People Directory

Dr. Ramisa completed her PhD in Psychology. Investigating individual differences in attitudes, desires, and comfortability with affective touch, taking a specific interest in faiths. Prior to this Ramisa completed both an MSc in Cognitive and Clinical Neuroscience and BSc in Psychology with Cognitive Neuroscience. She has experience with Non-Invasive Brain Stimulation in both a clinical and research perspective. (Warning: she will “geek-out” about it if you ask).

Her passions lie within Social Psychology and Social Neuroscience but also in teaching. During Ramisa’s PhD, she taught across institutions at UG and MSc levels to cover research methods, analysis, and various aspects of psychology.

Currently, she is the Module lead for Advanced Research Methods at UONL and is lecturing on the Leadership and Change Management module for the Health and Social Care course.

On top of this Ramisa is deeply committed to creating and fostering inclusive spaces within academia and the educational space; with a strong belief that everyone has a right to quality education and teaching as well as a right to see themselves reflected in their institutions.

She aims to be a part of creating an equitable and diverse education system that looks more like the society we all live in.

Chinwe Atumuto is an accredited Fellow of the Higher Education Academy (FHEA), and has completed her PGCert in Higher Education as her commitment to maintaining academic standards and enhancing students' learning experiences. 

She teaches on both the Psychology and Mental Health and Wellbeing programmes. She has prior experience in teaching Health and Life Sciences and Public Health programmes, as well as supervising research for various institutions. Her specialist interests are in child psychology, mental health and wellbeing, education administration, and evidence-based practices such as applied behavioural analysis and discrete trial teaching methods.  

Her most recent industry experience involved working in a Child Psychology service. She has prior industry experience facilitating programmes and interventions aimed to support children, young people and their families namely: Whole Child Therapy, Applied behavioural analysis (ABA) & Verbal Behaviour (VB), Picture Exchange Communication System (PECS), Makaton Sign Language, “Chatter Time” family group intervention in partnership with NHS Guys and St Thomas Hospital; and Natural Environment Teaching (NET). She has led school-based programmes such as “transitioning” and “friendship” group sessions and has engaged in community action by running workshops for young people in a community centre. 

Chris recently finished his PhD looking at the impact of social media on body image and motivation. Prior to this he also completed an MSc in nutrition, a PGCE and a BSc in sports studies. Chris has published academic work in the fields of psychology, sociology and health sciences and has a keen research interest in the relationship between social media and health and wellbeing.

Chris teaches across mental health and wellbeing and psychology degree courses. He has AFHEA status and is passionate about teaching and learning in social sciences.

I am a psychologist with a strong passion for mental health and leadership interventions. Throughout the last 20 years, I have designed and delivered academic programmes and also bespoke workplace interventions tailored to the unique needs of organisations within both the public and private sectors. 

A professional marketer, entrepreneur and academic with nearly 30 years’ experience in developing and marketing alternative energy technologies and products around the world. Chris is a Fellow of the Chartered Institute of Marketing. 

 
Chris has served as a consultant and held directorships of energy  technology companies in Europe, Africa and South America. Chris is currently working with international partners to develop and deploy new sustainable power generation systems for countries with poor access to electricity. 

 
Alongside his international business activities Chris has developed a track record in academia spanning nearly 30 years, lecturing in a number of universities and colleges in the UK. Two of Chris’s students have won the best papers worldwide with the Chartered Institute of Marketing (Integrated Marketing Communications) and the CAM Foundation (Marketing & Consumer Behaviour). He therefore brings to his students a rich blend of academic and industry experience. 

Coming from a snowsports background, Kelvin Ing is a performance psychologist trained in person-centred therapy and cognitive-behavioural therapy with experience working with elite athletes in a range of sports and esports as well as professional poker players. He is currently the team psychologist for the British biathlon team and runs his own performance psychology consultancy Mental-fi Ltd, where he applies his knowledge and expertise in sport psychology to help athletes as well as professionals in other fields (e.g. finance, corporate, law, medicine and more) enhance their mental performance and improve mental wellbeing using an integrative, humanistic and holistic approach. 

Kelvin teaches using a pragmatic student-centred pedagogy and his teaching experience is mainly in research methods in psychology, but he has also taught in other core BPS areas of psychology as well. He has taught at other universities including Glasgow Caledonian University and Hult International Business School. Kelvin holds a masters of science in psychology of mental health as well as a masters of science in sports and exercise psychology and he is currently undertaking a doctorate in psychology. Kelvin is a member of the British Psychological Society and an Associate Fellow at Advance HE. 

After growing up in Gloucestershire in South West England, Cordelia studied an undergrad in Languages and History of Art at the University of Birmingham. After some years living and working abroad, she returned to the UK to complete a PGDE and a Masters in Education. She has worked in various education settings both in higher education and beyond in the UK, Europe and South America. 

