I am interested on the impact of generative AI on students’ learning, with particular focus on how critical thinking is employed to evaluate and validate the outputs produced by GenAI tools. I am also interested on the influence of teamwork and group dynamics on students’ learning journeys, especially in the context of the capstone design project. In addition, I am involved in curriculum development aimed at promoting inclusive and equitable access while preparing resilient, future-ready graduates.

My SoTL areas of interest spread across various themes including: project-based design learning, peer-learning, AI, critical thinking and authentic assessment. I am keen to develop a stronger understanding of how informal learning practices influence student’s confidence and attainment, as well as how this compares to educator's perceptions of students

My primary interest in pedagogical scholarship centres around enhancing the overall student experience, with a particular focus on assessment strategies and group work dynamics. This includes engaging in projects that explore innovative approaches to authentic assessment, which aim to provide students with real-world, practical learning experiences that align with professional practices. Additionally, I have worked on initiatives related to group project peer assessment, ensuring a fair and transparent evaluation process that fosters collaboration, accountability, and the development of key teamwork skills. By focusing on these areas, I strive to contribute to the advancement of effective teaching practices that not only improve academic outcomes but also prepare students for success in their future careers.

Focussed on the development and contextualisation of professional and industrially-relevant experiences and outcomes in both taught and project-based modules.

My pedagogy research interests are primarily on: application of problem-based learning approaches in Chemical Engineering education; group work in Chem Eng projects, its role in skills development and different assessment approaches; distance-learning methodologies, including balancing synchronous and asynchronous delivery.

Focussing on enhanced employability within engineering disciplines through group work activities and peer led support, I also have an interest in flipped classroom and problem-based learning impacts.

My pedagogy-based research focuses on concepts such as students' agency (their capacity to make their own decisions and judgements, connected to critical thinking), how we teach and inspire students around sustainability, economics and ethics, and what vital skills and capabilities the human engineer/scientist brings to an AI-dominated world.

My pedagogical focus lies in advancing the Outcome-Based Education (OBE) framework through innovative curriculum and module design that integrates complex engineering problems and engineering activities within assessments. I am particularly interested in exploring how Generative AI (GenAI) influences students’ critical thinking, creativity, and problem-solving abilities. My teaching philosophy emphasises project-based learning (PBL), research-informed instruction, and collaborative learning environments to enhance student engagement and learning outcomes. Additionally, I investigate the effective use of educational technologies to create adaptive, inclusive, and future-ready learning experiences that align with 21st-century engineering competencies.

As work-based learning advisor to degree apprentices, I am greatly interested in work-based learning, including apprenticeships, placements, internships and graduate roles. I am interested in preparation for the workplace through group work and open-ended design problems. I am also interested in the impact of mentorship in early careers.

My teaching experience is mainly in practical teaching and design.  My pedagogical interests are based on practical education - including how to make best use of the experiments and submissions to contribute to employability – including the time before the experiment.  In addition, I am also interested in the student experience in the laboratory – what do they really like and what do they find difficult (which is more difficult to discern in the group context).