Dr Regina Pauli

Dr Regina Pauli is a Principal Teaching Fellow in Psychology at the University of Roehampton, where she has worked for more than 20 years. She works with her students to create engaging learning, teaching and assessment activities based on principles of students-as-partners. In a wider professional context she is a passionate advocate of inclusive and group-based learning approaches, which foster respect for the individual learner and thus impact upon equitable learning experiences in a diverse student body. Regina challenges her students to take risks for the benefit of their personal development, emphasising the process of learning over outcomes, for example, through reflection on playful experiential learning when they learn to solve Sudoku puzzles to develop an in depth understanding of the strengths and weaknesses of psychological theories of deductive reasoning. Impact of work She is strongly committed to promoting pedagogical approaches aimed at increasing student engagement and inclusivity to a wider audience through facilitation of staff development and continuous professional development as well as conference presentations and scholarly publications. At the University of Roehampton, she has been instrumental in re-visioning assessment and feedback practice as 'assessment for learning' and embedding students-as-partners principles as a key strategic priority in the universitys student engagement framework. She secured HEA funding for a research project evidencing the impact of students-as-partners pedagogies on student outcomes and have co-authored a review of problem-based learning in psychology. As Deputy Chair of the British Psychological Society's Undergraduate Education Committee Regina regularly contributes to accreditation visits and development of accreditation criteria with the aim of enhancing the student experience in psychology undergraduate provision across the UK and international partners of UK institutions. Plans for the future Regina actively promotes a shift of the focus in assessing teaching excellence from outcome metrics to an evaluation of teaching and learning processes through student engagement measures. This is in recognition of the risks and challenges posed by a changing Higher Education landscape to students as partners pedagogies.