Chris Owen studied History of Art at the University of Cambridge, and supervised undergraduate students in the History of Art department at Cambridge, before embarking on a career teaching in further and higher education.

Chris taught for 11 years at Swindon College in Wiltshire, before joining Leeds College of Art & Design, where he first led the Historical and Critical Studies Department before becoming Assistant Principal. In 2007, he moved to the University of Derby as Assistant Dean and Head of the School of Art & Design, and joined Anglia Ruskin as Head of the Cambridge School of Art in 2011.

Chris possesses a Masters degree in Education (MEd). His research interests and expertise are in the history and pedagogy of Art and Design Education. He is a member of CHEAD, and is currently Secretary of the Group for Learning in Art & Design (GLAD).

Michael is the Senior Learning & Teaching Fellow at the Manchester School of Art, MMU. His research interests include digital innovation and the promotion of the first year student experience.

Discipline background and experience 
I currently teach on the BA in Film & Media Studies and I am a tutor to the Faculty’s postgraduate programmes. Prior to my current post, I was the Programme Leader for the MA in Media Arts – a multi–disciplinary programme that embraces film, photography, graphics and illustration. I have also taught on the BA in Graphic Design, and I was Programme Leader for the BA in Interactive & Broadcast Media. I am currently the External Examiner to the Fd in Interactive Design at New College, Durham and the BA (Hons) Design at Teeside University. I am the Faculty’s Virtual Learning Environment (VLE) co-ordinator and Diversity & Equality Champion.
Working focus and/or research interests in Learning and Teaching 
As part of a small academic team, I was instrumental in developing the University’s Continuing Professional Development (CPD) and Academic Practice routes. I have taught on both the Postgraduate Certificate and the Masters programme. I have completed a range of teaching and learning qualifications including a Masters in Education completed at the University of Sheffield. I have over 25 years experience of teaching in further and higher education, both as an undergraduate and postgraduate programme leader and, more recently, as a Senior Learning & Teaching Fellow. I have undertaken regular CPD training throughout my career the most recent being the Senior Management Development Programme completed in June 2013.
I spend a significant proportion of my time engaged in research/practice and thinking about the processes involved in successful curriculum design and delivery. This “research informed” approach is a key means of informing my practice as an academic. I am currently completing a Doctorate in Education concerned with pedagogy in art and design. I chair the School’s Pedagogy Research Group. I am a Fellow of the Higher Education Academy.
Practice
Exhibitions include: “Attlee Way, Gaitskell Close”, Holden Gallery, 2007 Funded by the Arts Council for England (ACE)
Part of the University of Salford/MMU Symposium, November 2007. I represented the University on the Symposium Steering Group.

Recent papers
(i) “Inclusive Learning & Teaching for Dyslexic Students: Reducing the Bureaucracy of

Support” Lewin, R, Botham, K, Shabbir, N, Nicholson, M and Gorman M. National Association of Disability Practitioners (NADP), Oxford 2012

(ii) International Designs on eLearning Conference, University of the Arts, London (September, 2012) “‘ Using cloud technologies to promote interdisciplinary learning.” Gorman, M and Meadows, C.

(iii) International Designs on eLearning Conference, University of North Carolina, Wilmington NC (September 2013)               ·

“New technologies at the Manchester School of Art, Manchester Metropolitan University“

(iv) “Village greens, Magnetic Walls and Polished Concrete.” Paper to European First Year Experience Conference, Nottingham Trent University, June 2014

(v) “My Digital Life Manchester” Workshop to Arts & Humanities Higher Education Academy Conference, Salford, June 2014

(vi) “Digital Manchester” International Designs on eLearning Conference, Texas State University, USA, September 2014

Networks
The First Year Shock Absorber Project 
http://www.heacademy.ac.uk/projects/detail/ntfs/ntfsproject_manchestermet
I led a team of colleagues and was a member of the management group of The First Year Shock Absorber Project: a HEA, National Teaching Fellowship funded project concerning the success and progression of the first year learner. (2006-10). I delivered papers from the project at the European First Year Experience Conference (EYFE), University of Groningen, Holland (2009) and University of Antwerp (2010).

European First Year Experience Group & Conference 
http://www.ntu.ac.uk/library/staff_researchers/learning_development/events/index.html
I am involved, as a Group Committee member, in the planning and organization of the next EFYE conference which will take place in Bergen, Norway, in 2015.
Designs on eLearning Conference
http://www.designsonelearning.net/2013/
I have a keen research interest in digital innovation and its uses in the curriculum. I have attended, and presented papers at the DeL conference – most recently at the international event in Texas.

