Curriculum Experts

PGA CDHE Lead | jo.kukuczka@warwick.ac.uk | Profile

My curriculum expertise

I specialise in higher education curriculum design and evaluation, drawing on over a decade of practice and advanced study. I developed my curriculum expertise through a Postgraduate Diploma in Education and am completing a PhD in Higher Education Curriculum Studies (submission 2026). I am passionate about responsive, theory- and evidence-informed curricula that are inclusive, purposeful, and fit for context—and that support students’ development as critical agents of change—and this commitment underpins all my work.

My module and programme design experience spans higher education institutions including Northampton, Bristol, and Warwick, particularly within the Social Sciences and English for Academic Purposes (EAP). This experience now shapes my educational development work supporting colleagues across Warwick Arts and Humanities, Social Sciences, and Science, Engineering, and Medicine to design inclusive modules and programmes.

I lead Warwick’s Postgraduate Award in Curriculum Development in Higher Education (PGA CDHE) and the ADC Curriculum Development Strand, both of which focus on supporting colleagues to create curricula that enable knowledge building for all students.

Beyond Warwick, I am an active member of the SEDA Curriculum Development Network and contribute to sector conversations about curriculum and educational change. I also serve as an external examiner at St Andrews and Plymouth, including their international partners.

I am always happy to talk teaching and researching inclusive curriculum design and evaluation. Please feel free to get in touch with any curriculum-related ideas or questions.

Email | Tom.Ritchie@warwick.ac.ukLink opens in a new window | Profile

My curriculum expertise

My curriculum expertise centres on inclusive STEM education, belonging frameworks, and AI integration in higher education. I specialise in co-creative pedagogies that centre student voice and partnership, with particular focus on designing learning experiences that support diverse learners across multiple axes of difference.

Currently, as a US-UK Fulbright Scholar at Elon University, I'm teaching courses on innovation ecosystems and AI implementation and ethics, while developing research on AI pedagogy and holistic, relational pedagogies in STEM contexts. This work bridges technical AI literacy with ethical frameworks and human-centred design principles.

My curriculum work emphasises Education for Sustainable Development (ESD), embedding sustainability across disciplinary boundaries while maintaining rigorous academic standards. As ESD Academic Lead at Warwick, I've developed university-wide processes for curriculum integration that balance disciplinary integrity with transformative learning outcomes.

I convene four interdisciplinary modules at Warwick exploring innovation, AI ethics, and design thinking, all structured around inclusive assessment practices and authentic learning experiences. My approach draws on communities of inquiry frameworks and participatory design principles to create curricula that are both intellectually rigorous and accessible to students from varied backgrounds.

Key specialisms include:

• Belonging-centred curriculum design: developing the Warwick Belonging Framework now adopted by institutions internationally

• AI literacy, pedagogy, and ethics integration: preparing students for AI-augmented professional contexts while maintaining critical engagement with technology

• Holistic and relational pedagogies: centring connection, care, and authentic relationships in learning design

• Student partnership in curriculum development: embedding authentic co-creation processes that enhance both learning outcomes and student agency

My interdisciplinary background in chemistry education and history of science positions me to work across STEM and humanities boundaries, developing curricula that connect technical knowledge with broader social, ethical, and historical contexts.

Email | Romain.Chenet@warwick.ac.ukLink opens in a new window | Profile

My curriculum expertise

My curriculum expertise sits across Global Development and Social Sciences, held together with a focus on fostering conceptual discussions and independent critical thinking. Diagnosed with ADHD, I have an emerging interest in approaches targeting the active inclusion of student neurodiversity into teaching and learning. Please click the image to view more detail on my research topics.

Email | Mouzayian.Khalil-Babatunde@warwick.ac.ukLink opens in a new window | Profile

My teaching focuses on critical interdisciplinary approaches to International Development/Development Studies by interrogating the inherent power and politics of knowledge about development as an idea that feeds its practice. I interrogate the idea of [international] development, its origins and contemporary forms through decentring its history, ideological and theoretical perspectives, policies/approaches, measurement frameworks/indexes.

I teach final year UG modules in Gender and Development, Race and International Politics. I also teach one of the MA in International Development core modules.

My passion for the subject of development, social change and epistemic justice has been constant in my academic journey. My love for learning is best expressed through my teaching, which is reflexive and centred on the students’ encounter with knowledge that transforms them and society. I see curriculum as a means of academic activism where incremental change is possible through the power of knowledge. I am currently WIHEA Fellow

I am always happy to talk about all things development, critical and decolonial pedagogy, curriculum design and teaching for social change.

