Katherine Mansfield

At the University of Westminster, I am a Senior Lecturer and the Module Leader for Undergraduate (Level 4) and Postgraduate (Level 7) Academic English.  I am a member of the Centre for Education and Teaching Innovation (CETI)'s comms team which entails organising regularly #Talkteaching events and publishing the monthly 'CETI on the Scene' newsletter.  I am doctoral student at UCL, London.     

My higher education career began with teaching undergraduate courses in UK Business and Culture, Work placement skills and Academic English.  After a few years, I taught postgraduate Academic English and I got involved with the organisation and teaching of the summer pre-sessional courses.  In 2012, as part of my MA in Applied Linguistics and ELT (at King's College, London), I performed research on the academic requirements of different disciplines, and this led me to develop discipline specific materials for different courses at the University of Westminster.  Since then, I have been involved in numerous research projects, been one of the editors in an edited collection and been an active contributor to THECampus (see below).  I understand the importance of sharing knowledge and for this reason, I present my research findings at conferences in the UK and abroad.  

Working at a Higher Education Institution, I realise the importance of research and scholarly activity and have taken part in projects that have contributed to both pedagogic practice and my own personal development.  

Recent publications:

• Mansfield, K. (2022). Five tips for showing compassion towards and supporting new students. THECampus. Available at: www.timeshighereducation.com/campus/five-tips-showing-compassion-towards-and-supporting-new-students
• Fenton, J., Gimenez, J., Mansfield., K., Percy, M., & Spinillo, M. (2022). International Perspectives of Teaching and Learning Academic English in Turbulent Times. Routledge.  
• Mansfield, K. (2022). Are your first-year students disengaging.  Here's how to get them back on board.  THECampus. Available at: https://www.timeshighereducation.com/campus/are-your-firstyear-students-disengaging-heres-how-get-them-back-board
• Mansfield, K., & Paterson, R. (2021). Case Study 3: Ipsative Feedback at the University of Westminster. In Irons, A., & Elkinton, S., Enhancing Learning through Formative Assessment and Feedback (pp.120-123) (2nd ed.) Routledge.

In recent years, I have presented my research findings at a number of conference: 

Academic presentations at conferences:

Oct 2022        #Talkteaching, University of Westminster, Demonstrating compassion through written feedback 

Sep 2022        Learning and Teaching Symposium, University of Westminster, Compassionate and inclusive strategies for first year transitions (presented with James Fenton, University of Westminster) 

Oct 2021        #Talkteaching, University of Westminster, Challenges of online learning.  

July 2018        Learning and Teaching Symposium, University of Westminster, Ipsative feedback (presented with Dr Richard Paterson, University of Westminster) 

April 2015        BALEAP – University of Leicester, Tailoring presentation materials in accordance with the discipline: A genre-based approach

April 2014        Academic Writing Conference at Masarykova University, Brno, Teaching academic writing and developing materials using a genre based approach

Sep 2013         Academic Skills Conference at Masarykova University, Brno, How to teach writing to postgraduate students

May 2013        BALEAP – University of Nottingham, The development of discipline specific materials (presented with Kwab Asare, University of Westminster)

April 2013        Lexical Approach Conference, University of Westminster, Exploiting Academic Vocabulary (presented with Dr Richard Paterson, University of Westminster) 

For details of all my research outputs, visit my WestminsterResearch profile.