Skip to main content

Dr Phil Denton

Through his Associate Dean (Education) role, Dr Phil Denton oversees innovation, implementation and monitoring in respect of the University’s teaching and learning strategy. Students have acknowledged his compelling classroom practice as a Principal Lecturer in Physical Chemistry, notably in formative assessment and large-group teaching using modern technologies to facilitate engagement.
Year
2019
Institution
Liverpool John Moores University
Job Title
Associate Dean (Education)

Phil appreciates the role that all university staff can play in creating fertile environments that enrich pedagogy, liaising with Faculty Operations to introduce a laboratory coat name-printing service and with Programme Leaders to provide all new science students with academic diary-planners customised for their course.

An advocate of peer observation and critical dialogues as enablers of development within a framework of shared values, Phil argues that, “When one observes, two learn.” He has nurtured dozens of early-career academics as an observer on the institution’s PGCert programme. Phil’s introduction of biannual ‘Walkabout Weeks’ within the Faculty have opened up classrooms to casual observations by academic and support colleagues alike.

As a Principal Lecturer in Physical Chemistry, Phil is known for his stimulating classroom practice, notably in large group settings where he uses technology to facilitate inclusion and engagement. A physical chemist in every sense, his expressive teaching style ensures that his arms, hands and fingers have respectively acted as graph axes, enzyme active sites and tetrahedral methyl groups. His students acknowledge Phil’s compelling pedagogy and his willingness to offer guidance both within and outside of the classroom.

Phil views assessment as the foundation for student learning and he has engaged in extensive professional conversations with the academy around feedback over two decades. Academics benefited from the publication of his Electronic Feedback software, evaluations led by Phil and international users confirming the student learning associated with its deployment.

Phil recognises that comments on student performance are insufficient in themselves for learning from assessment to be assured; he uses the language of chemistry to convey the essential conditions. In his flame metaphor of feedback, timely and accessible information on progress (fuel) is returned in a curricular atmosphere conducive to learning (oxygen). However, only if students are assessment literate (ignition) will feedback illuminate. Phil has shared this metaphor internationally and is exploring its impact and resonances with other contemporary areas of interest, including sustainable feedback.

Advance HE recognises there are different views and approaches to teaching and learning, as such we encourage sharing of practice, without advocating or prescribing specific approaches. NTF and CATE awards recognise teaching excellence in a particular context. The profiles featured are self-submitted by award winners.