Dr Eve Rapley PhD, MSc, BSc, PGCE(FAHE), SFHEA

Associate Professor in HE Learning & Teaching

Key details

Dr Eve Rapley

Associate Professor in HE Learning & Teaching


Dr Eve Rapley is an Associate Professor in HE Learning and Teaching. Eve leads the AdvanceHE accredited GOLD Fellowship scheme and teaches on the PGCert HE programme. Eve co-leads the UKAT (UK Advising and Tutoring) professional recognition scheme and is a member of UKATs national Professional Development Committee. Eve’s research interests include personal tutoring pedagogy, College Based HE (CBHE) and landbased education.

A qualified teacher with a background in animal and biological sciences, Eve has taught at a number of universities including Imperial College and The Royal Veterinary College. Eve has held university-wide roles and managed academic teams, as well holding Programme Leader positions and supervising doctoral and masters students.

In recent years Eve has moved into post-compulsory teacher education and educational development, whilst maintaining her disciplinary connections with a part time role as BSc Extended Science Biology Subject Specialist and BSc Biomedical Science tutor at the University of Hertfordshire. Eve also leads the specialist subject pedagogy Cert Ed/PGCE module for trainee animal/agriculture/vet nurse teachers at the University of Huddersfield. In addition, Eve is an experienced external examiner for both animal science and Post-16 teacher education programmes.

Awards

2021 winner of Greenwich Mentor of the Year award. As originator and leader of the University of Bedfordshire Peer Assisted Learning scheme (PAL), Eve’s team won both the Staff Team of the Year (University of Bedfordshire Vice Chancellor's Student Experience Awards, 2014) and the overall best Student Experience Initiative of the Year (University of Bedfordshire Vice Chancellor's Student Experience Awards, 2014.) Nominated for Inspiring Staff Member at University of Bedfordshire 2015 and 2016.

Recognition

Expert Panel Member for AoC/HEFCE Scholarship Project and member of Scholarship Framework editorial board

Member of UKAT Professional Development committee

Reviewer for Teaching in Lifelong Learning, Journal of Educational Innovation, Partnership and Change, Research in Post Compulsory Education and Journal of Perspectives of Applied Academic Practice; Compass Journal of Learning and Teaching

Senior Fellow of the Higher Education Academy

Eve is a member of the Universities Federation for Animal Welfare, UK Advising and Tutoring (UKAT), British Educational Leadership, Management and Administration Society (BELMAS), Teacher Education in Lifelong Learning (TELL) and the Association for Research in Post-Compulsory Education (ARPCE).

Previously Eve has led an online course (Supporting HE in College Settings) for SEDA (Staff and Educational Development Association).

Research / Scholarly interests

I am interested in all aspects of teacher education, pedagogy and SoTL for teachers and learners in post-compulsory/HE in FE college settings. I also have a keen interest in peer assisted learning (PAL), practice theory and practice architectures, sociomateriality, grounded theory and qualitative research methodologies, landbased education, personal tutoring and coaching for tutors and teachers in FE and HE.

Recent publications

Rapley, E and George, R (2021) “Talking the talk and walking the walk” of personal tutoring. Using structured CPD opportunities to inform, develop and empower personal tutors. The Higher Education Personal Tutor’s and Advisor’s Companion: Translating Theory into Practice to Improve Student Success. Critical Publishing, St Albans (in press)

Rapley, E (2019) Neglected spaces. Exploring connections between physical settings and pedagogic enablement and constraint of HE teachers in an FE college. International Journal of Multidisciplinary Comparative Studies. Volume 6 Nos. 1-3, 2019, pp.5—16

Rapley, E (2019) Reaping what you sow, or turning a blind eye? ‘Think Piece’ for HEFCE funded AoC (Association of Colleges) Scholarship Project (www.thescholarshipframework.co.uk/forum/think-pieces/Research-and-Scholarship-in-College-Higher-Education-Reaping-what-you-sow-or-turning-a-blind-eye)

Rapley, E (2017) “Seeing the light”. Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice. Ethnography and Education (19/4/17 http://dx.doi.org/10.1080/17457823.2017.1315311)

Mathew, D, Moilanen, P, Saukkonen, S and Rapley, E (2017) Power and democracy in education (chapter) in Educating for Democracy - Principles and Culture in England and Finland eds. Raiker, A and Rautiainen, M, Routledge

Rapley, E (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a Land Based college Research in Post-Compulsory Education Volume 19, Issue 2, pp. 194-211

Presentations

Rapley, E and George, R (2021) “Seeing what they see”. Experiences of creating an online learning community for staff ‘students’ engaging in a professional development award. Presentation at The Medway Festival of Learning and Teaching, Universities of Greenwich, Kent and Canterbury Christ Church, September 16th 2021

Braoudaki, M and Rapley, E (2021) Designing ‘informal but informed’ online group tutorials; Lessons learnt in Life Sciences. Presentation at University of Hertfordshire’s Annual Learning and Teaching Conference, June 30th 2021

Mundair, J and Rapley, E (2021) Has the pandemic made us better personal tutors? Presentation at University of Greenwich Business School Annual Learning and Teaching Festival, June 24th 2021

Rapley, E and George, R (2021) Group tutorials as spaces for Educationally Purposeful Peer Interactions – Why and how? Presentation at UKAT (UK Advising & Tutoring) international conference (www.ukat.uk), April 1st, 2021

George, R, and Rapley, E (2020) Developing student assessment and feedback literacy in the context of blended/online delivery. Presentation at The Medway Festival of Learning and Teaching, Universities of Greenwich, Kent and Canterbury Christ Church, September 10th 2020

Braoudaki, M and Rapley, E (2020) ‘The power of investment’. Developing positive tutor:tutee relationships in biosciences. Presentation at University of Hertfordshire’s Annual Learning and Teaching Conference, July 10th 2020

Rapley, E (2020) “Being and becoming? Or stuck between a rock and a hard place?” Exploring HE teacher pedagogic practice and identity development within an FE college setting. Presentation at Association of Colleges (AoC) national research and scholarship conference, May 15th 2020

Rapley, E (2020) Developing student feedback literacy to enhance recipience, understanding and action. Workshop presentation at the University of Greenwich SHIFT Learning and Teaching Conference, January 10th 2020

Rapley, E and George, R (2020) Coaching conversations for personal tutors – a ‘how to’ guide. Workshop presentation at the University of Greenwich SHIFT Learning and Teaching Conference, January 10th 2020

Rapley, E (2019) Neglected spaces. Exploring connections between physical settings and pedagogic enablement and constraint of HE teachers in an FE college. International Journal of Multidisciplinary Comparative Studies. Volume 6 Nos. 1-3, 2019, pp.5—16

Rapley, E (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint.Presentation at the IJMCS-LLSRN-TELL Collaborative Conference, 5th July 2019, University of Greenwich

Patel, H, Rapley, E and Rapley, R (2019) Curriculum connections – using authentic employer video demonstrations

to enhance in-class student engagement and bring the workplace closer to the classroom. University of Hertfordshire’s Annual Learning and Teaching Conference, June 7th 2019

Rapley, E (2019) Practice theory and sociomateriality in post-compulsory educational research –developing a qualitative methodology to explore H.E teacher pedagogic practices in a UK landbased college. Presentation at Imperial College CHERsnet forum, 27th March 2019

Rapley, E (2019) ‘Powers of determination’. The influence of context upon enabling and constraining HE teacher pedagogic practice enactments in an FE college. Presentation at the Third European Congress of Qualitative Inquiry, 13th February 2019, Edinburgh University