Receiving feedback from the QMUL HEA Fellowship Panel on my successful application for HEA Fellowship marks a deeply meaningful milestone in my professional journey. I am profoundly grateful for the invaluable support and guidance of my supervisors, the DES team, colleagues, and the academics I have had the privilege to collaborate with.
As a non-native English speaker, inclusivity has always been central to my work, inspiring me to advocate for diverse and accessible learning environments. In co-designing learning activities with Senior Learning Designers and academics, I consistently embraced principles that celebrate and support diversity. Collaborating closely with colleagues, I ensured that course designs catered to global learners, including non-native English speakers and those with varying time constraints and diverse learning needs. By incorporating multimodal learning activities, scaffolded assessments, and clear educational prompts, I contributed to creating courses that were both accessible and inclusive. These design choices empowered learners from all backgrounds to engage deeply with the material and apply their knowledge in meaningful ways.
Reflecting on my work with launching Cadmus, a digital assessment and feedback tool, I recognised how taking an assessment-for-learning approach can create opportunities for students with diverse learning needs and paces to succeed. I was honoured to serve as a key contact for implementing Cadmus within the faculty. Understanding that some students often struggle with interpreting assessment tasks and requirements, I supported educators in utilising Cadmus’s assessment templates to provide clear instructions and automated educative nudges on academic writing skills. I also encouraged educators to utilise the assessment analytics to provide timely, targeted support for students requiring additional learning support while maintaining academic integrity. Collaborating with educators throughout the pilot project fostered a shared dedication to student-centred practices, creating a learning environment where all students felt valued and empowered.
Looking back on these experiences, I am humbled by the transformative potential of inclusive design and collaboration. The recognition of FHEA motivates me to continue championing equity and innovation in higher education, ensuring that every learner feels supported in their digital learning journey. This milestone is not an endpoint but a foundation for deeper exploration and commitment to inclusive education.
Violet ChanDigital Education Support Officer