working in schools, colleges and HE as a teacher and senior manager. His main areas of expertise are leadership, learning and literacy. David is committed to widening participation, life-long learning and vocational education and has a track record of successfully managing and supporting change within and across institutional boundaries.
Dr Simon Ball is Senior Advisor for Higher Education with JISC TechDis, the UK advisory service for inclusive use of technology. Simon specialises in the accessibility issues involved in E-Assessment; the inclusive use of technologies to support teaching and learning, in particular virtual worlds such as Second Life; and the use of organisational policy to embed an inclusive approach to technology right across the operations of higher education institutions. www.techdis.ac.uk