“Dr Exley is so effective for a number of reasons. Firstly, she has a strong academic background herself as a lecturer and academic developer which gives her credibility. Secondly, she has a deep knowledge and understanding of learning and teaching both theoretically and practically, which is evident from her workshops. Thirdly, she underpins her workshops with current personal research and scholarship and of course has an active record of publication including the editorship of the Routledge key guides and her co-authorship of a number of key volumes. Fourthly, she has experience in working in institutions across the sector, and always brings a range of examples of good practice to any workshop. Finally, she has quite exceptional skills as a facilitator in relating to participants, bringing them on board, and motivating and encouraging them to enhance their practice”.

                                                                                                                     Dr Stan Taylor

                                                         Author of A Handbook for Doctoral Supervisors


Example 1. The University of Luxembourg invited me to work with them to develop a range of tailored workshops for their Doctoral Supervisors (new and experienced) and their Doctoral Candidates.


The role –

  • Negotiating the brief for the project
  • Researching the European context and The Universities practices
  • Designing a set of complimentary workshops with accompanying resources
  • Collaborating with senior staff in the University Doctoral School
  • Delivering, evaluating and developing this provision to provide on-going support at The University


Evidence of Success – This work continues and the Luxembourg Institute of Health have also invited me to work with them in a similar way after their staff had attended the University events.



Example 2. Southampton University Business School asked me to design and deliver a stand-alone workshop on Encouraging Active Learning and Student Engagement for their teaching staff.


The role –

  • Working with Dr Mary Morrison, Principal Teaching Fellow in the School to design and plan the workshop
  • Delivering a proposed workshop outline with options to finalise
  • Facilitating two sessions for Business School staff


Evidence of Success – Positive feedback from attendees and Mary and I are discussing events for next year.



Example 3. I have a long-standing relationship with the University of Nottingham’s School of Modern Languages and Cultures. Each year I design and deliver a two-day intensive Introduction to Teaching in The School workshop for about 20 of their new teachers.

The role –

  • Update the workshop and materials each year
  • Liaise with the School to plan and manage the two days
  • Lead the sessions which include the following topics, How students learn, Considering their teaching roles, seminar teaching, Teaching skills development and practise and Marking and Giving Feedback
  • Evaluating the sessions via an action planning exercise at the end of the two days and an evaluation survey.

Evidence of Success – Extremely positive feedback from participants each year. I have been invited to run this annual workshop for the last 8 years and the dates are in my diary for 2018.


Example 4. Joining the University of Newcastle and Nottingham staff development teams in their Singapore and China campuses respectively

The role-

  • Designing a week-long programme of teaching, learning, supervision and assessment workshops for colleagues relatively new to teaching at overseas campuses
  • Researching the context and the expectations regarding process and culture
  • Liaising with the University staff development leads to provide tailored content and a sensitive approach to delivery and evaluation
  • Travel to overseas locations in Singapore and Ningbo, China
  • Deliver and respond with flexibility to the training needs observed on site
  • Evaluate and review the sessions with colleagues from the Universities


Evidence of success – extremely well-received events with participants choosing to maintain contact with me long after the visits. The University representatives provided positive feedback and reported on the success of the trips.


“Kate really applies what she teaches.  She made learning fun and interesting. The examples of teaching techniques she used will surely grab students’ attention as they grabbed ours. My preparation for teaching will change dramatically”.

                                                                                            PhD Student new to teaching

                                                                                                    University of Newcastle