Kelvin N Tapley PFHEA (Group Co-Leader)

K.Tapley@leeds.ac.uk
Co-Leader of PRiSM

Kelvin TapleyKelvin Tapley is a senior lecturer in the Department of Chemistry at the University of Leeds, where his research interest is focused on colour science and analytical chemistry. In addition, from 2006-2017 he was the Pro Dean for Student Education in the Faculty of Mathematics and Physical Sciences (MaPS) where he was responsible for quality assurance and quality enhancement of the taught courses and all aspects of student education in the MaPS Faculty. His interest in pedagogy grew from undertaking an accredited Postgraduate Certificate in Learning and Teaching in Higher Education at the University of Leeds. More recently Kelvin has been working closely with the University’s Staff & Departmental Development Unit (now known as “Organisational Development & Professional Development” unit); this has included involvement with the design, development and promotion of the UKPSF@Leeds pilot, recruitment support and being the academic lead providing guidance & support during the unit’s recent transformation, plus chairing their Taught Student Education Committee. In 2014 Kelvin was successful in achieving recognition as a Principal Fellow of the Higher Education Academy (PFHEA).

For the 2017-18 academic session Kelvin will be working with the Leeds Institute for Teaching Excellence, having secured a personal Excellence & Innovation Fellowship. Kelvin’s main project during his fellowship will be focused on assessment criteria (details posted separately / to follow), although he is also interested in academic leadership in student education.

From an early stage in his academic career, he was challenging traditional teaching methods within the Department of Colour Chemistry by introducing new forms of assessment, such as peer and self-assessment. He has an enthusiasm for investigating the merits of students partaking in certain types of activities that enhances their employability and encourages students to give oral presentations and undertake independent research. Kelvin highlights the importance of relating activities and assessments, which students complete as part of their education, to the skills they will require in the work place. A focus on student engagement is important as Kelvin suggests that the evidence shows that students’ academic performance improve when they are more engaged, by taking on a more active and interactive role in the learning process.

Kelvin has been involved in a number of University projects focused on student education enhancement. One such project was the “Leeds Curriculum”, one aim of which was to ensure some level of consistency regarding the topics of employability, ethics and cultural awareness across all University programmes, whilst another aim was to enable all students to benefit from engagement with “research-based learning”. He chaired the Inclusivity Strategy Group (ISG) and before that the Progressing an Inclusive Taught Student Education Steering Group (PITSESG) that aimed to ensure that the University of Leeds as a whole is inclusive and provides equal opportunities to all students to fulfil their potential. This also links to a project that he led, which was part funded by the Higher Education Academy (HEA), that focused on closing the potential attainment gaps that occur in regards to Black and Minority Ethnic (BME) students. The project focussed on an inclusive, co-constitution approach (staff and students) to develop a shared understanding of the assessment criteria used in final year projects/dissertations. Kelvin has also been the MaPS Athena SWAN champion since 2009 and led the successful Silver Athena SWAN Award submission in 2011.

He was the Chair of the University of Leeds Student Education Conference (from 2008-2017), where he, in collaboration with others, decided on the theme and structure of the conference. Kelvin, until recently, also chaired the Student Education Bulletin, a publication that is released three to four times a year, where his responsibilities included considering its overall structure, reviewing papers and encouraging individuals to submit papers.

Kelvin identifies one key aspect of PRiSM as sharing knowledge across networks as it has the potential to save time and effort for all members involved. PRiSM places a greater focus on student education as it provides the opportunity for academic staff to take their scholarship and turn it into research and publish their findings within the pedagogical journals. He raises the important factor of the group being an open and fluid network, that can shift and change depending on the needs of the members. PRiSM will provide encouragement and motivation for staff to value pedagogical research, by raising its profile.

Connect with Kelvin