Cassie Shaw
BA (Hons), PG Cert, FHEA
Cassie Shaw is the Learning and Teaching Enhancement Officer at the University of Winchester.

Cassie previously worked as the Research Officer (Student Engagement) in Academic Quality and Development, where she was responsible for Co-Directing the Student Fellows Scheme. She was also a Researcher on the REACT Project conducting the systematic literature review of ‘hard to reach’ students. Before this, she was the Student Engagement Assistant at Winchester Student Union, coordinating the Student Academic Representatives and Student-Led Teaching Awards.

Cassie is currently undertaking a PhD in English Literature and Philosophy.

Past Projects:
Play and Creativity Festival Committee member (2016-2018).

Co-Director of the University of Winchester Student Fellows Scheme (2016-2018).

Coordinator of the University of Winchester Student-Led Teaching Awards (2015 and 2016).

Coordinator of the University of Winchester Student Academic Representative Scheme (2014-2016).


Shaw, C., O, Humphrey., T, Atvars., S, Sims. (2017) Systematic Literature Review of 'Hard to Reach' Students and Methods of Inclusive Engagement ISBN: 978-1-5272-1683-9.

Shaw, C., Humphrey, O., Atvars, T., Sims, S. (2017) Who They Are and How to Engage Them: A Summary of the REACT Systematic Literature Review of the 'Hard to Reach' in Higher Education. Journal of Educational Innovation, Partnership and Change. Vol 3 (1). ISSN: 2055-4990.

Shaw, C., Sims, S. (2017) 'Using a Partnership Approach through Student Fellows Projects as an intervention to Assessment and Feedback.' Capture: Learning and Teaching Journal, 5.

Lowe, T., Shaw, C., Sims, S., King, S., and Paddison, A. (2017) The Development of Contemporary Student Engagement Practices at the University of Winchester & Winchester Student Union. International Journal for Students as Partners. 1 (1). ISSN 2560-7367.

Shaw, C., and Lowe, T. (2017) 'The Student Participation Map: A tool to map student participations, engagements, opportunities and extra-curricular activities across a Higher Education Institution.' Dialogue: Journal of Learning and Teaching, 1. pp. 45-50. ISSN 23399-701X.