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Biography

I first studied history at the University of East Anglia (UEA), Norwich, where I completed a BA in 2001. Since then I completed an MA in medieval medical history and a PhD on medieval health guides.  Following this, I worked as a research assistant on two Arts and Humanities Knowledge Transfer Catalyst projects: ‘The Great Hospital Online’ and ‘Norwich Blackfriars’. The former website helped to interpret the history and heritage of a medieval hospital through text and 3D virtual reconstructions; the latter also included avatars bringing historical characters to life. The websites, which were based on academic research, were aimed at engaging a wide audience, including academics, school teachers and students. More recently, I have been employed as a Lecturer in Medieval History and Knowledge Transfer at UEA. With a colleague, I have helped to set up a third-year undergraduate module entitled ‘History, Heritage and Public Engagement’. My research interests include medieval hospitals, medical advice manuals and digital humanities.

What motivated you to engage with the public?

As a teacher and researcher, I have always been passionate about my subject, and engaging students with the past. I have also come to value and appreciate the knowledge, expertise and enthusiasm that those outside of academia have for history and heritage.

To engage new audiences and raise aspirations, academics need to share their research to the widest public, talk to and listen to the public.

Describe the public engagement work you have done

I have been involved in a number of public engagement and outreach activities:

• a series of day workshops on medieval medical history aimed at year 10 GSCE students, run in conjunction with a local school in 2009.
• creation of a website on medieval medical history in 2010. Aimed at the general public, the website contained work created by students during the workshops from the previous year.
• co-teaching a new third year student undergraduate module - ‘History, Heritage and Public Engagement’. Students are expected to create projects with demonstrable impact for local heritage organisations. 

What are your top three tips for other researchers?

1. Academics need to listen to the needs to the local community rather than assuming they know what is best.
2. Develop stronger links with the heritage community, and ensure that university history departments work more closely with heritage organizations.
3. It is essential, not least in these economic times, that partner organisations talk to each other and share expertise. In particular, universities have a lot to learn from museums in terms of public engagement.