Director of Academic Development and Learning Enhancement
Vikki Hill is the Director of Learning Enhancement and Academic Development of Queen Margaret University's LEAD Centre.
- Overview
- Research Interests
- Research Publications
- Teaching & Learning
Vikki is a Principal Fellow of AdvanceHE and a recipient of the Collaborative Award for Teaching Excellence. Vikki has over 20 years’ experience in education and leadership and works with staff and students to develop pedagogy and support equitable outcomes. Much of her academic development leadership focuses on compassionate pedagogies, practices and policies and she has led projects to enhance this such as Belonging Through Compassion (of which she is a co-author of the website); the QAA Collaborative Enhancement Project Belonging Through Assessment with Glasgow School of Art, Leeds Arts University and University of the Arts London and the current QAA Collaborative Enhancement Project Compassionate Assessment in Higher Education.
Vikki’s research focuses on assessment, compassion, academic development and creative methods. Her research outputs span different media from journal articles, podcasts, websites, film, book chapters, listening events and installations. This diverse and creative range of approaches supports her commitment to dialogic, collaborative and affective knowledge exchange to enact social, racial and climate justice.
- Compassionate Pedagogy
- Compassionate Assessment
- Academic Development
- Social, Racial and Climate Justice
- Belonging
- Critical and Post-qualitative Inquiry
- Posthumanism Creative Research Methods
Vikki is the Accredited Programme Lead for ASPIRE (the QMU CPD Fellowship Scheme) that supports staff to achieve Associate Fellow, Fellow and Senior Fellow. Vikki teaches on the Short Post-graduate course Teaching, Learning and Assessment in Tertiary Education.
Vikki’s teaching practice focuses on educational development with a particular interest in anti-racism, social justice, critical pedagogy, compassionate pedagogy, compassionate assessment, pass/fail grading, trauma-informed practice, creative and visual practice and research, participatory practice and collaboration, posthumanism and belonging.