Email | Amanda.Lang@warwick.ac.uk 

My curriculum expertise

I am a dedicated education professional specialising in curriculum design with a strong focus on inclusive practices and student-centred learning. My expertise lie in creating learning experiences that embrace diversity, ensuring that assessments are varied and tailored to meet the needs of all students. I am passionate about enhancing the student experience through thoughtful design and critical thinking approaches, fostering environments where learners feel supported and empowered.

A key area of expertise is my work in supporting widening participation students, helping to break down barriers to education and promote equity across all learning contexts. I bring a deep understanding of how inclusive strategies can transform engagement and outcomes, and actively advocates for approaches that prioritise accessibility and belonging.

While I continue to grow in my own professional journey, I am committed to sharing my knowledge and supporting others in developing inclusive and impactful educational practices. My work reflects a belief that education should not only inform but also inspire, creating opportunities for every student to thrive.

Email | Amy.Stickels@wbs.ac.uk Link opens in a new window| Profile

I developed my curriculum expertise over many years of developing and planning modules in both HE and Secondary Education. My curriculum career began over 20 years ago in Secondary education, where I designed, planned and delivered modules for students from year 7-13. This is where I learned the importance of active, collaborative learning. Since 2017, I have worked in HE at Warwick, where I worked initially on the International Foundation Year programme, becoming a Course Director. I developed and ran skills based modules for students across a range of academic disciplines including, STEM, Social Sciences and the Arts. The modules were designed with the needs of international students, and particularly those new to HE, in mind. Today, I work at WBS as a Teaching and Learning Consultant where I work on the design of online and blended modules, working with academics to develop an excellent student experience from Foundation year to MBA level. Part of my work involves the use of Ed Tech in the classroom, and I have recently completed the PGA in Digital Education.

My work emphasises collaborative classrooms – I have a keen interest in groupwork and I have co-led the WIHEA Designing and Assessing Groupwork learning circle – and also active learning. I am currently participating in an Education Fund funded project looking at the extent of active learning across Warwick, and understanding the barriers and enablers to an active learning experience in our curriculum.

Email | Jenny.Lloyd@wbs.ac.ukLink opens in a new window | Profile

My curriculum expertise

I am particularly passionate about embedding 'authentic' teaching and assessment approaches within curriculum design.

'Authentic' teaching and assessment approaches have been empirically demonstrated to improve student engagement, support deeper learning, enhance student satisfaction and contribute to the development of the transferable skills so important to graduate employability.

I have been responsible for the development a number of highly successful academic programmes - all grounded in authenticity - at both Russell Group and Post-92 universities. I also support academic colleagues seeking to embed 'authentic' approaches within their courses either through targeted workshops or individual mentoring and coaching.

Email | J.Raynor.1@warwick.ac.uk |Link opens in a new window Profile Link opens in a new window

Curriculum expertise

I teach English for Academic Purposes (EAP) on the International Foundation Programme and the Pre-sessional. I work with international students and am therefore particular interested in designing curricula that support students who are new to Higher Education in the UK. I use Academic Reading Circles in my module to encourage collaborative reading, and deeper understanding of academic texts. My interests in curriculum design include Education for Sustainable Development (ESD) and I am currently the lead of the departmental ESD Working Group. I completed the PGA TEL in 2023 and have recently taken on the role of Educational Technology Lead in WGA where I aim to promote theory informed use of digital technologies to aid learning. Most recently, I have become interested in Slow Pedagogy, and how I can incorporate "slow" practices - that value students as individuals, but also make the most of collaboration and encourage thoughtful reflection - into my teaching.

Email | Devon.Allcoat@warwick.ac.uk | Profile

Curriculum expertise

My teaching focuses on applying pedagogies such as active learning, authentic learning, and problem-solving, using combinations of spiralling and waving curriculum design. I apply and research technology-enhanced learning, especially immersive technologies. I additionally try to promote and support accessible and inclusive learning and education, particularly around disabilities and neurodiversity. I teach technology management, game design, and serious game design, and have designed and created my own educational games and simulations.

I am currently the co-lead of the WIHEA learning circle Digital Education and Technologies for Teaching and Assessment (DETTA).

