Hello, my name is Catherine Queen Lima charted town planner living in the Liverpool City region in accordance with the University of Liverpool's interview requirements. This presentation sets out an overview of my previous experience in teaching, professional practice and research and it seeks to demonstrate how these align with the vacant post for Electra. In planning for the focus on teaching and scholarship.

First of all, I'd like to introduce myself by summarizing my education, my professional qualifications, and my current employment.

I started my career as a landscape architect training at Heriot Watt University. I later study for the Master of civic design at Liverpool, which I passed with distinction in 2011, and I was also the recipient of the whole third prize.

I was subsequently offered an ESRC funded PhD student ship at the University of Exeter.

And I've been studying part time in addition to working in professional practice at Arab.

I've been elected to professional memberships, including chartered membership of the Royal Town Planning Institute and the Landscape Institute. I'm also a practitioner member of Iima, and a Fellow of the Institute of place management and the Royal Geographical Society. I'm currently employed as a principle town planner at Arup, where I undertake the full range of town planning consultancy services.

Two of my key clients are high res England and National Grid.

And my external responsibilities include being a places matter, panel member evidencing my strong belief in planning and design quality.

My experience and interests are split between academia and professional practice.

And I'll be basing this presentation on the three main areas of my experience in education planning, practice and research.

And describing how each of these aligns with the planning, discipline, and teaching in the Department of geography and planning in Liverpool.

I have previous experience of jointly teaching a module to undergraduates at the University of Liverpool.

And this particular class numbered over 82nd year students, of whom over 50% spoke English as a second language.

This slide shows some of the original lecture material that I prepared for the introduction to urban design module.

And this is a lecture that's still used today as part of the curriculum.

Although the aim of the module is to provide knowledge and comprehension of urban design and to teach basic skills that could be applied to a practical assignment in analyzing public spaces in Liverpool.

I developped new material which would expand the boundaries of the existing lecture material and I incorporated practice based examples and methods.

In these examples I generated original lecture material to teach the students about townscape with particular reference to key texts from Lynch and Cullum.

But I expanded this by incorporating real world examples that I had worked on locally.

The example on this slide takes student beyond the theory around landmarks and introduces them to view cone analysis.

As a method of situating those landmarks.

Another slide shows skyline analysis, which I adapted to reflect the diverse background of the students by including examples from their home countries to encourage their engagement.

Having local knowledge proved invaluable, both for myself and the other teacher when devising exercises based around real world examples.

I had recently worked on the townscape and urban design assessment for waters and that generated particular interest.

The module was a blended package. Pedagogy of lectures, individually researched essays and presentations informed by site visits and background research on selected locations.

This gave me direct experience of teaching and marking essays as well as running and marking live individual presentations.

The presentations were conducted in a workshop format when they gave up students an opportunity not only to present their work, but also to learn skills around preparation, presentation, and timing.

I also use this as an opportunity to introduce ideas and discussion about presenting to a professional audience.

I was very pleased to provide some support to an implant module last year.

I prepared a student project brief based on the future High Street Fund, which was a target area for my employer at the time.

I work with the module coordinator at Liverpool to ensure that two briefs were produced that would not only meet the module requirements, but would also make a practical contribution to Arab.

The student Outputs were directly relevant to work that we were doing on the Wirral at that time and we were keen to see a fresh approach to the problem.

Following the issuing of the project brief, I was very pleased to receive requests for points of clarification from the students based on what they'd read in the press about the future High Street fund.

It demonstrated active research and evaluation on behalf of both groups.

As part of the module, I reviewed the initial student outputs, framed as tender documents, and I later attended presentations with a colleague to act as the client and to critique the student groups.

My commitment to engaging with this project was founded on a strong belief in supporting student access planning professionals and giving constructive feedback.

However, Arup's, a consultancy also recognizes the energy and imagination that summer placement students and graduates can bring to an organization like ours.

And so, in addition to this type of University engagement, I also have responsibilities are up for interviewing and mentoring graduates either to support them in their day-to-day roles at work or to help them navigate the pathways to chartership for both the RTPI and the Landscape Institute.

I therefore have an in depth knowledge and understanding of the requirements of the assessment of professional competence or APC.

The APC assumes a level of knowledge and competence in all graduates and part of my role is to ensure that they build upon the educational foundation that they acquire as a student and that they received the necessary guidance and support to take that knowledge to the next level in practice.

