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Dr Renu Bhandari

Staff Tutor And Senior Lecturer In Access Open And Cross Curricular Innovation (Aocci)

Access, Open and Cross-curricular Innovation, Academic

renu.bhandari@open.ac.uk

01908 654060

Biography

Professional biography

Dr Renu Bhandari (Ph.D., FHEA, CPsychol) is a central accademic working as a Senior Lecturer and staff tutor in the Centre for Access, Open and Cross-curricular Innovation (AOCCI). Renu has been  with the Open University for the last 22 years. Her primary role sits in the Centre for Access, Open and Cross-curricular Innovation (AOCCI) and faculty of WELS (Wellbeing, Education and language Studies). She teaches a range of modules from Access to post graduate modules highlighting issues about child development, childhood studies, early years developing practice, play and creativity in children and psychology. In her role Renu has been a consistent user and developer of online teaching techniques and tools. Renu is a monitor and mentor to new staff and has been playing a key role in monitoring and managing staff along with her teaching responsibilities at the Open University.  Besides, the Open University, Renu has experience of working in University of Portsmouth and in University of Reading. Renu has served as a senior lecturer in FE institutions and has successfully managed HE provision. 

This data is from your profile in ORO (http://oro.open.ac.uk/view/person/rb3459.type.html).

Publications

Book

Examining Stereotypes and Parenting Behaviours of South Asian Heritage Parents: Discourse and Case Studies (2024)

Book Chapter

Block 2 Unit 2: Do we all have the same chances? (2023)

Block 1 Unit 3: What made me who I am? (2023)

Journal Article

Belonging with, not to: Cultivating Agency and Belonging through a Students-as-Partners Project in the Open University, UK (2024)

Preparing to succeed: the impact of an access module (2024)

Supporting the wellbeing of associate lecturers at the Open University through a creative arts intervention (2023)

Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support (2023)

Creating effective, empowered, and inclusive play in children with disabilities (2023)

A study exploring key areas of worry in children and their expression through drawings amid COVID-19 outbreak in March 2020 (2021)

A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice (2020)

The performance of hearing-impaired children on handedness and perceptual motor tasks (1997)

Other

Exploring the transitions of Neurodivergent Access students to Level One Study: Narratives of Study Skills and Support (2022)

Presentation / Conference

Preparing to succeed: the impact of an Access module on mature students from disadvantaged backgrounds (2024)

Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support (Praxis) (2024)

Preparing to Succeed: The Impact of an Access Module at The Open University (2024)

Belong with, not to: cultivation of student belonging through student-staff partnership (2024)

Preparing to Succeed: The Impact of an Access Module at the Open University (2024)

Belonging with, not to: Cultivating agency and belonging through a Students-as-Partners(SaP) project in the Open University, UK (2024)

Vasudev Kutubakam “(The entire world is one family)-Raising global children through multi layered education approach (2024)

Preparing for success: understanding the impact of Y032 on WELS students. (2024)

“Fearless” exploration of creative methodology in research (2023)

It’s the quiet ones you have to look out for (2023)

Exploring the transitions of Neurodivergent Access students to level one study: Narratives of study skills and support (2023)

Bridging the awarding gap in the transitions of neurodivergent students moving from Access to Level 1 study (2023)

How can we maximise equity and diversity in student partnerships? (2023)

Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support (2023)

How can we maximise equity and diversity in student partnerships? (2023)

Student sense of belonging in distance learning: inclusion for autistic and ethnically diverse students ​ (2023)

Listening to Neurodivergent student voice: Supporting transitions to level 1 study (2023)

“Aao Hindi bole” - Improving inclusive practice by assessing the impact of Hindi language learning in early years practitioners in the UK (2022)

Building wellbeing and connectedness in the Open University Associate Lecturers teaching at a distance through online creative expressions (2022)

Holding a Prism - Reflecting on the challenges and changing expectations through the experiences of Neurodiverse students transitioning from interdisciplinary Access to specific disciplines (2022)

Refractive practice on E102 2020-21 - Window of my practice (2021)