Queen Mary Academy Fellowships are high-profile opportunities for staff to develop, share and promote their educational and scholarship practice.
Through this unique scheme, Queen Mary staff can apply for a Fellowship with a remit to address strategic educational needs across the University. Fellows represent the Academy, their School/Institute, Faculty and Queen Mary to internal and external audiences, raising both their own and the institutional academic profile.
As a Queen Mary Academy Fellow:
If a Fellow is not able to meet the expectations of the role, early conclusion of the secondment may be considered.
We are seeking expressions of interest for Fellows to share their knowledge and expertise in areas related to achieving the University’s 2030 Strategy, with a focus on the four pillars of education and student experience excellence along with our Education Approach: Active Curriculum for Excellence.
From time to time there will be opportunities to apply for a Fellowship on a specific topic or project. More information about opportunities to apply for a Directed Call Fellowship is available on the second tab below.
Consider if a Fellowship is right for you. Do you have a specific project that you wish to set up or an area that you want to explore?
It is worth reflecting on the criteria by which Queen Mary Academy Fellowships are awarded and the expectations of Fellows. Support for your project within your School or Institute and the alignment of your project with School/Institute and University-wide strategic aims are key considerations.
If you feel that a Fellowship is right for you, you should approach your line manager to discuss the possibility of your application being supported by your School or Institute. The agreement of your Head of School or Institute Director is required to release you to undertake a Fellowship. Line managers will consider whether it is possible to release an individual from their current role for the requested time period, taking account of the needs of the Faculty, School or Institute, the development needs of the member of staff and the School/Institute’s ability to ensure that the individual can return fully to the substantive role. The Queen Mary Academy can support line managers in any queries they may have about Fellowship arrangements and commitments, but it is expected that conversations about the suitability of the Fellowship from the School/Institute perspective will take place without Queen Mary Academy involvement.
If your line manager is supportive of your application, you should complete the Queen Mary Academy Fellowship application form [DOC 24KB] and send it to qmacademy@qmul.ac.uk requesting a meeting with the Head of Innovation and Learning to discuss. At this stage your application will still be in draft, and this meeting will help ensure that any gaps and questions relation to expectations of the role can be addressed before formally submitting your application.
Following the meeting with the Head of Innovation and Learning, your application should be finalized and approved by the Head of School or Institute before submission to qmacademy@qmul.ac.uk
Fellowship applications are considered by a panel, the members of which are nominated by the Vice-Principal (Education). They will look at the suitability of each application, considering:
The panel will make a recommendation to the Vice-Principal (Education), who will approve all Fellowship awards. If successful, you will be sent the secondment agreement form, which will need to be signed by your and your Head of School/Institute.
The Fellowship panel is normally convened once a semester, prospective Fellows will be informed of the final decision within two weeks of the panel meeting.
Learner Engagement Analytics (LEA) is concerned with combining different types of data regarding learner engagement and learning in order to better understand, and improve, the learning experiences of our learners.
The Queen Mary Academy seeks to appoint one LEA Lead Fellow on a part-time (0.2FTE) buy-out basis for a period of up to two years to support scholarship and uptake of LEA within schools and faculties.
Responsibilities:
The Fellow will
Closing date 6 May 2024. For information queries about this opportunity, please contact Graeme Hathaway
For information about becoming a Queen Mary Academy Fellow, please contact qmacademy@qmul.ac.uk
The Queen Mary Academy seeks to appoint Fellows, representing all faculties, on a part-time (0.2FTE) buy-out basis for a period of up to two years to support scholarship and uptake of LEA within schools and faculties.
The Fellows will
Closing date 6 May 2024. For information queries about Queen Mary Academy LEA Fellowship responsibilities, please contact Usman Naeem
The aim of Radhika's project is to develop and deliver an innovative dental undergraduate programme, co-created with students.
The aim of Graham's project is to support co-creation of the medical undergraduate curriculum with students and real patients, and to develop training and resources for wider use in co-creation projects across Queen Mary University of London.
Sally has taken up a new Learning and Teaching Enhancement Fellowship, working on Team Based Learning (TBL) alongside Peer Led Team Learning (PLTL). Her Fellowship will investigate the implementation of TBL in programmes and measuring its impact in terms of grade outcomes, self-efficacy and confidence development. She will lead on encouraging and supporting the adoption of this new pedagogy at Queen Mary.
Heather has taken up a new Learning and Teaching Enhancement Fellowship, and is developing a series of self-paced learning activities to integrate ChatGPT into learners’ coding skillset. Her starting point is the integration of ChatGPT into a module called Climate Change in Practice.
Nicola will be working on a comprehensive review of the LLB curriculum.
Gerard’s project seeks to develop a better understanding of how BTEC students learn at college and the transition of BTEC students into university.
Lesley is working on embedding Peer-Led Team Learning (PLTL) into the curriculum.
Jonathan is looking at the potential for virtual educational exchanges to improve student access to international opportunities.
Usman is academic lead for the use of Learner Engagement Analytics (LEA) at Queen Mary, with specific responsibility for developing a strategy for and driving forward the uptake and enhancement of LEA.
Anne is exploring frameworks facilitating Interdisciplinarity to promote innovative and cross-disciplinary approaches to education. By fostering collaboration among faculty members and encouraging students to engage with diverse perspectives and knowledge domains, she aims for graduates to be better equipped to address complex real-world challenges.
Lilian has taken up a new Learning and Teaching Enhancement Fellowship, and her work will focus on understanding what works in 'learning by doing’ across disciplines and Faculties.
Luigi is building on his previous fellowship project, the awarding gap tool, to promote diversified assessment and investigate whether it might help to reduce the awarding gaps and contribute to graduate attributes.
Louise is exploring ways to embed co-creation at the organisational and individual (staff and student) levels, and to increase uptake of co-creation.
The goal of Xue’s project is to provide an extra-curricular opportunity for students at Queen Mary University of London to improve the AI skills and knowledge, as well as to promote the use and adoption of AI technology in their academic and professional pursuits.
Jo's project focussed on the development of educational scholarship at Queen Mary, including scoping the opportunity for a new professional doctorate in Education (EdD)
Stephen worked on providing a central online hub that provides guidance, resources and motivation, as well as the sharing of experiences and good practice, in the shift to blended learning, 2020-2021.
Nick's work explored how seminar teaching practice on a core first year module can better support learning practices and independent studentship.
Daniela’s project contributed to diversify the curriculum at Queen Mary and explored how teaching with historical perspectives can be a route for a more inclusive education.
Sharan’s project explored whether one or more proctoring methods have potential for use across Queen Mary and if so, whether it should be discipline / subject specific.
James’ project goal was to understand how students’ broader experience of studying at Queen Mary University affects their engagement and attainment.