Agnes Kosek is an Academic Employability Lead, Lecturer, and Module Leader on the Mental Health programme. She has previously taught Educational Psychology, Clinical Psychology, and Psychopathology at the University of Greenwich, and has contributed to the Primary Education and Early Years Teacher Status (EYTS) Initial Teacher Training programme, where she mentored early years practitioners in line with Ofsted and professional teaching standards.

Agnes teaches across both postgraduate and undergraduate levels and brings over ten years of experience in primary and early years education. She has also held managerial roles in client-based educational settings at the Ministry of Defence and has experience working within Deutsche Bank educational settings. She holds an MA in Philosophy of Education from the UCL Institute of Education and is currently a PhD candidate there.

Her scholarly interests centre on pedagogy and philosophical psychopathology, with particular focus on the misrecognition and historical misrepresentation of ethnic minorities and neurodiverse children in political discourse. She examines how these processes shape children’s self-development and inform both psychological practice and pedagogical decision-making in classrooms.

Agnes is an Affiliate Member of the Helen Hamlyn Centre for Pedagogy at IOE, UCL, and a Fellow of the Higher Education Academy (FHEA). She serves as Editor of the Philosophy of Education Society of Great Britain (PESGB) Newsletter and is a member of the Society’s Communications Committee, as well as a member of the Royal Institute of Philosophy. Her research foregrounds moral development and emphasises the importance of just and ethical encounters between students and educators.

Her work spans critical pedagogy, inclusion, diversity, and social justice, alongside psychoanalysis, epistemology, developmental and clinical psychology, moral psychology, and political philosophy. She draws on a wide range of thinkers, including Aristotle, Iris Murdoch, W.E.B. Du Bois, Frantz Fanon, Paul Standish, John Vorhaus, Daniel Vanello, Jan Derry, and Miranda Fricker.

Publications

Journal Articles

Miller, D.A., Kosek, A. and Morgan, R. (2025) ‘“A university should be a place open to the exchange of ideas, not one of censorship”: Balancing equity, diversity, and inclusion and free speech in academia’, Equity in Education & Society, 0(0), pp. 1–15. https://doi.org/10.1177/27526461251371312

Gibson, P.F., Morgan, R., Sinclair, A., Hartiss, R., Kosek, A. and Clark, A. (2021) ‘The power of a partnership approach: The tripartite relationship between academics, academic skills staff and students’, Compass: Journal of Learning and Teaching in Higher Education, 14(2).

Conference Papers and Presentations

Kosek, A., Miller, D.A. and Morgan, R. (2025) ‘Balancing equity, diversity, and inclusion and free speech in academia’, presented at the London International Conference on Inclusive Education (LICIE), Institute of Education, University College London, 28–30 July.

Kosek, A., Miller, D.A. and Morgan, R. (2025) ‘Balancing equity, diversity, inclusion, and free speech’, presented at the Advance HE Teaching and Learning Conference, The Wave, University of Sheffield, 1–3 July.

Miller, D.A., Kosek, A. and Morgan, R. (2025) ‘“A university should be a place open to the exchange of ideas, not one of censorship”: Balancing equity, diversity and inclusion and free speech in academia’, presented at the Annual Conference on Equity in Education & Society, The Foundry Social Justice and Human Rights Centre, London, 27 June.

Book Chapters

Kosek, A. (2024) ‘What are the benefits of philosophical talk in primary classrooms?’ in Gibson, P., Morgan, R. and Brett, A. (eds.) Primary Teacher Solutions: Ready Pedagogy and Inspirational Ideas. London: Routledge.

Kosek, A. (2025) ‘Deconstructing the myth of progressive education in early years settings: How do children learn?’ in Carter, J. and Gibson, P. (eds.) Early Years Essentials: Linking Theory to Provision in the Early Years. London: Routledge.

Invited Talks and Chapters

Kosek, A. (2025) ‘Discourse analysis and the politics of recognition: Going beyond epistemological domination in educational spaces’, presented at the PESGB PESF Online Seminar, 2 June.

Kosek, A. (2026) ‘Who gets to name the pain? Misrecognition, misrepresentation and the self: Going beyond epistemological domination in educational spaces, Royal Institute of Philosophy lecture series.

I am a dedicated lecturer with a passion for mental health and neuroscience, committed to maintaining high educational standards and continuously enhancing my teaching techniques. My pursuit of excellence in academia is supported by my Postgraduate Certificate (PGCert), which deepened my ability to engage and inspire students. 

