About me (in brief)

I help Master's, doctoral, and apprenticeship students write dissertations and research that actually hold together, from the research question all the way through to the conclusion.

I know what this feels like from more than one side. I currently supervise Master's dissertations at the University of Glasgow and teach research and dissertation writing on the paramedic apprenticeship programme at the University of Cumbria, so I see, close up, the exact points where student writing tends to break down: unclear arguments, weak evidence, structure that doesn't hold. Part of that is helping you weave a clear golden thread through your work, so your research question, evidence, and conclusion actually connect, and making sure your theoretical or conceptual framework surfaces in the writing itself, not just in a methods chapter, so a reader can see it doing work throughout. I am also doing a doctorate myself right now, so I know what it feels like to be on the other side of that process too, not just marking it.

If English is not your first language, or you are writing in an unfamiliar academic style, that is something I have specific experience supporting, built over more than a decade of teaching multilingual and international students, including a Cambridge Delta qualification in the field.

I can help with:

• Structuring an argument that holds together from start to finish

• Making a research question actually do its job

• Working with evidence properly, and knowing when you have enough of it

• Editing for clarity without losing your own voice

• Making sense of feedback, and knowing what to do with it

• Thinking through where, and whether, AI tools can help your writing process, and where they can quietly cause problems

Get in touch to talk about your writing!

Teaching, Assessment and Research Writing Support

I help apprenticeship, undergraduate, and Master's students, including international and multilingual students, write dissertations and research that hold up to scrutiny, from both sides of the process.

As a Lecturer in Health Science at the University of Cumbria and an Associate Tutor at the University of Glasgow, I teach and assess across undergraduate, degree apprenticeship, and Master's level. On the paramedic apprenticeship programme, I teach research writing, reflective practice, social determinants of health, and dissertation research and writing, including thematic synthesis of literature and systematic and narrative review search techniques across major databases such as CINAHL and PubMed. At Glasgow, I supervise Master's dissertations in Education, including international students whose first language isn't English. Across both institutions, and across paramedic science and education, that range means I see how dissertation standards and support actually differ by discipline, by route into higher education, and by language background. My work with multilingual and English as an additional language writers is underpinned by formal training in English language teaching: I hold Cambridge's Certificate in English Language Teaching to Adults (Cambridge CELTA) and Diploma in Teaching English to Speakers of Other Languages (Cambridge Delta), the standard entry and advanced qualifications for the field.

That last strand goes back further than my current roles. I taught English as a foreign language in Russia, covering general and business English, in classroom and one-to-one settings, including in-company teaching, before moving into foundation programme teaching at Nazarbayev University in Kazakhstan (with University College London) and at the University of St Andrews. From 2010 to 2017, I taught, developed curriculum for, and supported students whose additional language is English across institutions including the Universities of Bristol, Glasgow, and St Andrews, University College London, Coventry University, and Royal Holloway. Since 2022, I have returned to supporting these students at the University of Glasgow.

Central to all of this is the research writing process itself: helping students move between description, argument, and synthesis with purpose, and holding onto a clear golden thread that runs through a dissertation or thesis from research question to conclusion, underpinned by evidence throughout while still leaving room for the writer's own voice.

I also bring a doctoral perspective to this work, though in a different capacity from my apprenticeship, undergraduate, and Master's teaching. As a Doctoral candidate in Education at the University of Strathclyde, I am living through the same demands of argument, methodology, and original contribution that doctoral students face, in real time. That gives me a grounded understanding of the doctoral process, but it is the perspective of a peer currently doing the work, not the assessor's eye I bring at apprenticeship, undergraduate, and Master's level. I am also a Senior Fellow of AdvanceHE and hold a University of Glasgow Teaching Excellence Award.

Digital Education and Curriculum Design

Alongside this teaching and supervision work, I have spent several years working directly in digital education. From 2017 to 2022, I designed and developed curriculum and learning design for online and blended learning at Coventry University, Lancaster University, and the University of Glasgow, while staying connected to teaching and learning through guest lecturing on digital education for postgraduate certificate in academic practice programmes and similar. I continue this work now in my current role at Cumbria, currently focused on online learning and generative artificial intelligence.

This combination of hands-on language support experience and curriculum and learning design experience shapes how I support international students through to dissertation level, and how I think about where digital tools, including AI, genuinely belong in that support.

Research Standards and Critical AI Work

I have spent the past several years building a critical, evidence-based approach to generative AI in academic writing and assessment, developed through a solo-authored article in The Geographical Journal on generative AI and algorithmic coloniality, and ongoing work co-leading the University of Glasgow's Decolonising the Curriculum Community of Practice. With my colleague Nayiri Keshishi, I was awarded the Association for Learning Technology's Award for Case Studies in Ethical EdTech in 2025 for our entry "Navigating Bias: Unravelling the Ethical Complexities of Generative AI in Race and Gender," and the Association for Learning Development in Higher Education's LearnHigher Resource of the Year Award in 2024 for our resource "Generative AI: a problematic illustration of the intersections of racialized gender, race and ethnicity."

I also peer review for academic journals and have served as a lead member of a research ethics committee, giving me a view of research scrutiny at two different stages: before it is conducted and before it is published, on the same evidential and methodological grounds I coach students toward.

I know what strong apprenticeship, undergraduate, and Master's writing actually looks like from the marking side. I bring over a decade of experience helping multilingual and English as an additional language writers meet that standard, and I think carefully, from direct experience in digital education and curriculum design, about where AI tools should, and should not, be used in getting students there.