Celebrating Teaching Excellence: FSE Mentoring Excellence Team

FSE’s Mentoring Excellence Team has recently been recognised with a Teaching Excellence Award celebrating their outstanding support for Graduate Teaching Assistants (GTAs).

We spoke to Claudia Henninger, Reader in Fashion Marketing and Management, and Aurélie Le Normand, Senior Lecturer in Fashion Computer-aided Design, about the origins of the programme, its impact and what the recognition means to them.

Claudia: The programme was originally set up by Jenny Slaughter, Tom Rodgers and myself, initially across Chemistry, Chemical Engineering and Materials. That was around 2018 and at the time, one of the recurring issues we were hearing about was student feedback relating to GTAs, particularly around confidence in teaching. We felt that GTAs were doing far more than they realised, often without fully recognising their own contribution to teaching and learning. The idea was to provide structured support and training, particularly around gaining Associate Fellowships or Fellowships with Advance HE, so that GTAs could really take ownership of their teaching practice and develop confidence in their role.

How has the programme developed since those early days?

Claudia: It’s grown significantly. What started across three departments expanded firstly across FSE and is now delivered University-wide. We’re now one of the main pathways supporting GTAs applying for Advance HE fellowships. What’s quite special is that we run mentor support groups led by academics or previous participants who have successfully completed the programme themselves. We guide participants through the whole process, usually across three structured sessions, from shaping their ideas and evidence through to embedding educational theory and reflective practice.

Aurelie, can you tell us more about the mentoring structure and your role within it?

Aurélie: My role focuses on leading and supporting the mentoring side of the programme. We currently have around ten mentors who are all volunteering their time. These mentors include experienced academics as well as former GTAs who have completed the fellowship and want to give back. We meet regularly as a mentor group to reflect on how sessions are going, discuss any challenges and share good practice. It’s really developed into a supportive community and the ultimate goal is always the same – to enhance the teaching experience for our students by empowering and supporting GTAs.

The mentoring team spans multiple disciplines. How does that shape the programme?

Claudia: I think it really strengthens it. People bring very different teaching experiences, methods and perspectives and that diversity creates rich discussions. Because fellowship applications are so individual, you can’t simply copy someone else’s approach, but you can be inspired by it.

Aurélie: There’s a strong peer-to-peer learning element. Many participants say they hadn’t considered certain approaches until hearing how someone from another discipline teaches. It’s very inspiring and reminds you how much innovative teaching is happening across our University.

Are there any standout success stories that have stayed with you?

Claudia: There are quite a few, but two really stand out for me. One former GTA completed the programme, became a mentor herself, left the university and later returned as a lecturer. She told me that it was through the mentoring programme that she discovered her passion for teaching and scholarly practice. Another participant told us that gaining his fellowship through the programme helped him secure a lectureship at another university and he was so inspired that he wanted to introduce a similar mentoring scheme there. Stories like that are incredibly rewarding. Ultimately, the achievements are theirs, but it’s wonderful to know we helped them see their own potential.

Aurélie: It is lovely when you see participants come full circle and become mentors themselves. That sense of continuity and community is one of the real strengths of the programme.

With the programme having grown so much, how do you ensure GTAs remain at its heart?

Aurélie: The structure is very GTA-led. While we work within the Advance HE framework, mentoring sessions are shaped by the GTAs’ own experiences and needs. It’s about listening to them and helping them reflect on their practice, rather than imposing a one-size-fits-all model.

Claudia: We also have regular mentor meetings, training sessions and catch-ups which helps us keep the programme responsive. It really is a community, and that’s key.

Do you have ambitions for the future of the programme?

Claudia: It’s actually gone national already. We’re part of the GTA Forum and several universities have adopted our model after seeing our work. For us, it’s about sustainability and continuing to support as many GTAs as possible by making sure the programme keeps evolving rather than standing still.

Aurélie: The fact that mentors continue to be involved year after year on a voluntary basis speaks volumes. That commitment is what allows the programme to grow.

Finally, what did it mean to be recognised with this Teaching Excellence Team Award?

Claudia: It was incredibly special particularly as this is the second time the team been recognised. It feels like validation that the programme hasn’t just continued but strengthened and deepened its impact over time. Being recognised for something you genuinely care about is hugely meaningful.

Aurélie: I also think the award recognises the importance of GTAs within our teaching and learning community. They’re not just filling gaps, they are valued educators. This award celebrates mentoring, but it also celebrates the role GTAs play in delivering excellent teaching. That means a lot to all of us.