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Notes on Contributors
Andy Adcroft

is a Professorial Teaching Fellow in the Business School at the University of Surrey. His primary pedagogic interest lies in the relationship between motivations and expectations of learning, and student learning strategies. He is particularly interested in how students and academics engage with giving and receiving feedback and how this contributes to expectations of performance improvement.

Laura Barnett

is a Lecturer in Higher Education within the Department of Higher Education at the University of Surrey. Prior to this, Laura has held student-facing Learning Development roles at Surrey and other H.E.Is, which have entailed supporting the learning and teaching activities of students from underrepresented backgrounds in H.E. Laura completed her Doctorate in 2018; her research focussed on the drinking cultures of young adults. Her wider research interests include the sociology of education, widening participation and inequalities in H.E.

Alireza S. Behnejad

is a Teaching Fellow in the Department of Civil and Environmental Engineering of the University of Surrey. He has been teaching in both, undergraduate and postgraduate levels since 2012. This followed his industrial experience in the field of design and construction of prefabricated light weight structures for over 13 years. Alireza is a fellow of the Higher Education Academy, also, the founding member and the co-chair of the ‘Working Group on Teaching’ at the International Association for Shell and Spatial Structures (IASS). His research interests in Engineering Education include student engagement, student-led research and the benefits of full-scale physical models.

Graham Berridge

is Director of Learning and Teaching for the School of Hospitality and Tourism at the University of Surrey. He is a founder member of the Association of Events Management Education (AEME) and was the first events academic to receive the award of National Teaching Fellow (2010). His research interest centres on deepening our understanding of the meanings and experiences people get from attending events, specifically the design and analysis of those experiences. His most recent work has focussed on cycling, studying spectator emotions at the Tour de France and the experiences of cyclists taking part in Sportive cycling events.

Cathrine Derham

is the Associate Dean for Learning and Teaching within the Faculty of Health and Medical Sciences and Senior Teaching Fellow in the School of Health Sciences at the University of Surrey. She is a Registered Nurse and Nurse Educator with extensive clinical and leadership experience in critical and high dependency care and has successfully led and managed both undergraduate and postgraduate healthcare programmes. In the role of Associate Dean for Learning and Teaching, Cathy is responsible for helping to shape the strategic direction of Education across the Faculty and at an Institutional level. She has a particular interest in assessment and feedback practices used within both the academic and clinical practice settings.

Ian M. Kinchin

is Professor of Higher Education in the Department of Higher Education at the University of Surrey. He has a first degree in Biological Sciences and a PhD in Science Education. He is editor of the Journal of Biological Education and is a Senior Fellow of the HEA. His research interests are focussed on the application of concept mapping as a reflective tool to enhance university teaching practice within the framework provided by the model of pedagogic frailty. Ian supports Plymouth Argyle and is a Bruce Springsteen fan.

Dawn Marley

graduated in French with Spanish from the University of Nottingham, where she also wrote her PhD on French Sociolinguistics. She has been at University of Surrey for 24 years, teaching French language and culture, translation and sociolinguistics. She has published primarily on the role of French in Morocco, on language attitudes among immigrants in France and on Catalan in France. Dawn is a Senior Fellow of the Higher Education Academy.

Luke Mason

is an academic lawyer and philosopher. He is currently Senior Lecturer in law and theory at St Mary’s University, London. He has taught extensively at universities in Continental Europe as well as the UK. He has held various leadership and management positions within legal education and law departments, and his teaching has been recognised with numerous prizes, in particular the coveted national award ‘Law Teacher of the Year’ in 2014. Much of his research focuses on the nature of legal thought and reasoning, and some of this informs specific research on the form of legal learning and education.

Anna McNamara

is Director of Learning and Teaching at the Guildford School of Acting, University of Surrey. She trained in Musical Theatre at the Guildford School of Acting before moving into teaching full time in 2001, gaining an MA in Education. She is currently researching a PhD in Actor Training through the University of Birmingham. In 2017 she was awarded the University of Surrey Vice Chancellor’s award for Teacher of the Year. Anna is a Senior Fellow of the Higher Education Academy and a Fellow of the Royal Society of Arts.

Emma Medland

is a Lecturer in Higher Education at the University of Surrey. She is a Senior Fellow of the Higher Education Academy and has been a Lecturer for eleven years, working at Surrey and King’s College London. She is currently the Programme Director of the MA in Higher Education and manages the provision of Continuing Professional Development workshops to support the pedagogic development of academic staff and those involved in supporting learning across the institution. Emma’s research interests lie in assessment and feedback, and academic practice.

Jane Ogden

is a Professor in Health Psychology at the University of Surrey where she teaches psychology, dietician, nutrition, vet and medical students to think more psychologically about health. Her research mostly focuses on eating behaviour and obesity management, symptom perception and communication. She has published over 180 academic papers and 7 books and is a regular contributor to the media.

Jane Powell

is Vice-Provost for Education and students at the University of Surrey where she leads the institutional education strategy. In this role she draws on her professional background as a clinical psychologist with specialisms in addiction and neuropsychological rehabilitation: key themes in her research include disturbances of cognition and motivation, quality of life, development of psychosocial assessments, and evaluation of clinical interventions. She remains actively involved with an innovative community-based multidisciplinary neurorehabilitation service which she established, led, and evaluated via a randomised controlled trial. Her insights from this work have led her to place student ‘resourcefulness and resilience’ at the heart of Surrey’s new Education Strategy.

Simon Usherwood

is a Reader in Politics at the University of Surrey, and a National Teaching Fellow of the Higher Education Academy. His pedagogic research has focused on the use of active learning, especially simulation games, in Politics. He is co-founder and –editor of the Active Learning in Political Science blog (

Daniel Whelligan

graduated from the University of Cambridge with an MSci in Natural Sciences in 2000. After a summer at Université Bordeaux I, France, in the group of Stéphane Quideau, he moved to the University of Durham for his PhD with Patrick Steel. In 2004, he became an Alexander von Humboldt Postdoctoral Research Fellow in Carsten Bolm’s group at RWTH Aachen University, Germany. From 2006–2007, he took time to travel including a 3 month Postdoc with Mark von Itzstein at Griffith University, Australia. Daniel then worked from 2007–2010 as a Postdoc at the Institute of Cancer Research, UK in the group of Swen Hoelder and in 2011 he was appointed Lecturer of Organic/Medicinal Chemistry at the University of Surrey.

Naomi E. Winstone

is a Senior Lecturer in Higher Education within the Department of Higher Education at the University of Surrey. Her research interests focus on cognition and learning and the application of psychological theory to educational contexts. She is a Senior Fellow of the Higher Education Academy and a National Teaching Fellow.

Exploring Pedagogic Frailty and Resilience

Case Studies of Academic Narrative

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