WHEA Annual Report 2025 Final Digital with links v3 - Flipbook - Page 31
has allowed me to make meaningful connections
with colleagues. In particular, I feel it has allowed me
to forge closer links between professional services
and the academic student experience.
To new Fellows, get involved and ask questions, don’t
be put off by terminology that can at first seem complex,
and seek out opportunities to co-create with students
as this can be immensely rewarding.
Dr Tom Ritchie
READER AND DIRECTOR OF
STUDENT EXPERIENCE
Department of Chemistry
During my time as a Fellow, I co-led the
development of the Warwick Building
Belonging Framework alongside Inca Hide-Wright,
Leigh Mencarini, and Adam Alcock, working with over
500 students and over 150 professional services and
academic staff. Together with Advance HE’s Building
Belonging programme, Warwick Students’ Union, and
the Student Insights team, I helped set up and colead the WIHEA Building Belonging Open Learning
Circle with 70 members. I also started a Designing for
Inclusion project with students using WIHEA funding,
co-led a Lecture Capture Learning Circle, and I’m
currently working on some exciting Monash–Warwick
Education Activation Fund projects on AI and belonging.
Working with the belonging team, we created a
comprehensive resource toolkit and BelongingGPT to
help departments implement the Belonging Framework.
The Fellowship has been transformative for my career.
I was promoted from Assistant Professor to Reader,
received a Fulbright Scholarship to work with Elon
University, was nominated for a CATE Award, and won
a Royal Society of Chemistry Inclusion and Diversity
Award. Most importantly, it’s given me the confidence to
lead institutional change. The Framework is now being
used across multiple University initiatives, including the
award-winning ‘We are Chemistry’ programme, and
has been integrated into the 2025–2030 Education
and Student Experience Strategy. The Fellowship
has also encouraged me to engage beyond Warwick,
helping me achieve FHEA and SFHEA, as well as
completing a coaching apprenticeship. The Building
Belonging Framework gives departments practical tools
that translate belonging theory into things they can
actually do, and we’re already seeing increased student
engagement and retention.
To incoming Fellows, start with collaboration:
meaningful partnerships with students and staff from
day one create solutions that work. Focus on practical
application rather than just theory. I’ve found it helpful
to create action groups where we build things step by
step, constantly testing and improving based on real
feedback from users. Most importantly, remember that
being a Fellow is all about relationships. Take time to
build trust and connections throughout your Fellowship
journey to make the most of opportunities to get
involved in interesting projects.
Karoline Schneider
ASSOCIATE FELLOW
Intercultural Training Programme
Development Consultant, Student
Opportunity, PAIS
As a Fellow, I’ve had opportunities to
get involved in a variety of different Learning Circles
and help shape discussions on topics such as inclusive
assessment and anti-racist practice. My Fellow status
has also allowed me to contribute annually as a WATE
Judge for the PGR awards. The biggest impact my
Fellowship had on me was giving me the confidence to
apply for Senior Fellowship status of Advance HE.
My advice for incoming Fellows, particularly those from
a professional services background, would be to not limit
yourself. If you care about something in the education
space and want to make a difference, get involved in
the conversation, whatever form that might take. Your
contributions are what makes WIHEA what it is.
Anna Tranter
ASSOCIATE PROFESSOR
Warwick Global Academy
During my time as a WIHEA Fellow,
I have been actively involved in the
Internationalisation Learning Circle
and the Teaching Recognition and Reward Learning
Circle. These spaces have enabled me to collaborate
with colleagues across the University, sharing practice
and shaping initiatives that enhance both staff and
student experiences. I was also fortunate to receive
funding for two research projects. The first focused
on international students, researching their peers
to identify best practice in supporting international
students’ pedagogy, which has now been written into
a publication. The second, due to take place next
academic year, will explore use of active learning across
the University, with a view to sharing best practice and
encouraging colleagues to use more active learning in
their pedagogy.
The Fellowship has had a significant impact on me,
giving me opportunities to connect with colleagues
outside my department, contribute to inclusive
pedagogic research, and bring new insights back into
my teaching. For my students, this has meant more
responsive and evidence-informed practice.
My advice to incoming Fellows is to make the most of
the networks and opportunities. Collaboration often
leads to unexpected and rewarding outcomes.
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