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Queen Mary Academy

Dr Steph Fuller, BA (Hons) (Cardiff University), MA (UCL), PhD (University of East Anglia)


Academic Practice Taught Programmes Manager

Telephone: +44 (0)20 7882 2819
Room Number: Department W


Steph is the Queen Mary Academy's Academic Practice Taught Programmes Manager. The co-programme lead is Dr Angela Gallagher-Brett. Steph leads the Academy’s taught programmes Certificate in Learning and Teaching (CILT) and Postgraduate Certificate in Academic Practice (PGCAP), with responsibility for managing the programmes, leading modules, teaching and supporting colleagues. She also provides educational development support through consultancy and project work to colleagues across the university with a particular focus around curriculum design. 

Steph joined QMUL in 2014 as an Education Adviser and worked to support colleagues on the taught programmes by teaching and leading modules.  She also led on dissemination of good practice through organising teaching and learning events including the Teaching and Learning Conference, and managed education grants and funding.  Before coming to QMUL, Steph lectured at UG and PG levels in the School of Film, Television and Media at the University of East Anglia and previously worked in the civil service.  She received her PhD in film studies from the University of East Anglia in 2013 (funded by the Arts & Humanities Research Council) and had her thesis published as a monograph.  She has research interests in internationalisation and interdisciplinarity in HE, online learning and cultural history.  Her current research project focuses on the development of communities of practice in online learning.  She was awarded Senior Fellowship of the Higher Education Academy in 2018.


Steph teaches on the CILT and PGCAP programmes, contributing to various modules including ADP7216 Learning and Teaching in HE. She is module convener for ADP7218 Curriculum Design.


Research Interests:

Curriculum design, internationalisation and interdisciplinarity in HE. Online and blended learning design and communities of practice in online learning.


Fuller, Stephanie. "Building communities of practice in distance learning courses for higher education teacher development." Compass: Journal of Learning and Teaching [Online], 15.1 (2022): n. pag. Web. 22 Mar. 2022

De Wilde, J., Cavalli, G., Fuller. S. (2021). Online Communities of Practice for Academic Practice and a Sense of Belonging. Online Communities for Doctoral Researchers and their Supervisors: Building Engagement with Social Media. Julie Sheldon and Victoria Sheppard eds. Routledge. 

Singal, R., Kumar, A., Singh, H., Fuller, S., Gill, S. (2020). Digital device-based active learning approach using virtual community classroom during the Covid-19 pandemic. Computer Applications in Engineering Education, 1-27.

Fuller, S. (2018). Teaching and learning with historical perspectives. In Teaching the History of Economic Thought: Integrating Historical Perspectives into Modern Economics. Daniela Tavasci and Luigi Ventimiglia eds. Edward Elgar Publishing.

Fuller, S. (2015). The US-Mexico Border in American Cold War film: Romance, Revolution, and Regulation. Palgrave Macmillan US.

Fuller, S. (2014). “The Most Notorious Sucker-Trap in the Western Hemisphere”: The Tijuana Story (Leslie Kardos, 1957) and Mythologies of Tijuana in American Cinema. Journal of American Studies, 49 (3), 523-539

Fuller, S. (2014). Pan-American Highways: American Tourism to Mexico and 1950s Hollywood film. CINEJ Cinema Journal3(2), 5-33.

Fuller, S. (2013). “Filmed Entirely in Mexico”: Vera Cruz (1954) and the Politics of Mexico in American Cinema. Journal of Popular Film and Television41(1), 20-30.

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