Dr Nicola Reimann
Nicola is a lecturer in the Centre for Academic Practice where she teaches on the Postgraduate Certificate in Academic Practice. She is a qualified school teacher and started her career in higher education in Modern Foreign Languages in a variety of roles and universities (Newcastle University, Sunderland University, Freie Universität Berlin, Open University) before moving into an academic development role. Between 2002 and 2005 she was a Research Fellow at Durham University on the ESRC funded Enhancing Teaching-Learning Environments in Undergraduate Courses (ETL) Project (http://www.etl.tla.ed.ac.uk//index.html) which involved her in conducting initial research on threshold concepts, working with Jan Meyer and Ray Land. Prior to joining Durham for the second time, Nicola worked at Northumbria University where she was part of the Centre for Excellence in Teaching and Learning Assessment for Learning (CETL AfL) team, led postgraduate modules and programmes for both early career academics and experienced higher education staff, supervised doctoral students as well as leading Northumbria’s Professional Recognition Scheme accredited by the Higher Education Academy. Nicola is committed to research which is of direct relevance to higher educational practice and policy and enjoys working in partnership with academics, engaging them with and through educational research and scholarship of teaching and learning. Her recent research focuses on the ways in which academics understand assessment, the relationship between their thinking and their practice, and their development over time, experimenting with dialogic concept mapping as a novel way of investigating understanding and conceptual change.
Nicola is a contributor to the 'Degree Standards' Project (https://www.heacademy.ac.uk/hefce-degree-standards) which focuses on the UK external examining system. The project is working with a range of higher education providers to design and pilot generic professional development for external examiners and explores different forms of calibration exercises with subject associations and Professional, Statutory and Regulatory Bodies (PSRBs). It has been contracted by the Higher Education Funding Council for England (HEFCE) and is managed by the Higher Education Academy (HEA).
Information for prospective doctoral research student supervisions
Nicola welcomes postgraduate research supervisions on any of her research interests, with a focus on qualitative methodologies.
School of Education
- Assessment, Evaluation and Educational Effectiveness
- Higher and Further Education
- Pedagogy and Curriculum
School of Education
- Learning & teaching in higher education
- Assessment (for learning) in higher education
- Academic development
- Learning and teaching in the disciplines
- Conceptual change
Indicators of Esteem
- 2015: Principal Fellow: Higher Education Academy (PFHEA)
Chapter in book
- Reimann, N. (2009). Exploring Disciplinarity in Academic Development: Do “Ways of Thinking and Practicing” Help Higher Education Practitioners to Think about Learning and Teaching?. In The University and its Disciplines: Teaching and Learning within and beyond disciplinary boundaries. Kreber, C. Abingdon, Oxon: Routledge. 84-95.
- Reimann, N. & Jackson, I. (2006). Threshold concepts in Economics: a case study. In Overcoming Barriers to Student Understanding. Threshold concepts and troublesome knowledge. Meyer, E. & Land, R. Abingdon, Oxon: Routledge. 115-133.
- Reimann, N. (2001). Dropping out, opting out or staying in: reasons for continuation and non-continuation of German on an Institution-Wide Languages Programme. In Language Learning Futures. Issues and strategies for modern languages provision in higher education. Coleman, James A., Ferney, Derrik, Head, David & Rix, Rob London: Centre for Information on Language Teaching and Research in association with the Standing Conference of Heads of Modern Languages in Universities. 131-149.
- Reimann, N. (2005), Aligning teaching-learning environments with students – a new perspective on constructive alignment in the light of student diversity, in Rust, C. eds, Improving Student Learning. Diversity and Inclusivity 12th Improving Student Learning Conference. Oxford, The Oxford Centre for Staff and Learning Development, Oxford, 271-284.
- McCune, V. & Reimann, N. (2003), The Enhancing Teaching and Learning Environments in Undergraduate Courses Project: early findings, in Rust, C. eds, Improving Student Learning: Theory and Practice – 10 Years On 10th Improving Student Learning Conference. Oxford, The Oxford Centre for Staff and Learning Development, Oxford, 271-284.
- Leder, G., Reimann, N. & Walsh, R. (1996). Ab initio language learning: a guide to good practice in universities and colleges: the example of German. London: CILT.
- Reiman, A., Sadlerb, I. & Sambellc, K. (2019). What's in a word? Practices associated with 'feedforward' in higher education. Assessment & Evaluation in Higher Education 44(8): 1279-1290.
- Reimann, N. & Allin, L. (2018). Engaging the wider academic community in a Postgraduate Certificate in Academic Practice: the issue of standards. International Journal for Academic Development 23(4): 286-297.
- Reimann, N. (2018). Learning about assessment: the impact of two courses for higher education staff. International Journal for Academic Development 23(2): 86-97.
- Sadler, I. & Reimann, N. (2018). Variation in the development of teachers’ understandings of assessment and their assessment practices in higher education. Higher Education Research & Development 37(1): 131-144.
- Reimann, N. & Sadler, I. (2017). Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff. Assessment and Evaluation in Higher Education 42(5): 724-736.
- Reimann, N. & Robson, M. (2013). Using seen examination questions in economics: an evaluation. Journal of Further and Higher Education 37(2): 224-241.
- Reimann, N. & Wilson, A. (2012). Academic Development in ‘Assessment for Learning’ the value of a concept and communities of assessment practice. International Journal for Academic Development 17(1): 71-83.
- Reimann, N. (2011). To risk or not to risk it: student (non-)engagement with seen examination questions. Assessment and Evaluation in Higher Education 36(3): 263-279.
- Reimann, N. (2004). Calculating Non-completion Rates for Modules on Institution-wide Language Programmes: some observations on the nature of seemingly objective figures. Journal of Further and Higher Education 28(2): 139-152.
- Reimann, N. (2004). First year teaching-learning environments in economics. International Review of Economics Education 3(1): 9-38.
- Klaus, A. & Reimann, N. (2003). Ein Fach in der Krise – zur Situation von Germanistik und DaF an britischen Hochschulen. Info DaF 30(1): 23-31.
- Reimann, N. (1999). Ab initio German and beyond: a case study of staying in and dropping out. Interface. Bradford Studies in Language, Culture and Society 4: 163-181.
- Hotho, S. & Reimann, N. (1998). Learner motivation: from dilemma to dialogue. Forum for Modern Language Studies 34(2): 130-143.
- Atkinson, D., Reimann, N. & Turner, J. (1995). Languages for all: the crucial role of the first few weeks. Language Learning Journal 12(1): 26-30.