As part of my practice role, I also undertake training in the form of seminars and lunchtime presentations.

Many of these across disciplinary honor based on knowledge sharing using the resource of experienced consultants at Arab.

I recently gave a presentation based around Co living in Switzerland using the example of a cooperative that I visited.

The discussion extended beyond Arup to LinkedIn and other media platforms and illustrated the potential for student engagement with novel ideas.

In response to real world problems of population, housing and local energy grids.

I've been credited with having high emotional intelligence in my professional role, and I've previously been responsible for the pastoral care of graduates on improvement programs.

This included understanding the reasons for their poor performance and developing creative methods for improvement and engagement in conjunction with the individual.

Our Epson International consultancy with a diverse multicultural workforce.

And I'm comfortable working in an environment which mirrors the diversity of current student intakes.

I've received training around issues of diversity, quality and unconscious bias which are directly applicable to both office and University environments.

Prior to the emergence of COVID-19, I had been attending careers events at local schools to talk to young people about the opportunities offered by planning.

Many of these discussions centered around.

Current world problems such as population growth and climate change.

I previously supported a careers event at the University of Liverpool, which was run on a type of speed dating format.

And I was able to talk to students about environmental planning as well as the issues around continuing to study whilst working, and that was based on my own experience of doing a PhD.

I also took part in the RT Pi Northwest Young planners. Great debate as an expert and this was an opportunity for me to present provocations for discussion in small groups.

From a lifelong learning perspective, I also organized and shared the RTPI northwest local plans event in 2019.

And it was particularly helpful to have support from staff at the University of Liverpool to discipline over some of those presentations.

Having described my direct experience of teaching at Liverpool and my wider contribution to education and Lifelong Learning, I would now like to turn to my professional practice experience.

And to consider how that aligns with teaching planning at Liverpool.

A significant part of my workload over the last two years has been based around planning policy.

And local plan support work which has given me a good practical knowledge of the local plan process. Having study planning at Liverpool, I found that much of my professional experience directly relates to modules such as making plans and spatial planning challenges.

As well as implementing and managing change which seeks to prepare students for the day-to-day challenges that they may face in a planning career.

Not least the constant tinkering with the planning system by successive governments.

On this slide, I've highlighted some of these specific topic areas that I've been involved in recently with everyone of these having the potential to provide real world examples of planning and implementation as part of the student experience.

Particular highlights in.

With the delivery of local plans for World Council, which included work on updating the Greenbelt Assessment and also the innovative empty homes policy under discussion as part of housing delivery.

Many of these issues were relevant to the module support that I previously discussed.

My local plan work has been undertaken for both urban areas and rural councils such as Allerdale Borough Council in Cumbria.

I've also been involved in the delivery of other associated planning documents, such as the infrastructure delivery plan for rosendale.

And I have a good understanding of how various topic areas work together in delivering a plan, which I subsequently had to defend in front of an inspector. The local plan hearing.

In my opinion, this direct practical experience of local planned delivery would be invaluable in teaching, including my unique experience of delivering bespoke documents like the Greater Manchester spatial framework and its extensive evidence base of supporting documents, including the Greater Manchester clean air plan.

Working within this process and undertaking extensive stakeholder engagement throughout the combined authorities under the duty to cooperate.

Has embedded in depth understanding of the complexity of the existing policy framework.

Much of the legwork on these documents is undertaken by graduates requiring a significant amount of training and support in understanding process in delivery.

Having supervised graduates in these roles, I'm particularly interested in how we tackle the theory practice gap for students who aspire to undertake this work in private practice.

Many of the plans under preparations, such as the Greater Manchester clean air plan, require a wider understanding of issues such as behavior change and adaptation and resilience in response to future scenarios such as climate change.

I think that incorporating some of these issues as part of a formal planning application can be achieved through teaching at the Nexus of planning and other disciplines such as sociology and climate science.

My observation of this type of teaching at the University of Exeter's identified a range of novel learning outcomes, particularly in helping students to understand different Apista Myologie's from other disciplines.

Consequently, I'm a strong advocate of multidisciplinary projects which helps to prepare students for the reality of working in practice.

In contrast to my policy work, I also have extensive experience of working in infrastructure provision, including transport and energy.

