Tom Burns Memorial Award 2025

Nomination 1: Angelos Bakogiannis, Teesside University

Nominated by: Evie Papavasiliou, University of Leeds

Nomination:

I am delighted to nominate Angelos Bakogiannis (CeLP) for the Tom Burns Award, in recognition of their outstanding contribution to student-centred learning development (LD) in higher education (HE).

Angelos designed and delivered a 10-week in-sessional educational initiative targeting postgraduate research students at Teesside University, focused on co-producing a ‘Research and Study Skills’ course. Grounded in LD values, the initiative was based on a negotiated syllabus, collaboratively designed with students from the outset. The course began with a structured needs analysis and focus group discussion, inviting students to shape the curriculum’s content, delivery, and structure. This established shared ownership and mutual respect, with students identifying key areas they wished to explore, from academic writing and critical thinking to time management and research ethics.

This initiative exemplifies working in partnership with students to help them navigate and thrive in HE. The course respected and embraced diverse learner experiences and backgrounds, employing a critically reflective pedagogical approach – including student-led discussions, peer feedback, and space for personal narratives – that empowered students to bring their voices and identities into the academic space.

Throughout the course, facilitators and students engaged in dialogic learning, continually adapting, and responding to emerging needs. The course closed with a second focus group to evaluate its impact and effectiveness, reinforcing the co-constructive ethos, and enabling reflective practice on both sides.

The team consistently demonstrated scholarly rigour, drawing upon LD research, such as inclusive curriculum design and active learning theory, and contributing new insights through reflective evaluation, including self-reflection logs. Their commitment to professional development, self-reflection, and the open sharing of practice through presentations within and beyond their institution highlights a deep advocacy for transformative, inclusive, and responsive LD work.

This initiative is a compelling model of co-production in action, bridging research and practice, worthy of recognition through this award.

Nomination 2: Sandra Abegglen, University of Calgary  

Nominated by: Sandra Sinfield, London Metropolitan University  

Nomination: 

I would like to nominate Sandra Abegglen for the inaugural Tom Burns Award. Sandra is one of the most prolific authors in the field of Learning Development (LD) and collaborative practices – with a clear focus on liberatory praxis per se – on liberation through creative, playful and joyful practice – and liberation through collaboration, co-research and co-authorship – including with students as partners. Most of these publications are written collaboratively and they are available open-access. For example, her co-written book on Collaboration in Higher Education (2024) is a publication that represents her work and work ethic, reflecting LD and LD values – and provided strong evidence for her doctoral award, 2024. 

Sandra, herself a widening participation student, has consistently championed the voices and experiences of students in both her teaching and research. Her commitment to inclusive education is evident in her active involvement in projects and practices that use collaboration, co-creation and creativity for student success. 

Whilst Sandra is a Researcher in the School of Architecture, Planning and Landscape (SAPL) at the University of Calgary, Canada, her research into LD pedagogy and practice is situated mainly in the UK. Now expanding into SoTL in North America, focusing on online education, hybrid pedagogy, academic literacies, creative learning and teaching methods, inclusion, and identity. She is the Principal Investigator for Playful Hybrid Higher Education and TALON, the Teaching and Learning Online Network – and she holds the project lead for several other education research projects promoting Universal Design for Learning.  

Sandra has received awards for multi- and interdisciplinary work with and for students including the Team Teaching Award 2020 by the University of Calgary, the Collaborative Award for Teaching Excellence (​​CATE) by AdvanceHE 2022, and the Open Education Award 2024 (Open Assets) by Open Education Global. 

Nomination 3: Students as partners at the London College of Communication, University of the Arts London, Changemakers initiative  

Kevin Brazant, CeLP, SFHEA, Progression and Attainment Project Manager  

Terry Finnigan, Associate Dean of Progression, Attainment and Support  

Student Changemakers: 

Chiara Portinari  

Slavi Kaloferov, FHEA  

Nieves Mingueza, AFHEA  

Cassia Clarke  

Jiayi Wu  

Marryam Khan  

Hanna Cox  

Alejandra Nava Sanchez  

Saranya Satheesh  

Tenley Tomlinson  

 

Nominated by: Kevin Brazant, University of the Arts London 

Nomination: 

The late Tom Burns supervised the pioneering research of Kevin J. Brazant, which led to the creation of the Disrupt the Discourse (DtD) framework a dialogic, student-centered model for embedding co-creation, criticality, and lived experience into learning development. Rooted in storytelling, digital content creation, and inclusive dialogue, DtD goes beyond surveys and metrics to surface nuanced student interpretations of learning, identity, and progression.  

Initially implemented at London Metropolitan University, DtD has since evolved through its application at London College of Communication (UAL) within the Changemakers programme. Here, student Changemakers collaborate with academic teams to co-develop decolonial and anti-racist curricula, championing equity, compassion, and belonging.  

Changemakers embody ALDinHE’s values through radical creativity and critical pedagogy. Their work includes a student blog documenting learning through disruption, co-created curriculum projects exploring representation in the arts, and experimental podcasts amplifying marginalised voices. Collaborations with community organisations further extend learning beyond the academy, tackling themes such as identity, migration, and belonging.  

