Kate is Principal Teaching Fellow in Educational Development in the Centre for Higher Educational Research and Development (CHERS) at Imperial College, London. She is the Programme Director of the College's Master's in University Learning and Teaching (ULT) and teaches and supervises on all 3 levels of this part-time programme. Kate also runs the following workshops:
Kate is the co-chair of the CLCC-CHERS Faculty Education Committee and member of the Programmes Committee.
Prior to joining Imperial College in 2013 Kate spent 6 years as an Educationalist at the Royal College of Physicians, leading the UCL/RCP PG Medical Education programmes and running Doctors as Educators courses. Previously Kate was a lecturer on the PGCert in Teaching and Learning in Higher Education at Brunel University.
Kate completed a Masters in Higher and Professional Education at the Institute of Education in 2005 and is a Senior Fellow of the Higher Education Academy. She is currently a part-time PhD student exploring agency for working with emotion in STEMM learning.
Kate also has a particular interest in how students learn from role models and making university teaching and learning inclusive of all students.
et al., 2020, Emotions as pedagogical tools: the role for educational developers in university learning and beyond, Eth Learning and Teaching Journal, Vol:2, ISSN:2624-7992, Pages:322-326
Charalambous M, Hodge JA, Ippolito K, 2020, Statistically significant learning experiences: towards building self-efficacy of undergraduate statistics learners through team-based learning, Educational Action Research, ISSN:0965-0792, Pages:1-19
Ippolito K, Pazio M, 2019, Suck it and see – transforming STEMM university teachers’ assessment perspectives and practices through disorientating experiential learning, Higher Education Pedagogies, Vol:4, ISSN:2375-2696, Pages:331-346
Horsburgh JL, Ippolito K, 2018, A skill to be worked at: Using social learning theory to explore the process of learning from role models in clinical settings, Bmc Medical Education, Vol:18, ISSN:1472-6920
Shalhoub J, Marshall DC, Ippolito K, 2017, Perspectives on procedure-based assessments: a thematic analysis of semistructured interviews with 10 UK surgical trainees, Bmj Open, Vol:7, ISSN:2044-6055