Charlie Davis

Contact

• workRoom C43 Dearing
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• work0115 951 3700
• Charlie.Davis@nottingham.ac.uk

Biography

Dr Charlie Davis joined the University of Nottingham in January 2020 as an Assistant Professor in Higher Education. He currently teaches on the PGCHE and supervises on the MA Ed. Charlie has worked in higher education since 2009. From 2009 to 2015, he worked as a learning technologist at the University of Derby; supporting academics explore the pedagogic capabilities of different technologies. This role also involved contributing to various education courses (BA Ed, MA Ed, PGCHE and Post-14 (Education and Training) and PGCE) on topics including digital storytelling, collaborative teaching and learning approaches and audio/audiovisual feedback methods. From 2015-2019, Charlie worked at Nottingham Trent University as a Senior Digital Practice Adviser and Academic Developer. In both roles, he contributed to the development of the Postgraduate Certificate in Academic Practice (PGCAP); co-leading and leading the Educational Inquiry module between 2016 and 2019.

Prior to working in Higher Education, Charlie spent eight years as a teacher, teacher educator and deputy director of studies in various EFL/ESOL roles in the Republic of Ireland, Barcelona and England.

Charlie is a Senior Fellow of the Higher Education Academy (Advance HE).

Expertise Summary

• Access and inclusion in Higher Education
• Approaches to learning and teaching in HE
• Curriculum development in Higher Education
• Educational research approaches in Higher Education
• Creative Arts-based participatory research methods

Research Summary

Charlie's main research are the development of socially just pedagogies to support learners from marginalised backgrounds gain access to higher education. He is particularly interested in:

• the development of research-engaged pedagogies in widening access contexts to support learners transitioning into higher education;
• participatory (action) research methodologies aimed at providing learners with opportunities to create communities of inquiry in educational contexts;
• creative research approaches utilising multimodal methods;

Recent Publications

• 2023. Academics of working-class heritage talking: a participatory critical storytelling project with Russell Group academics SRHE.
• 2023. Academics Of Working-Class Heritage Talking Available at: <https://charliedavis5.github.io/AWCHT/Home.html>
• DAVIS, C, RIVLIN, P, MOTTERSHAW, S, MIHUT, G, MATTHEWS, A and MATTHEWS, B, 2022. Creating SoTL communities through critical storytelling: reflections on a participatory study with Russell Group academics of working-class heritage In: EUROSoTL 2022.
• 2022. Coming Home Frances St Press. Available at: <https://sofizine.com/latest-edition/edition-12/>

• View all publications

• 2023. Academics of working-class heritage talking: a participatory critical storytelling project with Russell Group academics SRHE.
• 2023. Academics Of Working-Class Heritage Talking Available at: <https://charliedavis5.github.io/AWCHT/Home.html>
• DAVIS, C, RIVLIN, P, MOTTERSHAW, S, MIHUT, G, MATTHEWS, A and MATTHEWS, B, 2022. Creating SoTL communities through critical storytelling: reflections on a participatory study with Russell Group academics of working-class heritage In: EUROSoTL 2022.
• 2022. Coming Home Frances St Press. Available at: <https://sofizine.com/latest-edition/edition-12/>
• DAVIS, C, 2021. Challenging the teaching excellence framework: diversity deficits in higher education evaluations Educational Review.
• DAVIS, C, 2021. Creating a research-engaged pedagogy to support vocational learners transitioning into higher education Youth Circulations. Available at: <http://www.youthcirculations.com/blog/2021/5/18/creating-a-research-engaged-pedagogy-to-support-vocational-learners-transitioning-into-higher-education>
• DAVIS, C. and PARMENTER, L., 2020. Student-staff partnerships at work: epistemic confidence, research-engaged teaching and vocational learning in the transition to higher education Educational Action Research.