Doran Lamb

English for Academic Purposes (EAP) Tutor

Centre for English Language Education

MA English Studies, MSc Psychology, CELTA, DELTA, BA Hons Business Studies

Doran began English Language Teaching in 1999 and teaching EAP in 2011. She has taught in Europe, the Middle East and China. In addition to teaching, she established the Extensive Reading Mentorship NAA for UNNC students in 2018. She is a fellow of the Higher Education Academy (HEA), a graduate GMBPsS psychologist, and a trainee Health Psychologist.

Undergraduate EAP, RWAC, OCSa, OCSb, ESACa, Postgraduate Pre-sessional LDP.

Research interests include supporting wellbeing in Higher Education through inclusivity, and the extent to which such practices facilitate self-actualization. Current research projects include how flow state is experienced in the classroom and can be enhanced through mindfulness, mindfulness and creativity, cultural differences in coping strategies and enhancing staff wellbeing through experiential learning.

Lamb, D. (2023). Does Embedding Wellbeing in the Curriculum have any Perceived impact? Advance HE’s Mental Wellbeing in HE Conference 2023: Putting theory into practice - Creating a whole university approach to student and staff wellbeing. Manchester, 16 May 2023.

Lamb, D., Knowles, L., Rattadilok, P., Towey, D. and Walker, J. (2020). ‘Can Clicker Technology and the Latest Online Response Systems Enhance Student Engagement? A Comparative Study of Two Approaches’ in (Ed.s) C. Hong & W. W. K. Ma, Applied Degree Education and the Future of Work. DOI: 10.1007/978-981-15-3142-2_22

Towey, D., Knowles, L., Lamb, D., Rattadilok, P. and Walker, J. (2019). “Challenges to Innovation: Obstacles Encountered on a Journey to Engage Students”, in Proceedings of the 2019 International Conference on Open and Innovative Education (ICOIE 2019), Hong Kong, July 10-12, pp. 182-192.

Sturman, P., Zheng, Y., Peng, L. and Lamb, D. (2018) ‘Students as partners: the development of an extensive reading program at the Ningbo Campus of the University of Nottingham.’ Journal of Educational Innovation, Partnership and Change, 4 (1). DOI: 10.21100/jeipc.v4i1.744