WHEA Annual Report 2025 Final Digital with links v3 - Flipbook - Page 27
Dr Jennie Mills
ASSOCIATE PROFESSOR (TEACHING FOCUSED)
Academic Development Centre
Dr Jennie Mills, Associate Professor and Deputy Head of Warwick’s
Academic Development Centre, has also been awarded a National
Teaching Fellowship for her groundbreaking work on reflective practice,
pedagogic innovation, and AI in education.
Her teaching and research focus on transforming
higher education through innovative pedagogies that
challenge conventional academic practice. Jennie has a
background in English literature and critical theory, which
she applies to create new methodologies for educational
development. Her work centres on ‘constructive
disruption’, using creative approaches including LEGO
SERIOUS PLAY®, arts-based methods, and storytelling
to help educators reimagine their practice.
She established the Academic and Professional
Pathway for Teaching Excellence (APPTE), which has
supported over 380 colleagues in gaining Fellowships
since 2016 through its distinctive approach to reflective
practice and professional development.
She is a pioneer in AI-enhanced education, having
co-developed ‘The AI Revolution’ module, the first
at Warwick to integrate AI as a pedagogical partner.
She leads institutional AI development through staff
bootcamps and knowledge-sharing events, positioning
Warwick at the forefront of ethical AI integration in
higher education.
Dr Mills said: ‘This recognition celebrates an approach
to education that values both rigour and imagination. I’m
passionate about creating spaces where educators can
question assumptions, take creative risks, and discover
new possibilities.
What I’m most proud of is fostering communities
where we explore better questions together. Whether
using LEGO to envision AI futures or poetry to reflect
on teaching practice, the goal is always to suspend
conventional thinking just long enough for curiosity and
transformation to take hold.’
Collaborative Awards for Teaching Excellence (CATE)
We are thrilled that the ‘We are Chemistry’ (WaC) team has been awarded a Collaborative
Award for Teaching Excellence. This student–staff partnership was established in 2022 and has
transformed the student experience through initiatives such as peer support, curriculum design,
and accessibility tools. Co-led by Tom Ritchie and Adam Alcock, this teams impact extends
beyond Chemistry, influencing Warwick’s institution-wide Belonging Framework and inspiring
partnerships across UK, US, and Australian universities.
WaC’s activities span four themes: Feel Good, Learn
More, Have Fun, and Get Active. Using exit interviews
with students who have dropped out, WaC focuses on
removing barriers to participation and success. The
team transformed the student experience through a
‘high-value, low-risk’ and ‘interest-based’ approach,
where students engage on their terms with projects and
activities that interest them. This divorces engagement
from long-term commitments, matching student needs
and study pressures. Initiatives include peer-led study
groups, student-designed curriculum and modules, the
Chemistry Neurodiversity Toolkit, and supporting the
Warwick Black Chemistry Society. The model ensures
continuous evolution through annual Student Intern
cohorts who co-develop WaC’s vision.
increased Black student participation, and reduced the
awarding gap. Nationally, team members share their
model through keynotes across the UK, as well as with
US and Australian universities. Their thought leadership
includes Times Higher Education articles, book chapters,
and Royal Society of Chemistry collaborations.
This team exemplifies how authentic student–
staff partnership drives sustainable educational
transformation, creating scalable models that foster
belonging and academic success.
WaC’s impact extends beyond Chemistry. Its principles
are core to Warwick’s institution-wide Belonging
Framework, embedded in the Education Strategy
and affecting over 26,000 students. It has influenced
collaborations across the University. The team has driven
improvements in lab skills, reduced technical errors,
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