Tiffany Chiu is a Senior Teaching Fellow in Educational Development at Imperial College London. She teaches on all levels of Imperial College’s MEd in University Learning and Teaching (PG Cert, PG Diploma and MEd) and supports academic staff across disciplines to enhance learning, teaching and assessment practices. Prior to joining Imperial, she supported foundation, undergraduate and postgraduate students with their development of academic literacy and research skills for over ten years. She also initiated a range of formative and summative assessments to promote a skill-and-subject-content balanced curriculum for student engagement and supported staff to establish a more systematic way of approaching feedback and assessment using marking rubrics across academic programmes. She is a Senior Fellow of the Higher Education Academy.
Dr Chiu has a PhD in Applied Linguistics, with specialism in Academic Language and Literacy, completed at King’s College London. She did her Master of Science in Education degree in Teaching English to Speakers of Other Languages (TESOL) at the University of Pennsylvania, USA and BA in English Language & Applied Linguistics at Yuan Ze University, Taiwan. Her teaching and research interests include learning and teaching in higher education, assessment and feedback practice, and academic literacy and identity development in higher education. She has led and collaborated on a range of pedagogic research, which provides innovative and inclusive approaches that foreground the embedment of academic skills for employability and lifelong learning into the subject curriculum. She is experienced in NVivo, where she delivers workshops at King’s College London and the University of West London.
Tiffany is currently working with a colleague from the University of Reading on a project which looks into high-achieving ‘non-traditional’ students as well as the concept of the ‘ideal’ student in higher education. This research builds on widening participation literature and debates which aims to provide practical and policy recommendations to bridge the gap in attainment outcomes for different students. She is currently Principal Investigator for the Supporting the Identity Development of Underrepresented Students (SIDUS) project, aimed at promoting inclusion and supporting success for Science, Technology, Engineering, Mathematics and Medicine (STEMM) students from underrepresented groups at the University.
Tiffany previously led an action research project (‘Do you write as well as you speak? The Enhancement of Scholarship through Research Partnership for Social Science Students’) which foregrounded the use of the speaking-writing connection to support student development of academic voice and identities. She also worked on another action research which aimed to raise student writers’ awareness of the features of Personal Statements for MA/PhD programmes and support them to be socialised into the international research community. The intervention was based on a genre-based approach through the WeChat instant online messenger app to the teaching of postgraduate application essay to a wide range of Chinese students applying for MA/PhD studies abroad.
Wong B, Chiu YLT, 2020, University lecturers’ construction of the ‘ideal’ undergraduate student, Journal of Further and Higher Education, Vol:44, ISSN:0309-877X, Pages:54-68
Wong B, Chiu Y-LT, 2019, Exploring the concept of ‘ideal’ university student, Studies in Higher Education, ISSN:0307-5079, Pages:1-12
Wong B, Chiu Y-LT, 2019, ‘Swallow your pride and fear’: The educational strategies of high-achieving non-traditional university students, British Journal of Sociology of Education, Vol:40, ISSN:0142-5692, Pages:868-882
Chiu Y-LT, Rodriguez-Falcon O, 2018, Embracing diversity for attainment: an inclusive approach to the teaching of academic literacy, Journal of Academic Writing, Vol:8, ISSN:2225-8973, Pages:36-47
Chiu Y, 2018, ‘It’s a match, but is it a good fit?’: admissions tutors’ evaluation of personal statement for PhD study, Oxford Review of Education, Vol:45, ISSN:0305-4985, Pages:136-150