Most of my career has been research-based but, while at Imperial College, I gained an internally-certificated qualification in teaching which enabled me to contribute to both undergraduate and postgraduate teaching in Medical Microbiology, Immunology and Virology. I have a particular flair for supervising research projects and, to date, nearly all of my students both at Imperial and Brighton have obtained PhD or MSc positions at leading institutions such as UCL, Imperial, Cambridge or New York.
Currently, my teaching involves Pharmaceutical and Biomolecular Sciences. Principally, I am involved with teaching pharmaceutical microbiology on the MPharm course (Chlamydia, Infection, Conjunctivitis, Sterile Medicine cases), but I also teach protein structure (Introductory and Diabetes cases), immunology/vaccinology (vaccinology case), antibody biotechnology/therapy (Autoimmunity case) and parasitology/virology (Pet Medicine case). Away from the MPharm course, I am module leader for BY243 (Pharmaceutical Microbiology), part of the Pharmaceutical Sciences BSc; teach parasitology as part of the Biological Sciences BSc and Immunology/Microbiology on the Biomedical Sciences BSc. I am personal tutor to firstto third year MPharm students (PY164/264/364). I also teach aspects of microbiology, antibody therapy and biotechnology on several MSc modules and still have some external teaching duties at Imperial College.
I have recently taken the PGCE in Teaching and Learning in Higher Education at Brighton, graduating with a distinction. I have become particularly interested in the application of 'Blended Learning' to the MPharm course and have developed a range of online learning packages to support the teaching of technically-complex subjects such as antibody therapy, biologics and biotechnology. Assessment of the impact of this will be the subject of a publication in Currents In Pharmacy Teaching and Learning but, broadly, it has been very successful in assisting both borderline and high-achieving students to obtain enhanced grades and feedback has been very favourable.
I have also introduced many innovations into my lectures, seminars and workshops, including reflective pauses, snap tests and the use of interactive learning technology such as Nearpod and Poll Everywhere. I take a lot of care with my lectures, using many images to associate with and clarify text, plus animations and movies. I am very approachable and always ensure that I have time to talk and help my students, either personally or by forwarding to appropriate agencies within the UoB. I expect my students to engage with their learning at all stages – online, face to face, in practical classes, in seminars/workshops and through feedback. However, I am aware that there are many barriers to engagement and I am now actively involved in pedagogic research to look into these issues and will use appropriate findings to enhance the student learning experience.