This experience directly relates to existing modules at Liverpool, such as spatial planning challenges, but also relate strongly to many of the modules in the M plan, specialism of spatial planning for environmental change.

Having a multidisciplinary background to my career enables me to manage and coordinate project teams in producing environmental impact assessments.

And I have a thorough knowledge of the various topic areas involved as well as knowledge of process and delivery, particularly for development consent orders for nationally significant infrastructure projects.

Having this practice based knowledge would enable me to usefully contribute to practical exercises in teaching in environmental assessment and management.

My landscape experience would also be relevant to the GI planning module.

My current role as a public liaison officer for the a 66 upgrade in Cumbria is a novel response to public disengagement from major infrastructure.

And the role is founded upon the transferable skills arising from a training in town planning.

On this has a direct correlation with the Liverpool approach to exploring real world connections as part of a planning education.

This is an area where I think I can make a particular contribution to teaching with an emphasis on a learn by doing approach on place based projects in modules such as spatial planning and action.

My interest in the social impact of planning, particularly for infrastructure and energy, was encouraged me to explore opportunities for undertaking my own research in parallel with my professional role in private practice.

And this brings me to my own research in the College of life. Environmental Sciences at the University of Exeter.

My research is rooted in planning, but my PhD pathway has a multidisciplinary approach to research which is in keeping with my existing knowledge and skills.

Consequently, I've been able to develop wider skills as a social scientist specializing in public engagement with the planning process for major infrastructure and using a novel theoretical approach.

I'm particularly interested in exploring theoretical concepts around public disengagement from planning process is.

Using the Northwest Coast connections project as a case study.

In addition, my research has an empirical thread which seems seeks to inform future best practice in keeping with the expectations of the joint funder National Grid.

And I expect to submit my thesis next year.

I've been exploring aspects of space, place and attachment predominantly through qualitative data collection methods such as ethnography and semi structured interviews with actors.

As part of this, I focused on innovative methods of data collection through qualitative methods, which respond to the context in which my research is situated. This is an aspect of my research research experience that could contribute to student research training at the University of Liverpool.

I'm well aware of the emphasis on high-quality quantitative research, which is already undertaken at the University. But the wider interest shown in my qualitative research methods from recent conference presentations suggests a growing interest in qualitative methods, which I can usefully contribute to.

This slide summarizes my research experience, collaborations and conference presentations to date.

The left hand side of the slide gives examples of my wider research activities in multidisciplinary groups at the University of Exeter.

The central panel highlights some of the external collaborative opportunities that I've been exposed to, including the place attachment network, the preparation of an IPCC evidencebased through systematic review.

Taking part in a research advisory group and judging the good practice of the Year award.

My research is strongly connected to my day job and I find that my research already informs my professional practice and vice versa.

However, as a postgraduate researcher, I've also benefited from opportunities beyond my subject area.

Working with citizens juries, exploring energy futures and commuting. Communicating climate change to the public.

I see all of these as critical future directions where town planners can make a contribution.

I've also had opportunities to collaborate with other universities in exploring the theory practice gap.

Recent examples include my role in an advisory group for the end steps, research at UC L, which combined theory and practice and also allowed me to bring build strong links which I've developed to investigate local practice based problems such as developing wider public engagement with the Greater Manchester clean air plan.

This represents a collaboration between academia, professional practice and local government organisations.

My professional experience touches upon many of the key issues facing the world of planning, including climate change, sustainability, population and energy futures.

And I would welcome the opportunity to share this experience and contribute to the student experience at Liverpool.

By combining theory and practice to prepare graduates to tackle real world problems.

In addition, I'd like to continue to develop my own research and actively feed this back into my teaching to complement existing knowledge.

Many of the themes that I've investigated in my own research resonate with modules across the suite of planning degrees on front Liverpool.

Particularly in examining the importance of place and engaging the public with planning.

This not only emphasizes the value of research and teaching, but also connects the various threads of my experience, enabling me to bring a growing offer based around practice, research, and teaching.

Preparing this presentation is enabled me to consider the relationships between my professional experience, my teaching experience, and my own research.

And I've sought to align these with the aims and values embedded within teaching at the University of Liverpool.

By its very nature, the presentation, he gives a brief overview of my experience and I'd be very happy to take questions from the wider Department.

And to engage in further discussion about any of the topics that I've mentioned.

Thank you.