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University of Reading

University staff recognised for outstanding collaborative Teaching and Learning

Wednesday, 07 June 2017

2017 Collaborative Awards for Outstanding Contributions to Teaching and Learning.

The 'research-based text and performance module' team.

The Centre for Quality Support and Development (CQSD) is pleased to announce the winners of the 2017 Collaborative Awards for Outstanding Contributions to Teaching and Learning. 

The awards scheme is highly competitive and recognises staff that make significant, ongoing contributions to the student learning experience, and who also demonstrate an integrated team approach to the enhancement of teaching and learning.  

The two winning project teams are:  

Promoting research-based learning through an innovative text and performance module

  • Mark Hutchings (English Literature)
  • Chloe Houston (English Literature)
  • Lisa Purse (Film, Theatre and Television)
  • Kerry Webb (Library)
  • Lisa Clark (Film, Theatre and Television)
  • Josh Oliver (Film, Theatre and Television)
  • George Ormisher (Film, Theatre and Television)

This innovative project builds on a Teaching and Learning Development Fund mini award in 2016 for ‘Exploring Early Modern Theatre Practice in the Classroom’. An outstanding example of inter-departmental collaboration between academics and support staff, the project combines the respective strengths of its members to enhance the teaching of early modern drama for undergraduate students.

Breaking Down Barriers

  • Geoff Cook (Construction Management and Engineering)
  • Joe Doak (Real Estate and Planning)
  • Christina Duckett (Visiting Fellow, previously School of the Built Environment)
  • Faustina Hwang (Biomedical Engineering)
  • Jeanne-Louise Moys (Typography and Graphic Communication)
  • Adrian Tagg (Construction Management and Engineering)

First established in 2015, the ‘Breaking Down Barriers’ team seek to encourage a unique cross-disciplinary approach to inclusive design. Their vision is to encourage Reading graduates from all disciplines to advocate inclusive working in their professional practices, working alongside individuals with a wide range of capabilities and specific needs. 

For more information on CQSD and our Teaching and Learning initiatives, please visit www.reading.ac.uk/cqsd.