Digital Innovation

http://diginnmmu.com/

Digital Innovation is an initiative designed to respond to the rapid speed of change in the digital sector. Situated in a refurbished engineering shed on the MMU city centre campus, Digital Innovation brings together start-up businesses, digital research and teaching under the same roof.

GLAD: Group for Learning in Art & Design

http://gladhe.org.uk

I am a member of the GLAD Executive. I am currently involved in supporting the development of the GLAD website and establishing the GLAD LinkedIN network.

Louise's pedagogic research interests include assessment and feedback, examining the sustainability of pedagogic practices and the effective use of digital technologies in art and design tertiary education. She is a Senior Fellow of the Higher Education Academy and Full Member of the Centre for Higher Education and Research Practice at Ulster.

As Dean of Learning, Teaching and Enhancement, Susan is responsible for the University’s Learning and Teaching strategy. She leads on pedagogic research in the University and supports a range of strategic initiatives that enhance the student learning experience. Susan is on the Executive Board of the national Group for Learning and Teaching in Art and Design (GLAD). Prior to working at University of the Arts London, she was the Assistant Dean in the Faculty of Arts, Computing, Engineering and Science at Sheffield Hallam University. She has also worked at York St John University where she was Deputy Dean of the Faculty of Arts for nine years. She worked at London College of Fashion as the Teaching and Learning Coordinator from 1994-2003.

Susan has led faculty, college and university wide projects on academic tutoring, study support, assessment regulations, retention, peer observation and pedagogic research. Her published research explores art and design pedagogy. She has a particular interest in art and design lecturers’ assessment practices. She has worked closely with the HEA and co-produced web based materials on assessment and the crit.

Book sections

Austerlitz N, Blythman M, Grove-White A, Jones BA, Jones CA, Morgan S, Orr S, Shreeve A, Vaughan S. (2008)
Mind the gap: Expectations, ambiguity and pedagogy within art and design higher education. In The Student experience in art and design higher education: drivers for change. L. Drew. Cambridge.
Jill Rogers Associated Ltd. (http://eprints.qut.edu.au/21084/)

Orr, S. (2007)
Real or imagined?: The shift from norm referencing to criterion referencing in HE. In A. Havnes & L. McDowell (Eds) Balancing dilemmas in assessment and learning in contemporary education. USA, Routledge

Orr S. (2007)
Learning the practice of assessment in fine art. In A. Boddington & D. Clews (Eds) European League of Arts Institutions: Teachers’ Academy Papers.
Brighton University of Brighton, Burlington Press.

Orr, S. (2007)
Studio based mark agreement practices; the said and the unsaid. In Enhancing Curricula: contributing to the future, meeting the challenges of the 21st century in the disciplines of art, design and communication: 3rd International conference. Centre for Learning and Teaching in Art and Design. Lisbon, CLTAD

Devet B. Orr S, Blythman M. & Bishop, C. (2007)
Peering across the pond: The role of students in developing other students’ writing in the UK and USA, in: L. Ganobcsik-Williams (Ed.) Teaching academic writing in UK higher education: Theories, practices and models.
Hampshire, Palgrave Macmillan.

Articles

Yorke, M., Orr, S. and Blair, B (forthcoming)
Hit by a perfect storm? Art & Design in the National Student Survey. Studies in Higher Education

Orr, S., Bloxham, S. (2012)
Making judgements about students making work. Lecturers’ assessment practices in art and design. Arts and Humanities in Higher Education.

Orr, Susan (2011).
‘Being an artist you kind of, I mean, you get used to excellence’: Identity, Values and Fine Art Assessment Practices. >International Journal of Art and Design Education. 30 (1): 37-44

Bloxham, S,, Boyd, P and Orr, S.  (2011).
Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education. 36 (6): 655-670

Orr, S, Dorey Richmond, J., Richmond, D. (2010).
Reflect on this! Journal of Writing in Creative Practice, 3 (3): 197-210.

