Dean’s Commendation Awards

Celebrating academic excellence through PCAP

We want to celebrate excellence in our PCAP participants and have introduced the ‘Dean’s Commendations’ to recognise those assignments that demonstrate outstanding quality. This is an opportunity for the University to celebrate excellence with our PCAP students and those nominated for the Commendations are encouraged to present their work to a wider audience.

Nominations will be made by the module team who assess the assignments produced and these will be reviewed by the PCAP Programme Director at the end of each academic year. Commendations will be announced after the exam board in November.

Dean’s Commendations Nov 2017:

SurnameForenameCollege/disciplineEFPM 900 CommendationEFPM902 Commendation
Campbell Chris  HUMS - English Yes  
Carroll Ross  SSIS - politics Yes  
Curless Gareth  HUMS - history Yes  
Fawcett Timothy William CLES - psychology Yes Yes
Fernández-Molina Irene  SSIS - politics Yes  
Ramsay Debra  HUMS - film studies   Yes
Rennie Simon  HUMS - english   Yes
Williams Rebecca Jane HUMS - history   Yes
Williams Andrew James UEMS - ecehh Yes Yes
Yin Zhiguang  HUMS - modern languages Yes  
Cornwall Susannah Marguerita HUMS - theology and religion   Yes
Howell Naomi Elisabeth HUMS - english   Yes
Liu Yang  CEMPS - engineering   Yes
Mcdonald Katherine  HUMS - classics and ancient history Yes  
Vargha Dora  HUMS - history Yes  

Dean’s Commendations Nov 2016:

Student name


 Stephane Baele

For performance in Module One (EFPM900) and Module Two (EFPM902)

Stephane’s Module 1 assignment explored the role of academic metrics in contemporary higher education, for example in allocating resources, and the intended and unintended consequences of metrics on academic work.

Stephane’s Module 2 assignment showed clear engagement with all aspects of the UK Professional Standards Framework; and a high quality presentation on how to make small group seminars effective, including a range of possible strategies.

Jana Funke

For performance in Module One (EFPM900)

Jana’s assignment explored how academics can engage with non-academic communities to achieve ‘research impact’.  Whilst research impact is a key component of the Research Excellence Framework, Jana put this in the context of a much longer history of international debates about the relevance of academic research and explored the risks, challenges and benefits of doing impact work.

Mark Pearson

For performance in Module One (EFPM900)

Mark’s assignment considered the potential for synergy between teaching and research in UK Higher Education;  explored how an inclusive scholarly community might facilitate this; and outlined the implications for the University of Exeter Education Strategy.

Joel Krueger

For performance in Module One (EFPM900)

Joel’s assignment explored ‘interdisciplinarity in practice’, using perspectives from philosophy and cognitive science to consider several different ways of understanding knowledge transfer across disciplines (e.g., multi-, inter-, and trans-disciplinarity) and the implications for collaborative practices.

Felicity Gee

For performance in Module Two (EFPM902)

Felicity’s assignment showed careful mapping of her experience to the UK Professional Standards Framework; and an interesting narrated PowerPoint that challenged conventional methods of learning in closed exam conditions, and explored the use of online blogs and other creative approaches as an alternative.

Tim Marwood

For performance in Module Two (EFPM902)

Tim’s assignment showed very comprehensive mapping of his experiences to the UK Professional Standards Framework and engagement with peer review;  and an interesting presentation exploring his experiences with the diffusion of a teaching innovation at the University of Exeter.

Sam Kinsley

For performance in Module Two (EFPM902)

Sam’s assignment showed very thorough mapping of experience to the UK Professional Standards Framework: and a thought provoking presentation about the use of learning technologies to enhance large-class engagement with teaching and assessment, particularly in the context of teaching geography within higher education.