Professor Maggie Andrews

Since completing a doctorate as a mature student at the University of Sussex, Professor Maggie Andrews has gained experience of teaching, research and management in higher, further and adult education. She came to the University of Worcester in 2010, and was appointed Professor of Cultural History in 2012, and became a Senior Fellow of the Higher Education Academy the following year. Maggie's teaching is research-inspired and publically engaged. Expertise and publications on women, media and home fronts in twentieth century Britain, provide a multitude of opportunities for working with the BBC, museums, archives, and Heritage Lottery Funded community groups, which she uses to enhance student learning. Impact of work Maggie's involvement in the World War One Centenary has enabled students to contribute to the creation of exhibitions, popular history books and encounter cutting-edge research by attending academic conferences. Providing students with an inspiring and nurturing learning environment to encounter troublesome knowledge, is her priority whilst recognising numerous points of uncertainty and insecurity they experience, especially around writing. Maggie exposes them incrementally to challenges and provides activities such as writing retreats to build confidence, whilst engaging students in debates about historys place in contemporary politics and culture. Being passionate about learning and teaching, Maggie has taken on roles as course leader, Learning and Teacher Co-ordinator and recently Joint Director of the Worcester Scheme for HEA accreditation. She seeks to engage colleagues, as reflective practitioners, in innovations that are responsive to student support needs, nudging, encouraging and mentoring them to take on new challenges. Plans for the future Future plans involve continuing to draw together teaching, research and public engagement activities to inspire her students commitment to learning; for example producing a book with students on 101 Things You Might Not Know About Suffragettes, and exploring ways that academic history can learn from the pedagogic practices of community historians. Another priority is cajoling and supporting all academics to both publish research and gain recognised professional status through the HEA. To support both staff and students, she pledges to "continue to develop and experiment with ways of providing safe, social activities for students and staff to support each other overcome the challenges of writing."