Dr Suzanne Hocknell

November 2016 to January 2017

GEO1105 Place, Identity and Culture

Exam Marking: Formative November 2016; Summative January 2016.



17th February 2016

GEO3125 Animal Geographies

Paignton Zoo Fieldclass

15th July 2015

Associate Fellow of the Higher Education Academy

In recognition of attainment against the UK Professional Standards Framework for teaching and learning support in higher education.  Recognition reference: PR089248.

19th May 2015 to present

GEO1315 Research Methods for Geographers

Assessment of Summative Exam Scripts.  19th May 2015 - 22nd May 2015; and 27th May 2016 - 1st June 2016.

Marking and providing constructive feedback for answers to two exam questions exploring a. student understandings of qualitative methods and research ethics and b. applied geographical research methods and employability.

Before undertaking this work I received training and advice from the module conveners.

London Field Class.  26th October 2015 - 28th October 2015.

Bristol Field Class.  24th October 2016 - 26th October 2016.

Postgraduate Teaching Assistant aiding students to undertake a range of group exercises exploring the role of field work in human geography.  Facilitating students in the development of methodological skills for field research; including questioning norms, communication, teamwork, ethical considerations and the recording of data generated. 

Qualitative Methods Workshops.  November 2016.

2nd December 2014 to 4th December 2014

GEO1309 Study Skills in Human Geography

Postgraduate Teaching Assistant within a staff team assessing first year group presentations.  I received training from the course convener before undertaking this work, and worked closely with three other members of the team in drawing out student knowledges through questions, assessing presentations and providing feedback in line with the course learning objectives and departmental marking criteria at this level.

1st December 2014 to 8th December 2016

GEOM131 Geographies of Life

Food, Materiality & Viscerality.  1st of December 2014,

As a member of the NaMBio Research Group I convened the final session of this MRes module in collaboration with one other member of the group.  In collaboration with my co-convener II chose two set readings that spoke to my research, and wrote and delivered an introduction to my research in alignment with the learning objectives of the module.  After an introduction to the session from my co -convener, I presented case-study examples and theoretically informed ideas from my own research, raising questions as to attending to norms and values in the practices of research, before co-facilitating group discussion.

Material Excess.  10th December 2015.

Co-convened with Katie Ledingham.  I introduced the session theme within the wider context of the module, the Nambio research group, and the set readings.  Myself and Katie then used our own research to illustrate how thinking with material excess can create a hesitation where it is possible to explore tensions, translations and blockages between materialities, norms expressed, norms enacted and styles of valuing.  Before opening to a group discussion where the students discussed their planned dissertation projects in the context of the session theme.

Lively Excess in Research Practice.  8th December 2016.

Introducing students to the busyness of research practice.  Investigating tensions, translations and blockages between and within systemic, discursive or other ways of ordering and sense-making to in John Law's words 'catch some of the realities we are currently missing', and to explore the opportunities, threats and possibilities they offer.


26th May 2014 to 9th June 2014

Fashion Ethics Grand Challenge 2014

Facilitator for the Grand Challenges Project which encourages first year undergraduates to design and undertake innovative multi-disciplinary enquiry-led learning  Guiding students in planning and undertaking primary research.  Including research ethics, interacting with the public, academics, and non-academic experts, and in communicating that work to their peers, and the wider community. I received training for this project from the Researcher Development Team.

February 2013 to March 2013

GEO2308 Human Geography Paris Fieldtrip

Graduate Teaching assistant working with students before and during the fieldtrip, individually and in groups, to encourage them to appreciate the challenges and possibilities of putting academic work into practice outside of the relative comfort zone of the University.  This included facilitating student understanding of knowledges and practices of ethnographic fieldwork, research ethics and teamwork.  As well as providing formative feedback on individual and group work, and encouraging students to critically reflect on, and improve their own research skills both individually and through peer to peer feedback.

December 2012 to present

GEO2310 Human Geography Practice

Graduate Teaching Assistant.  Facilitator for group work in eight different sessions in which students reflected on and practiced what they had learned in linked lectures about different approaches to research methods.  Encouraging students to consider the advantages and weaknesses of different practices, to understand and articulate the relationship between theory and practice, and to consider where and how it may be appropriate to use different methods in their own research.

Workshops included:

Spaces of Homelessness:  methodological approaches workshop

'Movement': survey design and questionnaires workshop

Landscape: cartography workshop

Visual analysis workshop

Follow the Things workshop

Oral History workshop

Textual Analysis workshop

Using Existing Databases workshop

October 2012 to present

GEO3123 Geographies of Material Culture

Graduate Teaching Assistant within a module that engaged students with innovative teaching methods, taking them out of their learning comfort zones.  This module employed minimal lectures in favour of facilitated peer-to-peer work.  Lectures were used only to introduce the module's theoretical content. I worked with individuals, and groups of students to facilitate them in questioning knowledge, designing and undertaking their own research in ways that reflected the foundational theory, and in producing reflexive learning journals.  I also carried out formative assessment of group work.