Tracey Ashmore

Learning Development Tutor, UCA Rochester

Professional Services,

Before going into teaching, Tracey spent 14 years studying and working in the creative arts: scenic art and prop making; wax works (creating life size figures for museums/exhibitions); event design; modelmaking (architecture and film); fine art and filmmaking; and community arts projects.

Her teaching career started in Kent prisons, teaching art and design (practice and criticism), literacy, and co-running enhanced thinking and behaviour programmes. Around this time Tracey also undertook her FE and HE teaching qualifications.

In 2003 Tracey joined Kent Institute of Art and Design (UCA, Rochester) and co-founded the Study Advisory Service - a hybrid academic support and academic developer role working with academics and students to enhance teaching and learning. Alongside this role, Tracey has also designed and run initiatives and short teaching programmes for other UCA departments involved in inclusion and widening participation.

External to UCA, Tracey has worked with the University of Kent developing and running subject specific weekend courses to acclimatise returners to education e.g. assignment writing for law students, and presentation skills for teachers. She has also worked as a thesis supervisor, tutoring second language professionals undertaking work related MBAs.

In her design Masters (Central St. Martins, UAL) Tracey explored the use of photographic manipulation and narrative to bring about personal or professional change; through a ‘playful’ process she explored how individuals identify and realise goals - making the ‘unfamiliar’ ‘familiar’.

On the strength of her MA concept Tracey was awarded a place at the London Business School. Here she gained valuable knowledge and experience in creative industries ‘start-up’ and business management; she also project managed a team of MA and MBA students in developing a business plan and funding pitch for her MA concept.

Since then Tracey has pursued her research interest from different angles: she completed a Masters in Education (with leadership and management) exploring ‘definitions’ and ‘measures’ of learner ‘achievement’ and teacher ‘effectiveness’; and is currently completing her final year of her PhD - evaluating the relationship between perceptions and practices of academic support teams (in different universities), through the lens of Bourdieu and ‘field analysis’.  

Tracey’s research interests are around the relationship between individual perceptions and how the development and communication of ideas (criticality) can be facilitated. 

For the last 10 years Tracey has also studied performance and continues to train as an opera singer.

Professional Membership, Affiliation and Consultancy

Professional Membership, Affiliation and Consultancy:

  • Fellow of the Higher Education Academy

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