Thomas Malcomson

Thomas Malcomson, Queen Mary Academy

I’ve had the opportunity to act as a mentor for Advance HE recognition programmes for a number of years now, starting during my last postdoc post shortly after achieving my FHEA. I’ve then been able to expand this experience to reviewing applications over the last two years, using what I’ve observed to collaborate with colleagues on how best to keep refining and improving approaches to an already stellar programme.

Being able to approach mentorship with a focus on helping colleagues find their own voice, to reflect on and acknowledge their own dedication, knowledge, and potential, regardless of their career stage or field of study, has been an incredibly rewarding experience. Not only have I had the opportunity to see those I’ve mentored grow and achieve the accreditation they’re striving for; but, through interacting with them, collaborating with them to investigate their own contexts I’ve had the chance to experience different ideas; ways of thinking; challenges; and considerations that I’ve been able to bring into my own practice.

Whether as a mentor, or reviewer, I have, and continue to view my involvement with the Teaching Recognition Programme as an opportunity to help others not only discover more about themselves and their practice, but also to discover and acknowledge that they belong as a member of the supportive community we continue to build.