Accepting PhD Students

    • 65 Citations
    • 4 h-Index

    Research output per year

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    Personal profile


    Dawne Irving-Bell, PhD, is a Senior Lecturer in Teaching and Learning development within the Centre for Learning and Teaching at Edge Hill University.

    She has extensive experience of working in secondary, further and Higher Education settings and recently received a National Award sponsored by The James Dyson Foundation and The Royal Academy of Engineers in recognition of her outstanding contribution to Teacher Education.  

    Dawne is a member of The Centre for Higher Education Research and Evaluation at Lancaster University and her research interests include the formation of learner identity, with a particular focus on STEM subject disciplines. The Scholarship of Learning and Teaching (SoTL) and pedagogical approaches to learning and teaching, including the use of technology (and social media) to engage and enhance learning. She also enjoys lecturing on visual thinking and advocates for technology and design education.

    Dawne is a member of The Staff and Educational Development Association’s (SEDA) Conference and Events Committee and following an invitation from the International Society for the Scholarship of Teaching and Learning's (ISSOTL) to join an international Collaborative Writing Group Dawne has recently been appointed to ISSOTL's Recognition Committee.

    Dawne is the Network Lead for the AdvanceHE Connect Social Media for Learning Group, Editor of the Journal of Social Media for Learning and a member of the Scientific Committee for EuroSoTL. Using funded secured from AdvanceHE Dawne established The National Teaching Repository a platform where colleagues can share effective interventions that lead to real improvements in teaching & learning.

    Dawne leads on the University’s Graduate Teaching Assistant Teaching in Higher Education Programme, and the Postgraduate Certificate in Teaching in Higher Education Developing Practice through Pedagogic Research Module. She is a Principal Fellow of the Higher Education Academy (PFHEA) and proud to be a member of the team who recently secured a Collaborative Award for Teaching Excellence.

    In her current position Dawne chairs institutional enquiries and leads on university-wide strategies to enhance the student learning experience, including Personal Tutoring and Induction and Transitions. 

    ORCID ID: https://orcid.org/0000-0002-8943-9559

    Email: belld@edgehill.ac.uk 


    Education/Academic qualification



    • T Technology
    • Technology Enhanced Learning
    • Social Media for Learning
    • L Education
    • Leaner Identity
    • STEM Pedagogy
    • SoTL
    • T Technology (General)
    • STEM

    Fingerprint Dive into the research topics where DAWNE IRVING-BELL is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

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    Research Output

    Open Access
  • 30 Citations (Scopus)
    2438 Downloads (Pure)

    Analysing Design and Technology as an educational construct; an investigation into its curriculum position and pedagogical identity.

    Bell, D., Wooff, D., Mclain, M. & Morrison, D., 13 Feb 2017, In : Curriculum Journal. p. 1-20

    Research output: Contribution to journalArticle

    Open Access
  • 4 Citations (Scopus)
    89 Downloads (Pure)

    How technology makes us human: cultural historical roots for design and technology education

    McLain, M., IRVING-BELL, DAWNE., WOOFF, DAVID. & Morrison-Love, D., 2 Oct 2019, In : Curriculum Journal. 30, 4, p. 464-483 20 p.

    Research output: Contribution to journalArticle

    Open Access
  • 2 Citations (Scopus)
    78 Downloads (Pure)

    The Role of ‘Learner Identity’ and Experience-Related Beliefs in Developing Desirable Graduate Attributes

    IRVING-BELL, DAWNE., 24 Sep 2019, Employability via Higher Education: Sustainability as Scholarship. Diver, A. (ed.). Springer International, p. 99-111 13 p. (Employability via Higher Education: Sustainability as Scholarship).

    Research output: Chapter in Book/Report/Conference proceedingChapter

  • STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices

    Bell, D., Morrison-Love, D., Wooff, D. & McLain, M., 1 Sep 2018, In : International Journal of Technology and Design Education. 28, 3, p. 721-737 17 p.

    Research output: Contribution to journalArticle

    Open Access
  • 4 Citations (Scopus)
    82 Downloads (Pure)


    Telling our Stories: Personal Narratives and The Scholarship of Teaching and Learning (SoTL)

    IRVING-BELL, D., Schlesselman, L., Godbold, N., Smith, H., Torcivia Prusko, P. & McSweeney, J.


    Project: Research

    Access to Impact: A Research Study

    IRVING-BELL, D., Morrison-Love, D., McLain, M. & WOOFF, D.


    Project: Research



    The Social Media for Learning in Higher Education Conference 2019

    DAWNE IRVING-BELL (Chair), SARAH-JANE WRIGHT (Chair), DAVID WOOFF (Member of programme committee), Sue Beckingham (Member of programme committee), Susanne Faulkner (Participant) & Scott Turner (Member of programme committee)

    19 Dec 2019

    Activity: Participating in or organising an event typesOrganising a conference, workshop, ...

    An Invited Talk: The Centre for Innovation in Education, The University of Liverpool


    9 Jul 2019

    Activity: Talk or presentation typesInvited talk

    EdChatEU Multilingual Educational Chat


    17 Aug 201923 Aug 2019

    Activity: Other activity typesOther



  • Collaborative Award for Teaching Excellence

    IRVING-BELL, DAWNE (Recipient), 6 Aug 2020

    Prize: Other distinction

  • Young Engineer of Britain

    IRVING-BELL, DAWNE (Recipient), 1992

    Prize: Other distinction