Innovative evaluation tools, such as student-created immersive VR experiences, offer new ways of capturing the student voice in relation to social justice and equity. These outputs culminate in an annual digital showcase that celebrates their interpretive, activist, and scholarly contributions.  

This work is a living tribute to Tom Burns’ legacy: one that centers student voice, challenges injustice, and reimagines learning as partnership and praxis.  

Illustrative examples of the Changemakers’ work:  

Case study:  

Disrupt the Discourse – London Met – https://www.londonmet.ac.uk/about/centre-for-equity-and-inclusion/inclusive-practice-compendium/disrupt-the-discourse/  

2. Blog:  LCC Changemakers  – https://lccchangemakers.myblog.arts.ac.uk/ 
3. Photographic Essay Blog: https://www.weareface.uk/latest/capturing-the-moment 

 Facilitating Learning from the Margins: https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1248  

4. Slide deck/ PDF: https://lccchangemakers.myblog.arts.ac.uk/files/2025/03/LCC-Changemakers-short-slide-deck.pdf 

Changemaker Launch Slide Deck 1   

5. Changemakers Leaflet: https://lccchangemakers.myblog.arts.ac.uk/files/2025/03/LCC-Changemakers-postcard.pdf 

2025 Q1 LCC Changemakers Leaflet with printer marks  

Nomination 4: Yasmin Farooq, London Metropolitan University 

Nominated by: Self-nominee 

Nomination: 

After a 21-year academic gap, I returned to higher education as an international mature student, completing my MA in Education with distinction at London Metropolitan University. This journey was not just about academics—it was about transformation, identity, and defying expectations. Coming from Pakistan, I navigated immense cultural, linguistic, digital, and academic shifts. I began as a slow learner, often overwhelmed, sometimes in tears—but I never failed. I persevered, driven by the dream to graduate, wear that robe, and make my daughter and family proud. 

As a mother to a resilient 12-year-old who walked beside me through this journey, I shattered age-related and societal stereotypes. I actively engaged with peers and professors from across the globe, whose perspectives challenged and uplifted me. I was honoured with the Student Partnership Award 2024 and spoke at the COIL Conference, collaborating with students from Argentina. I also presented at the Research Slam 2024, sharing insights from my dissertation: What are Lahore’s Secondary School Students’ Experiences with Grades in Pakistan? 

My dissertation was an attempt to consistently challenge inequality and advocate for the voices of underrepresented students — whether through reflective writing, peer dialogue, or academic critique — and I succeeded in this attempt. This research enlightened me as an educator, a mother, and a human being. 

My intention is to build on this foundation and co-create accessible, student-centered educational resources. I see my MA distinction not only as personal achievement, but as a stepping stone toward broader impact — supporting students in making meaning of their learning and fostering communities of critical engagement. 

I may not have a formal project yet, but I am the project: a living example of learning development, voice, belonging, criticality, and resistance to injustice. My story is a testament to the power of education to transform not just individuals, 

Nomination 5: Dr Saneeya Qureshi, University of Liverpool 

Nominated by: Eva Caamano Gutierrez, University of Liverpool 

Nomination: 

Saneeya’s sustained strategic leadership in learning development practice has profoundly reshaped how learner voice is elicited, represented, and amplified across the UK and internationally.  

At the University of Liverpool, she has reimagined the development of 5,000+ learners by embedding their lived experiences into institutional policy, culture, and pedagogy. Her transformative initiatives – including the Foundations of Learning and Teaching in HE Course; the award-winning Making an Impact Series; and the PGR Development Programme – have empowered learners to co-create open-access content, deliver workshops, write case studies, and generate infographics and podcasts on developing academic practice.  

Internationally, Saneeya has catalysed a culture of learner-led scholarly engagement through the European Educational Research Association (EERA), Europe’s leading educational research organisation. She co-founded the EERA Blog – which receives 200,000+ annual hits – to help amplify diverse and authentic interpretations of learning. The blog offers transformative opportunities for learners to publish and review – often for the first time – enhancing their academic identity and agency. The posts capture authentic perspectives on learning and teaching in accessible, empowering ways.  

What makes Saneeya’s work exceptional is her unwavering focus on learner agency, inclusion, and critical reflection. She creates environments where learners shape – not just respond to – their educational journeys. Learners regularly cite her as pivotal in building their confidence, scholarly identity, and sense of belonging. On a personal note, Saneeya inspired me to develop a scholarship focused on embedding inclusive practices across the R course that I lead. The initiative has since become a model of best practice within our institution, with demonstrable improvements in attainment gaps and a measurable reduction in barriers to learning for underrepresented students. 

Saneeya’s impact exemplifies ALDinHE’s values of scholarship, equity, critical pedagogy, and authentic partnership as she continually redefines how learners’ voices are centred, heard, and celebrated. 

