I’m an Educational Enhancement Projects Officer with a strong grounding in research, evaluation, and inclusive education. My role focuses on delivering strategic enhancement work aligned with the University’s Access and Participation Plan (APP), supporting staff to develop their inclusive pedagogic practice to improve equity in outcomes and experiences across the student lifecycle. I work closely with academic and professional services staff to embed inclusive teaching approaches and use Theory of Change as a framework for designing, evaluating, and enhancing practice.
I studied Social Welfare Law, Policy and Advice Practice at the University of Staffordshire, which gave me a deep understanding of welfare systems and social justice. After graduating, I worked at Citizens Advice on the UK Advice Line, where I assessed people’s needs and identified solutions to a wide range of welfare concerns - experiences that shaped my commitment to tackling inequality.
I later completed an MSc in Applied Social and Political Psychology at Keele University, where I developed deeper insight into the socio-psychological drivers of inequality, compassion, and social change. These perspectives now underpin my inclusive and research-informed approach to educational enhancement.
Prior to joining University of Staffordshire, I worked on the Uni Connect programme as part of Higher Horizons, supporting learners from Indices of Multiple Deprivation (IMD) Quintiles 1 and 2 across Shropshire and Staffordshire. I delivered careers guidance, attainment-raising activities, and residentials. This experience strengthened my expertise in outreach, inclusion, and co-creation with underrepresented groups.
Bringing together my background in social welfare, applied psychology, outreach, and pedagogic enhancement, I’m committed to supporting colleagues to create more equitable learning environments. Central to my approach is co-creation, which amplifies the voices of both staff and students to ensure that change is meaningful, collaborative, and responsive to the real experiences of those within our academic community.
Professional memberships and activities
Working towards (September 2025 completion):
- Senior Fellowship of the Higher Education Academy (SFHEA)
- Working towards Allyship in Higher Education, Advance HE
Academic qualifications
- MSc in Applied Social and Political Psychology, Keele University
- BA (Hons) Social Welfare Law, Policy and Advice Practise, University of Staffordshire
Expertise
- Inclusive pedagogy and education
- Project management
- Design, delivery and evaluation of workshops/interventions
- Co-creation with staff and students in higher education
- Widening participation
- Educational enhancement (pedagogic practice)
- Qualitative and quantitative research and analysis
- Higher education information, advice and guidance
- Facilitation and staff development
- Social welfare law
- Social and political psychology
- Equality, diversity and inclusion practices
- Knowledge of Access and Participation Plans
- Stakeholder engagement
Research interests
- Inclusive pedagogic practice
- Socioeconomic status
- Compassionate psychology
- Discrimination and equality
- Widening participation
- Module evaluation
Enterprise and commercial interests
I have extensive experience in research and evaluation in areas such as socioeconomic status and the socio-psychological drivers of compassion. I have also explored effective practices in widening participation and have embedded attainment-raising activities as part of the Uni Connect programme.
I have a Level 3 Teaching and Training Award in Education, gained during my time at Citizens Advice, where I developed and delivered a project focused on employability and interpersonal skill-building.
Additionally, I’ve advocated for young adult voices through the Stoke-on-Trent Youth Collective and collaborated with stakeholders to support the group's commitment to collective change.
Teaching
I teach and work with academic and professional service practitioners in my current role. I contribute to projects aligned with the Access and Participation Plan, focusing on transforming the curriculum through inclusive pedagogic practices. This includes developing and supporting the Ethnicity Degree Awarding Gaps Toolkit and delivering training to enhance inclusive education.