Professor Debby Cotton

National Teaching Fellow 2015 Professor Debby Cotton has played a leading role in teaching, learning and pedagogic research developments at Plymouth University, supporting the four successful Centres for Excellence in Teaching and Learning and shaping the Pedagogic Research Institute and Observatory which continues their work. She is best known for her work on 'Education for Sustainability and the Hidden Curriculum', research which started with her doctorate exploring the teaching of controversial environmental issues. Her underpinning philosophy is that pedagogic research and practice should be intimately linked in the educational developer role, and all research which she undertakes is used to inform developments in policy and practice to enhance the student experience. Debby's pedagogic approach has been influenced by her wide range of experience, including teaching scuba diving in the seas around Britain, running expeditions to the Amazon rainforest, and teaching evening classes on Marine Biology. She continues teach on the PGCert for new lecturers, and ensures that research-teaching links underpin the pedagogic input for new staff. Throughout her career, a driving force has been her desire to enable all students to succeed to the best of their abilities. Her recent work with marginalised groups has made her all the more aware of the need to share their stories of success against the odds. Inspiring lecturers - and institutions - to support the achievements of all of their students is a role that she takes extremely seriously. As the Deputy Vice-Chancellor states: "Debby is a powerful advocate for our diverse students in higher education. She has a talent for articulating student concerns clearly and with passion, and a vision for change which fuels engagement." Awarded a Chair in Higher Education Pedagogy in 2012, and gaining Principal Fellowship of the HEA in 2013, Debby contributes nationally to the work of the HEA, SEDA and the QAA. She has delivered workshops and keynotes on sustainability in HE in the UK and South Africa, and was part of the working group which developed the QAA/HEA guidelines for HE providers on education for sustainable development (2014). Operating collaboratively at a range of different levels her impact on the student experience is far-reaching and significant.