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Tracy Galvin

Educational Developer

t.galvin@qub.ac.uk

028 9097 2970

Background

Tracy has over 13 years’ experience in teacher education in higher education. Her interests and research includes: Curriculum Design, Universal Design for Learning (UDL), Equity, Diversity and Inclusion (EDI), Internationalisation of the Curriculum (IoC), Culturally Sustaining Pedagogy (CSP) and inclusive assessment.

She has completed a Specialist Diploma in Teaching, Learning and Scholarship at Third Level from the Centre for Teaching and Learning UL in 2012. She received her BSc in Physical Education and Mathematics Teaching in 2007 from the University of Limerick. Tracy is currently completing her PhD with University of Limerick (UL) entitled “Meaningful Engagement for Young People in Out of School Learning Environments”.

Responsibilities within the University

My role within CED is to advise and facilitate staff through delivery of academic enhancement projects, workshops and one to one sessions. I work with key stakeholders (students, faculty, industry representatives and external bodies) to contribute to the CED and wider Queen’s objectives. Tracy’s remit is to support staff to incorporate EDI to enhance the learner experience. Tracy leads on three working groups: Universal Design for Learning, Internationalisation of the Curriculum and Inclusive Assessment.

External Recognition

Educational Studies Association of Ireland (ESAI), British Educational Research Association (BERA), National Forum for the Enhancement of Teaching and Learning Higher Education Authority, Higher Education Colleges Association (HECA), UNBUNTU Development Education Network Assembly, Higher Education Academy (HEA) and JISC Learning and Teaching Practice Experts Group (Curriculum Design).

Professional and Personal Interests

Tracy’s research interests also include:

Teaching, Learning and Assessment in Secondary and higher education;

Equity of outcome in education;

Inclusion and diversity;

Collaborative partnerships in education contexts;

Educational change and widening participation in higher education and lifelong learning;

Meaningful engagement in learning through social and cultural contexts.