Email | Fatemeh.Shahbazi@warwick.ac.ukLink opens in a new window | Profile

I advance learning and teaching in higher education through research-informed, inclusive pedagogical practice, with a focus on fostering meaningful engagement in engineering and technical education. I have developed and implemented a point-based gaming (PBG) framework that has consistently driven high levels of student engagement and satisfaction across both undergraduate and postgraduate modules, achieving 90–100% engagement and satisfaction. This work has been shared through sector-facing platforms such as SEFI, and I am preparing a support document to be used for wider adoption of gamified approaches to learning, including hybrid delivery (I am happy to provide support for implementing this framework in your modules).

My commitment to pedagogic improvement and student experience has been recognised through awards, including the Dyson Institute’s Commitment to Continuous Improvement Award, a WMG Contribution Award, and Highly Commended for the Karen Burt Memorial Award 2024. As Co-Director of Studies for three undergraduate programmes jointly delivered by WMG and the School of Engineering, I contribute to programme design and quality assurance.

I continue to invest in my own development, having completed the Postgraduate Award in Curriculum Development in Higher Education (Distinction), Advance HE’s Aurora Women in Leadership programme, and targeted policy and curriculum training. These experiences shape my approach to curriculum as both a structured academic design and a socially situated practice supporting diverse learning pathways.

Beyond Warwick, I contribute to education and engineering nationally as a founding member of the UK Young Academy and as co-lead of the IMAGINE Link opens in a new windowproject, helping young people conceptualise empowered futures. I also serve on the Institution of Mechanical Engineers (IMechE) Power Industries Division Committee, supporting collaborative activities and cross-sector knowledge exchange.

I welcome opportunities for collaboration on inclusive curriculum design, active and digital pedagogy, and innovation in engineering education. Please feel free to connect if you would like to explore working together or share ideas.

Email | M.Ozden.1@warwick.ac.uk Link opens in a new window| Profile

My curriculum expertise

My curriculum expertise lies in the design and delivery of modules within the Supply Chain and Operations Management subject area. My approach is shaped by evidence-informed pedagogy and supported by the Postgraduate Award in Teaching and Learning in Higher Education, the Postgraduate Award in Curriculum Development in Higher Education, and my fellowship of the Higher Education Academy.

With an academic background in Industrial Engineering, an MSc in Manufacturing Systems Engineering, and a PhD in Sustainable Supply Chain Management, I have particular curriculum interests in embedding sustainability, integrating technology adoption and digital literacy, designing inclusive learning environments, and ensuring alignment between intended learning outcomes, assessments, and real-world application. I aim to bring research-led and practice-oriented insights into teaching and curriculum development. I value learner-centred and inclusive design, drawing on active learning, case-based teaching and assessment, and strong constructive alignment to support students from diverse backgrounds.

I am happy to act as a critical friend for colleagues working on curriculum development, and I am always keen to contribute to conversations around teaching practice, inclusive curriculum design, and constructive alignment

Email | N.Makrinov@warwick.ac.uk Link opens in a new window| Profile

Email | Ahmed.El-Said@warwick.ac.uk |Link opens in a new window Profile

Email | Surangi.Jayakody@warwick.ac.uk Link opens in a new window| Profile

Curriculum expertise

My interest in curriculum design began in 2017, when I first contributed to undergraduate medical curriculum revision in a lower-middle-income setting in Sri Lanka. This early experience shaped my commitment to context-responsive, inclusive curriculum design and strengthened my understanding of how educational structures can be adapted to meet diverse learner needs and resource environments.

After joining WMS in 2022 as an academic leading research methods modules at both undergraduate and postgraduate levels, I have continued to advance student-centred, practice-based approaches to research methods education. My teaching and curriculum design focus on building students’ confidence, critical thinking, and methodological independence through active learning, authentic assessments, and scaffolded skill development.

My international background—spanning Sri Lanka and the UK—enriches my approach to curriculum development by bringing a global perspective and a strong grounding in culturally inclusive pedagogy. I aim to design learning environments that are equitable, engaging, and adaptable for diverse student cohorts.

I am currently involved in an educational development project to co-create a collaborative and iterative model that empowers students to engage meaningfully in research, enriches their project-based learning experiences, and fosters inclusive research communities involving students, supervisors, and wider stakeholders. This work reflects my ongoing commitment to designing curricula that enable students not only to learn research but to live it as part of a supportive academic community.