Editorial

Orr, S and Hind, C (guest editors) (2009)
Space and Place: Writing encounters self. Journal of Writing in Creative Practice 2 (2)

Orr, S and Hind, C (guest editors) (2009)
Writing encounters within performance and pedagogic practice. Journal of Writing in Creative Practice 2 (1)

Orr, S. (2006)
Assessment practices in art and design (guest editor) Art and Design and Communication in Higher Education. 5(2)

Orr, S. Blythman, M, & Mullin, J.A. (2005)
Textual and Visual Interfaces in Design Education (guest editors Orr, Blythman and Mullin) Art and Design and Communication in Higher Education 3:2 (1), 75-79

Orr, S. Blythman, M, & Mullin, J. B. (2005)
Textual and Visual Interfaces in Design Education (guest editors Orr, Blythman and Mullin) Art and Design and Communication in Higher Education 3:3 (2),  139-140

Reports/papers

‘I think it’s really unclear’: How art and design students understand and interpret the National Student Survey.
GLAD report.

A Marked Improvement. Transforming Assessment in Higher Education. Co authored with group of assessment researchers
View Link

Artfully Assessing Art work in Art and Design

Critiquing the Crit: student hand book, staff development materials and staff hand book Blythman, M. Orr, S. and Blair. B. (2010)

Conferences

Susan has offered keynote presentations and papers at a wide range of conferences in the UK, US, Germany, Holland, Norway, Hungary, France and Finland.

Other professional achievements

Awarded HEA National Teaching Fellowship in 2008
Managed a range of HEA funded projects on assessment and the crit
Invited consultant on QAA led review of assessment regulations for Access to HE Programmes

Tim Bolton is currently Vice Principal Academic at Plymouth College of Art. He originally studied ceramics and glass at the RCA, practicing in architectural ceramics and glass. His teaching career has covered most types of institution and most levels: running workshops for children, adult and community learning, Foundation courses and programme leadership of BAs and Masters courses. During 2005-2006 Tim undertook a teaching fellowship at the University of Plymouth, part of their CETL, investigating the emerging theories around “Threshold Concepts” and “Troublesome Knowledge” specifically in an Art and Design context. Tim has been an external examiner for the University of the Arts London at Central St Martins and Arts University Bournemouth. Leeds Met, and the University of Bournemouth. And continues to be an External Examiner at UCA Canterbury, Leeds Met and Ravensbourne.

In 2009 Tim co organised along side Malcolm Ferris the first Making Futures conference, a biannual international event looking at the crafts and sustainability, Making Futures 3 took place in September 2013 and saw over 150 delegates from 37 different countries attend the 2 day event. Although now less directly involved in the conference curation his current research remains in the area of endangered craft skills. These include traditional crafts in the UK as well as across the globe i.e. ceramics, glass, weaving etc. The disappearance of historic craft manufacture has created a hiatus in human social behaviour and distances us from physical contact with the materiality of our environment. His research is involved in looking at the social and economic conditions affecting the ability of craft and making to be sustained and to sustain communities.

As part of the Senior Management Team at Plymouth College of Art Tim was involved from the inception, in the application to government to open the first Creative Free School in the UK. His main input has been shaping the curriculum offer and in developing the pedagogic ethos of the school. Plymouth School of the Creative Arts, a 4 – 16, all-through free school, was given ministerial approval in July 2012 and opened its doors to 120 new pupils in September 2013. The school will continue to grow over the next 4 years until it reaches its target size of 1150 pupils. Tim continues to be involved as one of 4 trustees and as a member of the governing body.

Dr Power joined the University of Huddersfield in 2012 as Director of Teaching and Learning in the School of Art, Design and Architecture. In her role she has demonstrated sustained achievement and significant contribution to the development and application of knowledge to learning and teaching within creative arts and beyond. More recently (Oct 2016) she has been appointed to the role of acting Head of Department for Fashion and Textiles. 

She is a Senior Fellow of the HEA, an elected council member/trustee and Fellow of the Textile Institute and currently serves on the professional accreditation committee and editorial boards. Dr Power sits on the management committee for the Institute of Skin Integrity and Infection Prevention, working alongside colleagues from across different disciplines. Her research lies at the interface of design and technology, drawing on a background in textile-technology (primarily technical textiles/functional apparel, weft knitting, advanced pattern cutting), where interdisciplinarity is widely understood. Her work facilitates co-creation of knowledge, through promotion of interdisciplinarity within Higher Education, which has led to innovative and valuable social assets. Extensive research in this field led to her leading two-projects (academic lead) funded by the Royal Academy of Engineering (RAE) to create innovative learning spaces where interdisciplinary collaboration can thrive. The case study which discusses the T&L models to support these ventures has been used as an example of good practice and widely distributed. Further to this she has acted as a reviewer for the British Council International Strategic Partnerships, co-organised a number of national and international conferences. Dr Power is widely published in textiles, clothing and A&D pedagogy and is delighted to be part of the GLAD committee.