My research focuses on the intersection of neuroscience and mental health, with a particular interest in addressing disparities in psychiatric diagnoses. Recently, I have been investigating the disproportionate prevalence of personality disorder diagnoses in BAME communities, seeking to uncover underlying factors and advocate for more equitable mental health practices. Additionally, I aim to integrate EEG (electroencephalography) technology into psychiatric diagnostics, exploring its potential to improve accuracy and early intervention in mental health conditions. 

Janet lectures on the Mental Health and Wellbeing modules and is currently the module lead for Skills and Interventions of Mental Health Practitioners. She is a Registered Dance Movement Psychotherapist and has specialised in working with people with autism over the past 15 years. Most recently, this was at Marjory Kinnon School, an all-ages Special Educational Needs and Disabilities school in London. 

She recently completed a PhD with the University of Hong Kong, investigating neurodiversity-affirming, family-centred Dance Movement Psychotherapy for children with autism. Her prior educational background includes an MA Dance Movement Psychotherapy from Goldsmiths University of London, and an MSc Mental Health in Learning Disabilities from King’s College London. Her background in teaching includes specialist dance teaching as well as lecturing in psychology. Her research publications have focused on Dance Movement Psychotherapy and autism (ORCID ID: https://orcid.org/0000-0002-0537-2351). 

Dominic has a BA in English Studies for the Professions from the Hong Kong Polytechnic University and an MA in English Linguistics from University College London.  He also read a Postgraduate Diploma in Education from the Chinese University of Hong Kong.

He has spent over 10 years in Hong Kong developing, coordinating, and teaching vocational and academic English courses.  He is especially experienced in teaching students at Foundation level.  Dominic is now the Module Lead of Research Skills and Module Coordinator of Professional Development Skills. 

Dominic has moved to London in 2023 and is interested in digital learning and sociolinguistics.

Austin teaches economics, finance, accounting, and data literacy.  He previously worked in property finance. 

He is a Fellow of the Higher Education Academy. 

I joined UONL London in January 2025 as a sessional lecturer in psychology. I teach on the Mental health, Wellbeing, and the Individual module. I have previously taught a number of different areas including research methods and statistics for psychology, developmental psychology, and cognitive psychology. I completed my BSc in Psychology and MSc in Child & Adolescent Psychology at University of Greenwich, and I am currently completing my PhD in Child & Adolescent Psychiatry at King’s College London.

My research is focused on executive function, motor skills, and academic achievement, particularly in populations such as people with neurodevelopmental conditions and those who were born preterm. I am also passionate about improving access to higher education for students from working class backgrounds. I hold Associate Fellowship with the Higher Education Academy. 

Grace is a dedicated educator and experienced social worker with over a decade of frontline experience in family and school settings in Hong Kong. During her time as a social worker, she encountered and addressed a wide range of needs, which has deeply informed her teaching and practice. Grace has taught at various universities in Hong Kong, offering courses such as Social Work Skills and Practice, Working with Families, Theories and Practice in Counselling, Emotion-Focused Therapy, and coaching final-year students on their projects. 

Grace strives to equip students with essential knowledge and skills for working in health and social care settings. She is passionate about inspiring her students to develop compassion, commitment, and dedication in their work with vulnerable populations.

Jane is a university lecturer and website content writer.  

She has a background in intelligence analysis and corporate communication skills training (e.g. in-house with Shell plc and the Sara Lee Corporation) and has worked across Europe, the Middle East and the United States of America. Her academic qualifications are in Law and Applied Linguistics (Programme Evaluation and Assessment). 

She has extensive experience in U.K. Higher Education and has worked with students at pathway, undergraduate and postgraduate levels; specifically, but not exclusively, on their research, academic and professional skills development. She has also studied, trained and worked in testing, with a research and practice focus on assessment interviews.  

Her ongoing research interest lies in how undergraduate students construct their academic identities while they are preparing, and being prepared, to become professionals in their chosen field.  

I am a Lecturer specializing in neuroscience, with a research focus on brain imaging, perceptual processing, and psychiatric disorders. My work also explores the mathematical modelling of visual and decision-making processes. 

I earned a PhD in Neurobiology from the Institute of Neuroscience in Shanghai in 2021, where I was a President’s Fellow with The World Academy of Sciences. Following my PhD, I completed a postdoctoral fellowship at City St Georges in London, working under the guidance of Drs Michael Morgan and Joshua Solomon, and later at Queen Mary University of London with Dr Isabelle Mareschal. 

In addition to my research, I am deeply committed to creating socially responsible spaces within academia. I am passionate about environmental sustainability, animal rights, and creating an equitable and diverse education system. I strive to integrate these values into my teaching, aiming to foster critical thinking and encourage students to consider the broader social and ethical implications of science and knowledge production. 

I have lectured on a broad range of topics, including neuroscience, computation, eye movement analysis, psychophysics, biological psychology, research methods, and social psychology.