The UAL Teaching Scholars Awards celebrated and formally recognised colleagues who demonstrated a sustained commitment to excellence in teaching and learning.
Successful applicants received funding and support over a 2 year period. Their projects developed an aspect of their teaching practice designed to both impact on student learning and benefit the wider teaching and learning community.
Individual Teaching Scholar Award
The title of UAL Teaching Scholar celebrates the achievements of outstanding teachers. Scholars were supported to develop and share their practice with colleagues.
Individuals received the title of UAL Teaching Scholar for 2 years, project and development funding, and a special responsibility allowance. They were also supported to achieve AdvanceHE (formerly HEA) Senior Fellowship.
Applicants had to meet certain criteria related to their teaching and/or learning support role at UAL. In addition they had to hold a PgCert in Academic Practice (or equivalent), be a Fellow of the HEA and be fully supported by their line manager.
There are no UAL Teaching Scholars currently in post (the last awards were made in 2020). On completion of their award, UAL Teaching Scholars were eligible to become UAL Senior Teaching Scholars indefinitely.
UAL Senior Teaching Scholars
UAL Senior Teaching Scholars were appointed on the basis that they completed their tenure as a Teaching Scholar and gained further recognition with AdvanceHE (formerly HEA) Senior Fellowship.
Bethan Alexander is Course Leader, MA Fashion Retail Management at London College of Fashion
Bethan created a mentoring network for students in Fashion Retail Management. It supports the transition into M-level study, and enables students to access industry mentors to support their progression into employment.
Dr. Mark Ingham is Reader in Critical and Nomadic Pedagogies at London College of Communication.
Mark was appointed as a scholar for his practice of facilitating student flourishing through pedagogic approaches that allow space and time for experimentation, enquiry and exploration of ways of making and thinking. Mark researched and experimented with ways of developing and enhancing students’ meta-cognitive learning.
Anne Marr is Joint Course Leader, BA Textile Design, Programme Director, Jewellery and Textiles and acting Deputy Director of the Textile Future Research Centre (TFRC).
Anne's work as a Teaching Scholar focused upon an investigation of students’ and course team’s understandings of research analysis. It aspires to increase the potential for students and staff to engage more confidently in research activities. Anne’s approach helps others to identify and communicate the value of personal research approaches in order to develop self-efficacy and motivation to conduct in-depth research.
Fred Meller is Programme Director, Drama and Performance at Central Saint Martins.
Fred's project as a Teaching Scholar explored the intersection of performance design and teaching and learning as designed practices. Fred explored how the principles and axioms of performance design can enhance and enrich teaching across disciplines.
Dr Pratap Rughani is Associate Dean, Research at the London College of Communication.
Pratap’s project drew on his expertise as a documentary filmmaker to create a film and guide that explores the complexity of ethics in both research and making. These resources can now be used as a researcher-development tool for staff and students.
Shibboleth Shechter is Senior Lecturer and Stage One Coordinator for the BA Interior & Spatial Design at Chelsea College of Arts.
As UAL Teaching Scholar, Shibboleth explored how live projects can be embedded into the curriculum and how the student experience of participating in live projects can be documented and disseminated.
Ian Thompson is Outreach Manager at Camberwell, Chelsea and Wimbledon.
Ian completed a study to identify the expectations of students in post-sixteen education with relation to their future working lives, skills they think they will need, and what motivates them. Findings from the study were used to develop a new peer-mentoring programme for students to develop their skills and wider professional attributes.