Dr Alison Megeney
Name | Dr Alison Megeney |
---|---|
Job title | Deputy Dean of Education |
Research institute | |
Primary appointment | School Leadership |
Email address | A.Megeney@mdx.ac.uk |
ORCID | https://orcid.org/0000-0002-3274-7809 |
Contact category | Academic staff |
Biography
Biography Dr Alison Megeney is the Deputy Dean (Education) for the Faculty of Science and Technology and was awarded a National Teaching Fellowship in 2018 by the Higher Education Academy (Advance HE) in recognition of the contribution she has made to learning and teaching within Middlesex University and nationally. Alison is a senior member of the Faculty
Leadership Team and takes specific responsibility across the Faculty for student
experience, continuation, completion and progression (graduate employability
and further study); Faculty engagement with the Teaching Excellence Framework
and Access & Participation Plan; the implementation of innovative learning,
teaching and assessment practice; academic planning; income and financial
contribution; the development of new educational activity including partnership
provision; and the maintenance of effective quality assurance and enhancement
processes across the Faculty. She is also a member of a cross-University
network of Deputy Deans and works across the MDX Global Family, working with Middlesex University's campuses and academic partners, students and student representatives, members
of the University Executive Team (UET) and professional services colleagues in
areas such as Marketing, Strategy and Insight, Registry, Academic Quality
Service, Academic Partnerships and the Centre for Apprenticeships and Skills.
Teaching STEM communication and engagement
is one of Alison's areas of research and she teach mathematics communication amongst
other areas including quantitative methods for business, probability and
financial mathematics.
Education and qualifications
Grants
Prizes and Awards
Research outputs
Authentic activities for making mathematicians
Masterson, B., Megeney, A. and Sharples, N. 2024. Authentic activities for making mathematicians. CETL-MSOR Conference 2024. University of Limerick, Ireland 29 - 30 Aug 2024Public engagement for student empowerment
Masterson, B., Megeney, A. and Sharples, N. 2024. Public engagement for student empowerment. CETL-MSOR Conference 2024. University of Limerick, Ireland 29 - 30 Aug 2024Authentic no-exam assessment for student wellbeing
Masterson, B., Sharples, N. and Megeney, A. 2024. Authentic no-exam assessment for student wellbeing. Designing Assessment to Promote Students’ Wellbeing. University of Greenwich, London, UK 10 - 10 Jul 2024Paving the path: empowering women in STEM from university to industry
Vaka, S., Trestian, R., Baskent, C., Shayesteh, H. and Megeney, A. 2024. Paving the path: empowering women in STEM from university to industry. 2024 IEEE Global Engineering Education Conference. Kos, Greece 08 - 11 May 2024 IEEE.Authenticity in learning, teaching and assessment
Masterson, B., Sharples, N., Jones, M., Megeney, A. and Lawrence, S. 2024. Authenticity in learning, teaching and assessment. MSOR Connections. 22 (2), pp. 29-36. https://doi.org/10.21100/msor.v22i2.1488Authentic by design: developing students for the talent economy
Barter, P., Megeney, A., Graham, J., Parmar, D. and Mourouti, O. 2023. Authentic by design: developing students for the talent economy. AdvanceHE Assessment and Feedback Symposium 2023. Reading, UK 07 - 07 Nov 2023Student video curation
Jones, M., Lawrence, S., Masterson, B., Megeney, A. and Sharples, N. 2023. Student video curation. MSOR Connections. 21 (2), pp. 15-24. https://doi.org/10.21100/msor.v21i2.1403Authentic by design: developing mathematicians for the talent economy
Masterson, B., Jones, M., Lawrence, S., Megeney, A. and Sharples, N. 2023. Authentic by design: developing mathematicians for the talent economy. MSOR Connections. 21 (2), pp. 44-51. https://doi.org/10.21100/msor.v21i2.1400Authentic by design: developing mathematicians for the talent economy