Kirsten has 28 years’ experience teaching across a range of levels and areas within art, design and media. She has developed an international reputation for innovative approaches to learning and teaching. In 2004 she was awarded a Higher Education Academy (HEA) National Teaching Fellowship and was invited to attend Her Majesty Queen Elizabeth 2 Reception at Buckingham Palace in Celebration of the British Design Industry and Excellence in Teaching. Kirsten is a Fellow of the Higher Education Academy (HEA) and an HEA Academic Associate.

Kirsten is Chair of the Committee of the Association of National Teaching Fellows; Co-Chair of the International Society of Scholarship of Learning and Teaching Multinational Teaching Fellows Group; Executive member of the Group for Learning in Art & Design (GLAD); Secretary for the Graphic Design Educators Network; member of the Executive Council of the Ephemera Society; member of the International Society for the Scholarship of Learning and Teaching; and member of the Design History Society (DHS)(member of the DHS Executive Committee (2004-2008) as Regional Co-ordinator and Learning and Teaching Officer. Kirsten was elected Chair of the HEA Subject Centre Art Design & Media (ADMHEA) Art and Design Reference Group (and Deputy Chair (2009-2010)) and led on the creation and management of the Subject Centre’s Teaching Fellowship Scheme.  She was member of ADMHEA Management Advisory Board (2010).

Kirsten’s research interests and expertise include scholarship of teaching and learning in art and design; creativity; kitsch and flock. Her PhD focused upon food packaging and branding. She has authored a range of articles and papers and is an experienced conference and event organiser. She has curated numerous exhibitions including co-curatorship of Flockage: the flock phenomenon, the world’s first flock exhibition. She created her home institution’s registered design museum and has secured various funding awards including AHRC and Arts Council funding.

Kirsten’s pedagogic research themes include: threshold concepts; problem-based learning; posters as tools for learning; object-based learning; groupwork; notions of excellence and reward schemes and HE art, design & media pedagogy. Her NTF On Trial project, student-centred, problem-based role play, inspired by the mock trial of legal education and popular films, is used extensively internationally. She has published in relation to her pedagogic practice, her discipline areas and a range of other activities and areas of research.

Kirsten works with colleagues from various disciplines including international designers and manufacturers. Her activities extend to a significant number of collaborative and advisory roles across HE internationally including Peer Reviewer for numerous organisations and External Examinerships. A popular speaker, she has presented papers, offered keynotes and facilitated workshops at a wide range of conferences and events internationally, for example in Canada, USA, Germany, Australia.

Mantz Yorke is Visiting Professor in the Department of Educational Research at Lancaster University. He previously worked at Liverpool Polytechnic and Liverpool John Moores University in a range of senior positions interrupted by a two-year secondment as Director of Quality Enhancement at the former Higher Education Quality Council.

He is one of the founding members of GLAD, who might be seen as the ‘resident outsider’ since he has no disciplinary background in Art & Design. He has brought to GLAD experience in educational research, having researched and published on various aspects of higher education, including retention, assessment, ‘the first-year experience’, employability and statistical performance indicators. His analyses of data relating to students’ experience in Art & Design have featured in a number of GLAD events.

Some recent and relevant publications

Blair B, Orr S and Yorke M (2012)
‘Erm, that question… I think I probably would’ve just put something in the middle and sort of moved on to the next one, because I think it’s really unclear’: How art and design students understand and interpret the National Student Survey.
View Link

Vaughan D and Yorke M (2010)
I can’t believe it’s not better: the paradox of NSS scores for Art & Design.
View Link

Yorke M (2008)
What can Art and Design learn from surveys of ‘the student experience’?
View PDF

Yorke M and Vaughan D (2012)
Deal or no deal? Expectations and experiences of first-year students in Art and Design [Report of a study funded by the HEAD Trust and the Higher Education Academy].
View PDF

Yorke M and Vaughan D (2013)
The expectations and experiences of first-year students in Art & Design. Journal of Higher Education Policy and Management 35 (2), pp.215-28).

Yorke M, Orr S and Blair B (2014)
Hit by a perfect storm? Art & Design in the National Student Survey.
Studies in Higher Education (DOI: 10.1080/03075079.2013.806465)