The UAL Teaching Scholar Scheme aims to enhance the student experience through reward and recognition of high quality teaching. Those who teach and support learning are significant for shaping effective learning experiences and UAL is committed to celebrating and sharing best practice.
UAL Senior Teaching Scholars are appointed on the basis that they have completed their tenure as a Teaching Scholar and have gained further recognition as a Senior Fellow of the Higher Education Academy.
By successfully applying to become a Senior Fellow these colleagues have demonstrated excellence both in in student learning and supporting others to become better teachers and supporters of learning.
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. Katrine Hjelde is Course Leader, Graduate Diploma Fine Art, and Senior Lecturer, BA Fine Art Theory at Chelsea College of Arts.
Katrine was appointed as a scholar for her student-centred practice in supporting students to be become co-creators and active partners in learning and creative practice. Katrine's project explored ways to develop and enhance the student exhibition.
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.
Martin Newth is Programme Director, Fine Art at Chelsea College of Arts.
Martin was appointed as a scholar for his extensive impact upon student learning through developing approaches to fine art curricula and practice that supports curiosity, risk-taking and employability. Martin explored what the professional realm of the artist means, along with how students can meaningfully engage with external, public and privates spheres.
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.