Dr Tanya Lubicz-Nawrocka

Professional Learning Office /RKEI Office: Partnerships and Professional Learning Coordinator /Knowledge Exchange and Impact Officer

Background

Tanya Lubicz-Nawrocka is the Partnerships and Professional Learning Coordinator within Moray House's Professional Learning Office (0.5FTE) and she is the Knowledge Exchange and Impact Officer within the Research, Knowledge Exchange and Impact (RKEI) Office (0.5FTE). Her current work focuses on coordinating a wide range of professional development courses and events for educators and practitioners, as well as supporting academics to share their research findings through knowledge exchange activities such as professional development programmes that have a positive impact on our wider communities.

Tanya has extensive experience in coordinating professional development programmes for staff and students at higher education and non-profit organisations, and she recently completed a part-time PhD at Moray House. Her doctoral research focused on the ways in which student/staff partnerships in co-creating the undergraduate curriculum advance students’ and staff members’ aims in higher education.

Qualifications

PhD in Education (University of Edinburgh, Scotland)

MPhil  in Modern Society and Global Transformations (University of Cambridge, England)

BA dual major in Sociology & Anthropology and in French (Colgate University, USA)

Lubicz-Nawrocka, T. (2020). 'An exploration of how curriculum co-creation advances student and staff aims for Scottish higher education,' PhD Thesis. University of Edinburgh. Edinburgh, Scotland, http://dx.doi.org/10.7488/era/496

Lubicz-Nawrocka, T. (2019). Creativity and collaboration: An exploration of empathy, inclusion, and resilience in co-creation of the curriculum. Student Engagement in Higher Education Journal. 2(3), 199-213, https://sehej.raise-network.com/raise/article/view/846

Lubicz-Nawrocka, T. (2019). “More than just a student”: How co-creation of the curriculum fosters Third Spaces in ways of working, identity, and impact. International Journal for Students as Partners, 3(1), 34-49. doi:https://doi.org/10.15173/ijsap.v3i1.3727

Felten, P., Abbot, S., Kirkwood, J., Long, A., Lubicz-Nawrocka, T., Mercer-Mapstone, L., & Verwood, R. (In Press). Reimagining the place of students in academic development. International Journal for Academic Development. doi:https://doi.org/10.1080/1360144X.2019.1594235

Dyer, S., & Lubicz-Nawrocka, T. (2019). Using play to facilitate faculty-student partnership: How can you co-design a module? In A. James & C. Nerantzi (Eds.), The power of play in higher education: Creativity in tertiary learning (299-302): Palgrave Macmillan.

Lubicz-Nawrocka, T., & Bunting, K. (2019). Student perceptions of teaching excellence: An analysis of student-led teaching award nomination data. Teaching in Higher Education, 24(1), 63-80. doi:https://doi.org/10.1080/13562517.2018.1461620

Lubicz-Nawrocka, T., & Simoni, H. (2018). Co-researching co-creation of the curriculum: Reflections on arts-based methods in education and connections to healthcare co-production. International Journal for Students as Partners, 2(2), 157-165. doi:https://doi.org/10.15173/ijsap.v2i2.3427

Hancock, J., & Lubicz-Nawrocka, T. (2018). Creating spaces: Embracing risk and partnership in higher education. Teaching and Learning Together in Higher Education, 1(24). https://repository.brynmawr.edu/tlthe/vol1/iss24/

Lubicz-Nawrocka, T. (2018). Students as partners in learning and teaching: The benefits of co-creation of the curriculum. International Journal for Students as Partners, 2(1), 47-63. doi:https://doi.org/10.15173/ijsap.v2i1.3207

Lubicz-Nawrocka, T. (2017). Co-creation of the curriculum: Challenging the status quo to embed partnership. The Journal of Educational Innovation, Partnership and Change, 3(2). doi:https://doi.org/10.21100/jeipc.v3i2.529