Centre for Academic Practice

About

Dr Deena Ingham

Photo of Dr Deena Ingham

Academic Practice Development Advisor

As a Senior Fellow of the Higher Education Academy I have been involved in UK higher education as an academic and academic developer since 2004, joining Loughborough’s Centre for Academic Practice in February 2014.

I am the Programme Director of the Associate Teaching Programme (ATP), and deliver modules on the Postgraduate Certificate in Academic Practice (PGCAP). I am responsible for a series of teaching development workshops, mentor colleagues through Loughborough University’s Continuing Professional Development (CPD) Scheme, and have a particular interest in the areas of assessment, learning engagement and degree legacy.

 

Publications

Ingham, D. (2016) An answer from research to the Teaching Excellence Framework – student engagement and graduate engagement to evidence legacy. Vol 1, No.1 available at https://journals.gre.ac.uk/index.php/raise/article/view/377

Ingham, D., Habimana, J and Walker, P. (2014) ‘Involve me and I learn’ – Students Think Big learning partnership Student Engagement and Experience Journal Vol.3, No.1 available online at http://research.shu.ac.uk/SEEJ/index.php/seej/article/view/83

Ingham, D. (2011) Harnessing Ubiquitous Technologies to banish Barriers to Learning Ubiquitous Learning Journal, Common Ground Publishing.

Ingham, D. (June 2010) Assessment innovation featured in Effective Assessment in a Digital Age JISC accessible via http://www.jisc.ac.uk/media/avfiles/programmes/elearning/assess,emt/JISCassessment/BedfordshireQT.mov

Ingham, D. (2009) Demanding Degrees – are Higher Education consumers doing it by degrees? Solution for HE to meet the multiple demands of its consumers Chapter within Creating Bridges University of Bedfordshire Publication

Ingham, D. and Weedon, A. (2008) Time Well Spent: The Magazine Publishing Industry’s Online Niche Convergence: The International Journal of Research into New Media Technologies

Conference Presentations

International Society for the Scholarship of Teaching and Learning, October 2015 Melbourne, Australia
PASSING IT ON: HOW POSTGRADUATES CAN HELP UNDERGRADUATES TO DEVELOP RESEARCH PROJECTS symposium with Marcus Collins, Alan Booth, Deena Ingham, Katie Carpenter, Jenna Townend, Sofia Mali, Sean Jinks
http://issotl.com/issotl15/sites/default/files/ISSOTL%202015%20Program%20Book%20WEB.PDF

Staff and Educational Development Association Conference, May 2016 Edinburgh
INNOVATIONS IN ASSESSMENT AND FEEDBACK PRACTICE

Students setting summative assessments: inspirational, feasible learning engagement or a terrifying step too far?

My doctoral research focuses on the value added to an individual of higher education undergraduate experiences seen from the graduate perspective.

The research draws on how the Graduate Voice can be both evaluated and maximised across institutions to enhance prospective and current students’ intra and extra-curricular experiences. Research has led to workshops, posters and papers being delivered at RAISE 2012, 2013, 2014; SRHE Edinburgh 2013 and SEDA 2014.

Widening participation - social justice or social injustice? Accepted for Society for Research into Higher Education University of Edinburgh April 2013

What’s the value of a degree to the individual? RAISE, University of Southampton September 2012

Harnessing Ubiquitous Technologies to Banish Barriers to Learning - Ubiquitous Learning Conference, University of British Columbia, Vancouver December 2010

Bridging Gaps in 140 characters University of Bedfordshire Conference July 2010

Enhancing student engagement in assessment and examinations – paper presented at UoB Teaching & Learning Symposium July 2008