Dr Jane Pritchard

National Teaching Fellow 2015 Dr Jane Pritchard has been working in the field of academic staff development since the start of the 21st century across the UK and internationally. During this time she has directed and delivered on learning and teaching programmes, as well as running educational research projects and supporting staff in embarking on their own projects. In her current role Jane has recently led the design of Cultivating Research and Teaching Excellence (CREATE), a new HEA-accredited continuing professional development scheme which fully embraces the dimensions of academic practice. Her focus now is to manage and further develop engagement with this scheme, and champion educational development across the University by engaging staff at all levels and designing and delivering an array of learning and teaching development activities. Prior to joining Bristol, Janes educational development experience has been wide-ranging, including time spent working in two different HEA subject centres and roles in learning and teaching centres in a range of higher education providers including The London School of Economics and Political Science, University of Glasgow, University of Bath and in Canada at Queens University, Kingston, Ontario. Jane started out in Materials Science and Engineering and her undergraduate and PhD and subsequent research posts involved a lot of different materials getting broken - intentionally! Jane is a Senior Fellow of the HEA. She is committed to the scholarship of learning and teaching and bringing it to the fore in all work with undergraduate and postgraduate students and academic staff and providing different spaces for staff to engage in reflecting and enhancing their learning and teaching practice. She is a co-founder of the on-line journal Practice and Evidence of Scholarship of Teaching and Learning (PESTLHE) (and has been the Editor in Chief from the outset in 2006). Jane has a particular interest in the role of short intensive courses and their positive influence on both teachers and learners and enquiry-based learning philosophies. She is starting to explore a new area of scholarship around leadership in teaching and what this means at different levels of the academy as well as aligning scholarship of teaching and learning with reward and recognition for staff.