Angela is responsible for a programme of academic and research skills development for undergraduate and postgraduate taught students and for training and supervising a team of PhD student essay-writing and language-advising mentors. She leads on the development of a community of practice in learning and teaching across SOAS and organises conferences and seminars. Angela also contributes to a range of initiatives across the School such as Welcome Week, NSS, PTES and the Careers Strategy Working Group and is a partner in an ECML-funded project: Action Research Communities for Language Teachers. She has a PhD in Modern Languages (Applied Linguistics) and her research interests are language learning and teaching, especially motivation and learning strategies, collaboration between schools and universities and teacher research in the classroom. In 2013, Angela was awarded a Senior Fellowship of the Higher Education Academy.
Academic Teaching Developer, Programme Leader (Professional Development in Higher Education)
Mehmet is responsible for academic teaching development and support at the LTD. He runs and teaches the Higher Education Academy (HEA) accredited Professional Development in Higher Education Programme (PDHEP) at SOAS. He also designs, develops, organises and delivers Academic Teaching Development Workshops at the School and provides individual pedagogical support to teaching staff. In addition, Mehmet delivers a variety of generic and departmental skills support courses for research, masters and undergraduate students. Mehmet also works at Birkbeck College, University of London as a Sessional Lecturer in International Relations and Foreign Policy Analysis.
Linda joined the LTD in December 2008. She is the E-Learning Manager and provides staff and students with E-Learning support as well as coordinating the migration from Blackboard to Moodle, including the training of staff in the use of Moodle.
Ben joined the LTD team in September 2014. He co-ordinates the LTD’s 1-1 tutoring and academic study skills workshop programmes, and develops the department’s online study skills resources.He is also a recent graduate of the SOAS MA in Anthropology of Travel & Tourism course.
Sarah joined the LTD team in 2017. She is the Retention and Success Coordinator and is responsible for organising SOAS Bridging Courses for those students who are the first in their family to go to university and mature students. Sarah also coordinates student peer mentoring support initiatives.
I enjoy one-to-one tutoring because it enables me to really make a difference to a student's outlook and approach to the challenges of their workload. I have learned a great deal myself through tutoring, and i think it has made me read, think and write more analytically.
One-to-one tutoring has proved exciting in many ways as it is not only about helping the students in specific aspects of their learning but also about seeing them gaining overall confidence in their studies.
I consider one-to-one tutorial a great chance to exchange knowledge, ideas and experiences for the students and myself. As writing tutor, I am committed to develop students' own approach, to be critical and accurate, but I also encourage them to be confident in their style of learning and finding their own voice. Through our conversations, students offer me new horizons to expand my knowledge and help me to be a better researcher and teacher.
I truly enjoy working with students on their writing and planning as it brings them confidence and helps them unlock their potential as critical thinkers and analytical writers. Being a 1-1 tutor is rewarding for me because I'm continually inspired by the innovative approaches and ideas of SOAS students.
One-to-one tutoring entails for me a constant engagement with the very core of SOAS - its students. What makes each session a beauty is the dialogue between the students' particular features and my methodological expertise. Ultimately, I am given the chance to share with students a brief piece of their path towards a degree and, hopefully, helping in taking a step forward.
Students seem to get a lot out of the 1-1 sessions and often appreciate the space to talk through their work and concerns that they have. It is useful for me to hear about different students' experiences and I enjoy giving practical advice on how best to approach different academic challenges.