WHEA Annual Report 2025 Final Digital with links v3 - Flipbook - Page 14
Warwick International Higher Education Academy Annual Report 2025
2024/25
Funded Projects
Project funding continues to be a cornerstone of WIHEA’s work in educational
enhancement. By supporting partnerships between staff and students, this
funding directly contributes to developing, recognising, and embedding
practices that enrich the learning experience and create opportunities for
collaboration across a range of innovative projects.
WIHEA provides ongoing support for the Small Project Fund, which enables Fellows to take forward exploratory or
developmental initiatives, pursue projects of strategic importance to the University, or broaden the impact of existing
WIHEA activity. In addition, it has introduced a Student Fund, which empowers our Student Fellows to lead their own
initiatives that foster creativity, engagement, and opportunities to ‘learn beyond boundaries’.
The following summaries illustrate the scope of the projects supported during the year, demonstrating
both the diversity of themes addressed and the value of collaborative innovation.
SMALL FUND PROJECTS
INTERCULTURAL INSIGHTS:
REFLECTIVE PRACTICE FOR GTAS
TEACHING IN A TIME OF CRISIS:
WORKSHOP
Co-led by: Sara Hattersley (ADC), Dr Zi Wang
(Student Opportunity) & Yvette Yitong Wang
(Applied Linguistics)
Co-led by: A team including Dr Simon Peplow
(History), Sara Hattersley, Oliver Turner (ADC),
Dr Liz Egan, Dr Lydia Plath, Dr Rebecca Stone,
Alexander Peace and Arushi Singhai (History)
This project aims to help Graduate Teaching Assistants
(GTAs) gain confidence by equipping them with valuable
reflection and intercultural skills. Its goals are to enhance
GTAs’ reflection skills and intercultural awareness for
more inclusive teaching, and to provide a safe, supportive
community space for them to share their experiences.
The project addresses a need for better training and
reflexivity among novice teachers, especially concerning
the intercultural encounters common at Warwick.
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This project seeks to help educators and students
navigate the shared sense of precarity arising from
global crises such as pandemics, political unrest, and
environmental collapse. The aims are to equip students
with skills for a sustainable future, discuss historical
inequality to strengthen justice struggles, and explore
innovative pedagogies for teaching in uncertain times.
Other challenges addressed include AI, neurodiversity,
and equality-related issues in higher education.
