During a 25-year career in higher education, Lucy has taught health and fitness, first aid, sports development and for five years as an educational developer, she supported academics (both new and experienced) to enhance their teaching and learner support. She has taught in the UK, New Zealand and Australia, and in her current role at Plymouth University’s Peninsula Medical School, she now supports doctors, dentists, nurses and other healthcare professionals to develop their teaching knowledge and skills.
Whilst there has been a shift in the subject matter that Lucy has taught, she has focused on two particular themes from the beginning. Firstly, learning and assessment should be authentic. Secondly, understanding the backgrounds and motivations of learners enables the most powerful educational opportunities. To this end, she has been influential in moving away from traditional essays and exams towards a range of authentic and inclusive assessments, such as ‘micro-teaches’ and community events. She draws on coaching and mentoring techniques to provide individualised support to her learners and to model best-practice for the educators she now teaches. Lucy’s highly effective mentoring delivers a step change for the participant, frequently inspiring them to have greater self-belief.
In 2012 Lucy initiated, developed and championed the professional recognition scheme at Plymouth and advised other institutions on establishing teaching recognition schemes, promoting participation at every opportunity. Lucy is concerned that the recognition process has a direct bearing on learning and teaching, inspiring her ongoing research that focuses on the impact for the sector. Her work in this area has had international impact. Lucy has a strong pedagogic research record which she draws on to influence policy and practice in the University and beyond.
Lucy has had a substantive impact on Plymouth’s institutional policy, shaping the approach to personal tutoring and developing policy to support student-parents. As a founder member of Plymouth University’s Women’s Advisory Network, she has promoted collaborative learning and peer mentoring to deliver positive role modelling opportunities. The common theme emerging from this body of work is Lucy’s sensitivity and commitment to raising professional standards and promoting the interests of marginalised groups.