Masterson, B., Megeney, A., Sharples, N., Lawrence, S. and Jones, M. 2022. Authentic by design: developing mathematicians for the talent economy. CETL-MSOR Conference 2022. Abertay University, Dundee, UK 01 - 02 Sep 2022Revising the role of the history of mathematics in post-pandemic world
Lawrence, S., Megeney, A., Sharples, N., Masterson, B. and Jones, M. 2022. Revising the role of the history of mathematics in post-pandemic world. Uzdanica. XIX, pp. 17-28. https://doi.org/10.46793/Uzdanica19.S.017LIntentionality for inclusivity - the journey at Middlesex University
Roberts, H., Punev, I., Allardyce, D., Kyprianou, A., Appiah, S., Megeney, A., Calin, A., Gallacher, D. and Mill, R. 2022. Intentionality for inclusivity - the journey at Middlesex University. McGraw Hill.Student video curation
Jones, M., Lawrence, S., Masterson, B., Megeney, A. and Sharples, N. 2022. Student video curation. CETL-MSOR Conference 2022. Abertay University, Dundee, UK 01 - 02 Sep 2022Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond
Jones, M., Megeney, A. and Sharples, N. 2022. Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond. MSOR Connections. 20 (1), pp. 74-83. https://doi.org/10.21100/msor.v20i1.1322Digital pedagogy in a world of digital poverty: the Middlesex iPad project
Jones, M., Megeney, A. and Sharples, N. 2021. Digital pedagogy in a world of digital poverty: the Middlesex iPad project. AdvanceHE Curriculum Symposium 2021. Online 08 Jun 2021Collaboration and co-creation at a distance: using technology to enhance student engagement online
Jones, M., Megeney, A. and Sharples, N. 2021. Collaboration and co-creation at a distance: using technology to enhance student engagement online. AdvanceHE Student Engagement Conference 2021. Online 26 May 2021iPads for teaching and learning mathematics: collaborative group-work in an engineering-appropriate setting.
Jones, M., Megeney, A. and Sharples, N. 2021. iPads for teaching and learning mathematics: collaborative group-work in an engineering-appropriate setting. UCLan Conference: "Supporting Engineering Students with Weak Maths Skills and Widening Participation". Online 25 Mar 2021Programming in groups: developing industry-facing software development skills in the undergraduate mathematics curriculum
Jones, M. and Megeney, A. 2020. Programming in groups: developing industry-facing software development skills in the undergraduate mathematics curriculum. MSOR Connections. 18 (2), pp. 18-24. https://doi.org/10.21100/msor.v18i2.1087The Z transform: active learning approaches for generation Z
Jones, M. and Megeney, A. 2019. The Z transform: active learning approaches for generation Z. CETL-MSOR Conference 2019. Dublin City University, Ireland 05 - 06 Sep 2019Thematic problem solving: A case study on an approach to teaching problem solving in undergraduate mathematics
Jones, M. and Megeney, A. 2019. Thematic problem solving: A case study on an approach to teaching problem solving in undergraduate mathematics. MSOR Connections. 17 (2), pp. 54-59. https://doi.org/10.21100/msor.v17i2.978Problem solving methods in undergraduate mathematics
Megeney, A. and Jones, M. 2018. Problem solving methods in undergraduate mathematics. CETL-MSOR Conference 2018 Evidencing Excellence. University of Glasgow, ScotlandBuilding mathematics: how the construction and use of artefacts can be used to engage students with their learning of Mathematics
Jones, M. and Megeney, A. 2016. Building mathematics: how the construction and use of artefacts can be used to engage students with their learning of Mathematics. CETL-MSOR Conference 2016 A Brave New World. Loughborough University pp. 56-60Engaging with mathematics: how mathematical art, robotics and other activities are used to engage students with university mathematics and promote employability skills
Megeney, A. 2016. Engaging with mathematics: how mathematical art, robotics and other activities are used to engage students with university mathematics and promote employability skills. CETL-MSOR Conference 2015. University of Greenwich, London, United Kingdom 08 - 09 Sep 2015 sigma Network. pp. 61-651271
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