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As part of the senior management for the Faculty of Health, Education and Life Sciences (HELS), Maxine has responsibility for setting the vision and deciding the direction of travel of the Faculty, contributing to all major strategic decisions and ensuring the smooth running and implementation of operational policy.
She is responsible for: the strategic development and operational implementation of research & enterprise links to learning and teaching including advances in curriculum design, programme structure, and timetabling, and the student experience.
She oversees staff development – CPD Framework, mentoring and coaching, promotions, formal development, peer observations, training programs, and higher degrees and liaises with estates to continually improve the campus environment.
Professor Lintern’s research interests range from biomedical science, bioengineering and cognitive psychology, use of science in the law and leadership, patient care and clinical outcomes, to digital educational projects with impact on the student experience here and across the world. She collaborates with teams across different subject disciplines, Universities (Cambridge, UCL, Staffordshire, Pace (US)), NHS trusts, industry and manages international projects as well as being an experienced PhD examiner and viva chair.
Juvenile Brain Science and US Judicial Decision-making. Rosemarie Tempowski, submitted May 2022
A. Dube, V. Sidambe, A. Verdon, E. Phillips, S. Jones, M. Lintern, M. Radford. (2022), Risk factors associated with heel pressure ulcer development in adult population: A systematic literature review. Journal of Tissue Viability Feb; 31(1):84-103.
S. Chua, P. Rentzelas, P. Frangou, Z. Kourtzi, M. Lintern, E. Mavritsaki, (2021) Cultural Differences in Visual Perceptual Learning, International Journal of Psychology, Dec.
Tempowski, R, Lintern, M. Molloy, J and Cooper, S. L. (2021) A Model for Analysing and Grading the Quality of Scientific Authorities. Presented to State Legislative Committees. University of St. Thomas Journal of Law and Public Policy 356. Vol 15 Iss 1 Neuroscience and the Law, Article 10.
Runacres, J. Jones, S. Philips E., Land, L. Lintern, M. (2020) A concept analysis to understand social prescribing. Perspectives in Public Health (under review)
Cleaver, E. McLinden, M. Lintern M (2019). The scholarship of teaching and learning as a foundation for strategic educational transformation. Chapter in ‘Evidence-Based Faculty Development through the Scholarship of Teaching and Learning’, publisher IGI Global.
Porwal, N. Bowman, H. Lintern, M. Shapiro, K. Mavritsaki, E. (2019) A spiking neural network model of the N400 congruency effect. Computational Neuroscience Meeting, Barcelona.
Chua, S. Rentzelas, P. Kourtzi, Z. Lintern, M and Mavritsaki, E (2018) Cross-cultural differences in perceptual learning. Journal of Vision. ISSN 1534-7362
Lintern M., Educational Enquiry – disciplinary approaches and the BLSS Boost Project. (2018). International Federation of National Teaching Fellows World Summit, Halifax, Canada (Invited Speaker)
Cleaver, E. Lintern, M.C, McLinden, M. (2018) Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry, Sage Publishing. 2nd edition
Philips E., Jones, S., Runacres, J., Lintern, M., Radford, M. (2017) Understanding the distribution of A&E attendances and hospital admissions for the case managed population: a single case cross sectional study. Applied Nursing Research 33:24-29
Cleaver, E., Lintern, M., McLinden, M., Towards the ‘enquiring university’: using critical enquiry as a route to teaching excellence. (2017). International Federation of National Teaching Fellows World Summit, Birmingham, UK. (Invited Speaker)
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