Dr Catherine Bovill
Dr Catherine Bovill. Senior Lecturer in Student Engagement.
Role in the IAD
I am Senior Lecturer in Student Engagement and a member of the Learning and Teaching Team. The team provide support to both staff and students relating to learning and teaching within the University. My role involves leading IAD in academic development to enhance student engagement. I provide advice and support to Schools and Colleges in relation to emerging and established programmes. I contribute to the Continuing Professional Development Framework for Learning and Teaching, including the Postgraduate Certificate in Academic Practice (PGCAP) and Edinburgh Teaching Award. I also contribute to supporting tutors and demonstrators.
I am a Senior Fellow of the Higher Education Academy, a Fellow of the Staff and Educational Development Association and a member of the Society for Research in Higher Education. I have previously been Associate Editor of the International Journal for Academic Development, and I am currently an Editorial Board member for Teaching in Higher Education. I have published and presented widely at international events on student engagement, student-staff partnerships and co-creation of learning, teaching and curricula. I also publish work relating to: peer observation of teaching; higher education curriculum design and conceptualisation; academic development; and international development in education and health.
Bovill, C. (2017) A framework to explore roles within student-staff partnerships in higher education: which students are partners, when and in what ways? International Journal for Students as Partners 1 (1): https://mulpress.mcmaster.ca/ijsap/article/view/3062/2770
Bovill, C. (2017) Breaking down student-staff barriers: moving towards pedagogic flexibility. In I. Kinchin and N.E. Winstone. Pedagogic frailty and the University. Rotterdam: Sense Publishers
Deeley, S. and Bovill, C. (2017) Staff-student partnership in assessment: enhancing assessment literacy through democratic practices. Assessment and Evaluation in Higher Education 42 (3) 463-477.
Bron, J., Bovill, C. and Veugelers, W. (2016) Curriculum negotiation: the relevance of Boomer’s approach to the curriculum as a process, integrating student voice and developing democratic citizenship. Curriculum Perspectives 36 (1).
Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N. (2016) Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education 71(2), 195-208.
Healey, M., Bovill, C. and Jenkins, A. (2015) Students as partners in learning. In Lea, J. (Ed.) Enhancing learning and teaching in higher education: Engaging with the dimensions of practice. Maidenhead: Open University Press.
Bovill, C. Jordan, L. and Watters, N. (2014) Transnational approaches to teaching and learning in higher education: challenges and possible guiding principles. Teaching in Higher Education 19 (1) 13-25.
Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging students as partners in learning and teaching in higher education: a guide for faculty. San Francisco: Jossey Bass
Bovill, C. (2014) An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International. 51 (1) 15-25.
Jordan, L., Bovill, C., Othman, S.M., Saleh, A.M., Sahbila, N.P. and Watters N. (2014) Is student-centred learning a western concept? Lessons from an academic development programme to support student-centred learning in Iraq. Teaching in Higher Education 19 (1) 13-25.
Bovill, C. (2013) Students and staff co-creating curricula: an example of good practice in higher education? In Dunne, E. and Owen, D. (Eds) The Student Engagement Handbook: Practice in Higher Education. Emerald.
Bovill, C. (2013) Students and staff co-creating curricula – a new trend or an old idea we never got around to implementing? In Rust, C. (Ed) Improving student learning through research and scholarship: 20 years of ISL. Oxford: The Oxford Centre for Staff and Educational Development. (Chapter 3 pp96-108). ISBN: 9781873576922
Cairns, A., Bissell, V. and Bovill, C. (2013) Evaluation of a pilot peer observation of teaching scheme for chair-side tutors at Glasgow University Dental School. British Dental Journal, 214 (11) 573-576. doi:10.1038/sj.bdj.2013.527
Bovill C., Cook-Sather, A. and Felten, P. (2011) Changing Participants in Pedagogical Planning: Students as Co-Creators of Teaching approaches, Course Design and Curricula. International Journal for Academic Development 16 (2) 133-145.
Bovill, C., Bulley, C.J. and Morss, K. (2011) Engaging and empowering first-year students through curriculum design: perspectives from the literature. Teaching in Higher Education 16 (2) 197-209.
Bovill, C. (2011) Sharing responsibility for learning through formative evaluation: moving to evaluation as learning. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 6 (2) 96-109.
Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18) Global theories and local practices: institutional, disciplinary and cultural variations. Oxford: The Oxford Centre for Staff and Educational Development, pp176-188.
Bovill, C., Aitken, G., Hutchison, J., Morrison, F., Roseweir, K., Scott, A. and Sotannde, S. (2010) Experiences of learning through collaborative evaluation from a Postgraduate Certificate in Professional Education. International Journal for Academic Development 15 (2) 143-154.
Bovill, C. (2009) Rhetoric or reality? Cross-sector policy implementation at the UK Government Department for International Development (DFID). Policy & Politics 37 (2) 179-199.
Bovill, C. Morss, K. and Bulley, C. (2008) Curriculum design for the first year. First Year Enhancement Theme Report, Glasgow: QAA (Scotland).
Full publication list available on request