Nomination 6: University of Manchester Library Team: Sarah Kneen, Padma Inala, Charlotte Evans, Lily Pearson and Nicola Tomlinson 

Nominated by: Nicola Tomlinson, University of Manchester  

Nomination: 

I nominate Sarah Kneen, Padma Inala, Charlotte Evans, Lily Pearson and myself for our work developing writing communities with and for postgraduate researchers (PGRs) at the University of Manchester Library. Our work stems from calls for support from PGRs, shaping the Shut Up and Write (SUAW) model in service of PGR wellbeing and belonging through writing. 

Responding to feedback from our PGR students, our team has evolved our LD support for PGR wellbeing and writing confidence, ensuring a prominent PGR voice through partnering with current PGR colleagues from the Library Student Team (including Lily!). This began with regular communal SUAW writing sessions in the Library and online, to make space for PGRs from across the University to write together and connect socially in breaks. This grew into full-day (fully booked!) Writing Retreats, which include short LD workshops on critical pedagogies such as embodied learning and trauma-informed pedagogy to inspire conversations around PGRs’ holistic wellbeing in academia. 

We carve out space for PGRs to chat and share with each other and facilitators during these sessions, welcoming verbal and written feedback to shape sessions that serve and emancipate the PGR community. Changes implemented include times of day and lengths of writing blocks; improving catering to support PGRs’ needs; and reviewing the space to ensure it is welcoming and accessible. 

Outputs to date include presenting at an international SUAW Symposium, in which we advocated evolving the SUAW model for the PGR community. We subsequently asked PGR session attendees to draw their experiences of our writing retreats, to enable PGRs to express how these events support their wellbeing and self-efficacy. We are currently authoring a chapter on our approach to fostering writing in community for PGR wellbeing, which seeks to champion PGRs’ often underrepresented voices and their academic writing experiences. Please see example illustrations at: https://drive.google.com/drive/folders/1LtkXqAkzGKK3g3t4cGbBGa9y8T31BWH7?usp=sharing  

Nomination 7: SpLD Service and ELTC TEL team, University of Sheffield  

Nominated by: Victoria Cartledge-Mann, University of Sheffield  

Nomination: 

Usually, when learning development services are promoted to students, the focus is on the staff members and what the service can offer. Whilst this makes sense, it can often marginalise the voice of the students who currently use the service. In this project, the aim was to use the experiences of SpLD students to explore the SpLD Service and what it could offer to students.  The objectives and outcomes were 

to provide perspectives of SpLD students who were using the service; to increase visibility of the student experience; to support SpLD students who have anxieties around SpLDs and higher education; e.g. worrying about whether it will affect their achievement; to provide a resource to help staff to understand what it is like to have an SpLD in higher education; and to encourage students to use the service/ find out more about SpLDs. 

The project used a virtual learning space to highlight the stories of students who attend SpLD tutorials and to allow prospective students to explore the SpLD Service and familiarise themselves with the building in which the tutorials take place. The building where tutorials are conducted was videoed using Wander-Vr and the students experiences were embedded in the video, allowing prospective students to have a virtual tour of the building and interact with students’ stories as they journey through the building. In this way, students are able to find out more about SpLD tutorials from other students, thus foregrounding student voice and student perspectives. This project collated experiences of students in higher education in whatever format the student preferred. This includes students talking about their learning journey, suggesting strategies that helped them, and discussing their experiences of being assessed.  Some experiences were turned into cartoons, some were slides and some were written accounts.  

The experience is available here: https://spaces.wondavr.com/embed/?course=cf178850-f3cb-11ed-8374-53e38f465ece&presenter=true 

Nomination 8: Skye William Eade, London Metropolitan University  

Nominated by: Self-nominee 

Nomination: 

Encouraging Practices in Learning Development: A Focus on Dyslexic Artists 

Prior to commencing PG Cert course, I completed four years of a PhD in Art. This practice-based research explored how dyslexic artists such as myself, navigate their often-lived experience of disempowerment and marginalisation through the lens of the Sublime in art theory. By examining the intersection of dyslexia, creativity, and the Sublime, I found valuable insights into the unique artistic practices and experiences of dyslexic individuals often brought about in relation to their early experiences in education. 

The research employs mixed methodology, triangulated by incorporating workshops, exemplary art works, and interviews with dyslexic artists and experts in the field, to look further into the lived experiences of dyslexic artists art-making processes. This approach is compounded by my own art making and insider positionality, documented through video diaries and transparency of reflexive practice.  

One of the key developments of this research is of my central finding, the Dyslexic Sublime. I define this as; the active utilisation of dyslexic perspectives to explore transcendence in the art making process. This concept highlights strengths such as visual and divergent thinking, providing a framework for understanding diverse artistic practice among dyslexic individuals. 

The interdisciplinary nature of this study and in relation to impact offers practical implications. For example, in psychology and education as therapeutic interventions, promoting an inclusive approach that empowers dyslexic individuals to leverage their unique strengths. Often these individuals are too odd or othered for mainstream, but not disabled enough, so remain invisible in neurodivergent communities. By fostering a broader dialogue on creativity and neurodiversity, my work encourages the practices of eliciting, representing, and promoting students’ interpretations of their learning experiences, ultimately contributing to learning development practice and research within HE.