“Celebrating LGBT+ History Month is crucial to acknowledging and appreciating the diverse contributions of the community throughout history.”
As a recently appointed Teaching Fellow at Imperial College London, my professional journey has been a blend of education and career growth. I embarked on this journey by completing a PhD in the Department of Infectious Disease at Imperial. There I developed the skills that paved the way for my current role, principally by teaching fundamental lab skills. During my PhD I gained experience in teaching by working with taught courses and providing teaching support. This allowed me to successfully achieve the Fellowship of Higher Education.
In my current role, I focus on developing wet laboratory skills in students, and evolving their ability to critically think about the scientific method in an objective manner. My teaching is also about bridging the gap between theoretical knowledge and real-world applications. It’s about making science come alive in the laboratory, but with a strong focus on immunology and infection. The impact of my work is evident in the growth and proficiency of students. Witnessing their progress is immensely rewarding, and their feedback informs me of how transferrable, and important, the skills they develop are in their future education and careers. (more…)
“I publish on a wide range of topics as well as being passionate about training and supporting new generations of sustainability scientists.”
As a teenager I thought I would become a fashion designer, which was a distinct improvement from wanting to be a horse. But after studying at Chelsea School of Art and ten years working in event design and management, I changed direction completely, went to agricultural college and moved into arboriculture, entomology and ecological science.
This diverse background and my voracious curiosity has led to a multidisciplinary path and I publish on a wide range of topics as well as being passionate about training and supporting new generations of sustainability scientists.
The variety of roles I hold leads to real variation in tasks and some days find me concentrating on teaching, whilst other days are a juggle of meetings, advice, research and writing. I also chat a lot and have an unsung role as ‘departmental glue’ mediated via informal channels.
My advocacy for edible insects often leads to media appearances as do my designs for urban air pollution mitigation. Alongside Caroline Howe, I lead research into Sustainable Viticulture Futures – a recent research growth area within the Centre for Environmental Policy’s Transdisciplinary Centre for Nature & People. With climate change, rural land uses are adapting, the area under grapevines is changing, and this creates a huge opportunity for improving sustainability of practice in social, economic and ecological dimensions. Four members of the ‘wine group’ recently presented their work at the British Ecological Society’s Ecology Across Borders conference to substantial international interest.
When not at Imperial, I am very social. I garden, provide advice on urban ecology and care for my three teenage children. 22 million people have now watched a TikTok made by one of my teens (Blue Gray) of ‘Dyeing Mum’s hair purple’ and I remain perplexed. The slow and wobbly return to an adapted new-normal and more face-to-face interactions is very welcome.
“For me, the most satisfying moment is when I see colleagues put what they have learnt into practice.”
I work in the Centre for Higher Education Research and Scholarship where I co-lead the PG Cert in University Learning and Teaching which enhances staff learning, teaching and assessment practices. I previously taught research and academic writing skills to undergraduate and postgraduate students at the University of East London. I found it fascinating to shift from teaching students to teaching staff. For me, the most satisfying moment is when I see colleagues put what they have learnt into practice and can explain the educational rationales and pedagogies that underpin their activities.
I am currently also Principal Investigator for the Supporting the Identity Development of Underrepresented Students (SIDUS) which aims to promote inclusion and support success for STEMM students from underrepresented groups. Our team conducted 110 interviews with underrepresented students to explore their lived experiences, including their successes, challenges and opportunities. We are currently working with three brilliant StudentShapers students, to develop pedagogical materials to promote inclusion, educational aspirations and student success. I am very excited to see how our materials can support staff and students!