Dr Adrian J. Wallbank

  • Adrian joined Brookes in October 2021 as a part-time Lecturer in Educational Development. Adrian previously established, directed and led the Integrated Foundation Year and Academic Writing and Communication programmes at Royal Holloway and has taught across a spectrum of both staff and student-facing programmes since 2008 in areas as diverse as eighteenth-century poetry and philosophy, Romanticism, academic writing and literacies and educational development.

    Adrian has particular research and teaching interests in academic writing, dyslexia and inclusion, writing in the disciplines / writing across the curriculum pedagogies, neurodiversity, transition pedagogies and Universal Design for Learning, one-to-one pedagogies, the philosophy of Higher Education and didacticism / persuasion. As a successful, dyslexic academic, Adrian is passionate about inclusion and works tirelessly to help enable both students and staff to achieve their full academic and professional potential. Adrian is a Senior Fellow of the Higher Education Academy and Associate Fellow of the Dyslexia Guild.

    When not writing, Adrian helps restore, fire and drive steam locomotives.

    • Journal Article: ‘Literary Experimentation in Rowland Hill’s Village Dialogues (1801): Transcending “Critical Attitudes” in the Face of Societal Ruination’, Nineteenth-Century Literature, 66:1 (June 2011), 1-36.
    • Monograph: Dialogue, Didacticism and the Genres of Dispute: Literary Dialogues in an Age of Revolution (London: Pickering & Chatto, March 2012).
    • Book Chapter: ‘Coleridge’s “Deep Romantic Chasm: Kubla Khan, The Valley of Rocks and the Geomorphological Imagination’, in Romantic Sustainability: Endurance and the Natural World, 1780-1830, ed. Ben P. Robertson (Lexington Books, 2015), pp.3-20.
    • Article: ‘Keats on Women: Whores, Madonnas and the Male Gaze’, The English Review, 22:3 (February 2012), 30-2.
    • Article: ‘Coleridge’s Kubla Khan and the Valley of Rocks, The English Review, 25:4 (April 2015), 26-9.
    • Student Textbook: Academic Writing and Dyslexia: A Visual Guide to Writing at University (London: Routledge, Feb 2018).
    • Book Chapter: ‘Writing Support and Student Identity – Can we Help Learners Write in an Age of Massification and Consumerism?’ in Student Support Services: Exploring Impact on Student Engagement, Experience and Learning, edited by Fernando F. Padró, Megan Kek & Henk Huijser (December, 2021).
    • Student Textbook: Academic Writing and Dyslexia: A Visual Guide to Writing at University, Second Edition (London: Routledge, 2022).
    • Journal Article: ‘The Politics of Integration: The Opportunities, Challenges and Successes of Embedding Academic Skills and Literacies Development into an Interdisciplinary, ‘Integrated’ Foundation Year Programme’, Journal of University Teaching and Learning Practice, (2022)

    I am currently working on research and projects leading to monographs entitled Teaching Academic Literacies to Neurodiverse Students: Theory and Practice and Foundation Year Pedagogy in Higher Education: Practice, Policy and Inclusion.