Brookes Innovation Projects and Fellowship Awards 2018

    • Dr Louise Bunce (PhD, CPsychol, FHEA, AFBPS) is a Senior Lecturer in Human Development in the Department of Sport, Health Sciences and Social Work within the Faculty of Health and Life Sciences.  She has been awarded a Brookes Teaching Excellence Fellowship for her success in fostering diversity and inclusion at departmental and institutional levels.  Louise specialises in supporting learners from Black and Minority Ethnic backgrounds, and more broadly she tackles the challenge of supporting learners in a vocational context by embracing opportunities to engage students as researchers.  Louise’s recent professional development included two superb presentations about her work at the Brookes Learning and Teaching Conference.

    • Orit Sarfatti BA Economics & Management, BA (Hons) Interior Architecture, MA Interior Design, PCGHE is a Lecturer in Architecture in the School of Architecture within the Faculty of Technology, Design and Environment.  She has been awarded a Brookes Teaching Excellence Fellowship for her success in using an alumni network to enhance students’ identity and academic motivation.  Orit specialises in supporting students as they make the transition into Level 5 and more broadly she tackles the challenge of fostering learners’ professional identities as they prepare for their careers.  More widely, she embraces opportunities to draw upon research on ways of reconciling employability pressures and personal preferences.  Orit’s recent professional development included a project wherein Level 5 Interior Architecture students designed short-term pods for homeless people in Oxford City Centre in partnership with Crisis Skylight Oxford.
    • Dr Chris Satow, Dr. Ingrid Medby and Geography teaching team (HSS); 

      Peer-Mentorship and Staff-Student Collaboration on the Production of a Digital Geographical Research Techniques Guide. The project is co-led by Dr Chris Satow and Dr Ingrid Medby, involving all members of Geography staff and incoming students.

      The project will engage undergraduate students in the active development of their own curriculum, focusing particularly on research skills and mentoring across cohorts. Third-year Geography students will act as peer-mentors on a compulsory second-year fieldwork module, giving them an opportunity to consolidate their own skills through feeding these forward.  Despite the national emphasis on fieldwork in Geography there has so far been few examples of peer-teaching of this kind, highlighting the innovative nature of the project.  The participating third-year students will also get an additional qualification in mentoring, linking to Oxford Brookes’ focus on employability.

      The second-year fieldwork and third-year mentoring will both feed into the co-production of a digital fieldwork research-skills guide. As the first of its kind, this guide will be hosted online as a ‘living document’ to be updated and expanded by future Geography cohorts – and available as a resource for future students potentially considering Brookes.

      The guide will comprise not only textual chapters but also videos, images, maps, and other creative outputs for and by students. Emphasis is on multimodal teaching and learning in order to ensure inclusivity. The idea is for this to be a ‘staff-student partnership’, whereby students are tasked with voicing what they would find most useful in terms of content and resources. Development and design of materials beyond assessed work will be linked to the Brookes ID scheme, allowing students to gain additional recognition of their transferable skills and experiences.

      The project is a result of Geography’s recent growth in both student and staff numbers at Oxford Brookes University, bringing in new ideas as well as drawing inspiration from successful peer-mentoring schemes from across the University. The team is excited about the opportunity offered by the Award and look forward to discussing it further at future Teaching and Learning Conferences!


    • Dr Esra Kurul, Dr. Emma Wragg and School of Built Environment teaching team (TDE).
      Preparing Graduates for Interdisciplinary Collaboration in the Workplace.  This Brookes Innovation Project is being undertaken by a teaching team in the School of the Built Environment, led by Dr Esra Kurul, Reader, Subject Coordinator for MSc Project Management in the Built Environment with Dr. Emma Wragg Senior Lecturer, Subject Coordinator for MSc Infrastructure and Sustainable Development, Dr Regina Lim, Senior Lecturer, Subject Coordinator for MSc Urban Design and Nick Spencer Chapman, Senior Lecturer in Construction Management and Brookes Teaching Excellence Fellow.  The project will develop a new systemic pedagogy for promoting the skills and common understanding required for interdisciplinary collaboration in the workplace.  Despite abundant initiatives in University teaching to foster it, and the seeming alignment between graduate attributes and the requirements of employers, there is a persistent ‘gap’ between the attributes that  graduates emerge with and those that the employers seek when it comes to interdisciplinary work. The team is taking an innovative approach focusing on enabling students to understand and deal with motivational and behavioural issues in interdisciplinary group contexts. The project also places emphasis on stakeholder engagement and will involve students and industry from the outset in the evaluation of existing practices and the design of the new approach. Students in the School of the Built Environment will benefit from a structured programme of support on how to collaborate effectively designed to provide a more authentic experience of workplace collaboration and enhance employability.  Benefits for the University will include publications and presentations to disseminate this exciting career-orientated project as well as a bespoke set of tools for teaching interdisciplinary collaboration.