Dr Tracey Cockerton Tattersall BSc PGCert MSc MA PhD C.Psychol (Occ) AFBPsS CMI UKCP (Retired) Principal Fellow Advance HE

Dr Tracey Cockerton Tattersall is a highly skilled and knowledgeable applied psychology academic leader and professional practitioner (in the fields of psychology of learning, occupational psychology, coaching and psychotherapy) with extensive experience as a senior manager working at faculty and university levels with academics, professional services and Student Unions. This includes wide ranging academic developments to enhancing teaching, learning, assessment, curriculum developments, access and participation plan strategies and activities, preparing TEF submissions, collaborative working with academic partners (including developments in virtual learning environment (VLE) implementation and development, inclusive curriculum, transitional support, teaching observations and learning walks, research ethics review systems etc.

Tracey's external engagement includes university and secondary school governor experience, employed by the Office for Students as part of the TEF subject-level panel for psychology, long-serving member and Deputy Chair of the British Psychological Society Graduate Education Committee, leading on Ofsted full inspections as the nominee, extensive QAA quality enhancement experience, chairing numerous accreditation visits at HE providers across the UK. An excellent communicator with the ability to build high-performing teams, lead and manage large committees, and experienced in board-level reporting.

As an academic and researcher, Tracey's focus is on developing and applying psychological principles for the benefit of individual learning and personal development. This includes developing learning communities and building on evidence-based theories and principles in psychology such as different approaches to assessment feedback to feedforward as process for learning, developing students’ metacognition, understanding of self-efficacy to develop students confidence, cognitive load theory and the impact of information overload, misinformation bias, confidence over accuracy bias, theories of motivation, encouraging a growth mindset philosophy to focus on building on students strengths and avoiding a deficit approach, developing reflective practice, undertaking teaching observations, supporting students with mental health needs and neurodiversity as part of an inclusive approach to teaching and learning.

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