Meet Dr Anna Troisi, recent National Teaching Fellowship winner
- Written byElvira Vedelago
- Published date 16 October 2024
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Dr Anna Troisi, Reader in Creative Computing and Equitable Futures at UAL’s Creative Computing Institute, was 1 of 55 higher education staff awarded a prestigious National Teaching Fellowship over the summer. Presented annually by Advance HE, the competitive scheme acknowledges and celebrates individuals who have made an outstanding impact on student outcomes and the teaching profession in higher education across the UK.
As a digital artist, programmer, and performer, Dr Troisi has, over the last 15 years, developed a unique and multifaceted approach that marries fine art, music, electronics, and empirical datasets. Online, she notes that her work “capitalizes on the potential of art, technology, and data to not only document the evolving human and environmental landscapes but also to inspire transformative action.”
Widely recognised for her contributions to creating a more equitable and empathetic academic environment, not least her innovative use of Nonviolent Communication (NVC) to enhance inclusivity and student agency in curriculum and pedagogy, Dr Troisi is celebrated as a leading advocate for impactful change in higher education.
In the interview below, Dr Troisi shares more about her practice, some reflections on applying for the National Teaching Fellowship (NTF) scheme and details of what she’s working on next.
Your research and artistic practice have been at the intersection of diverse fields, from computer science and music to neuroscience and nanotechnology. Can you please explain how these different disciplines have come together in your practice?
I grew up in rural Salento, Southern Italy, in a family of scientists, while my grandparents were small farmers. I was the first in my family with a deep interest in the arts. By the time I was choosing my university path, my interests spanned marine biology, mathematics, music, and computer science, and I saw clear connections between these fields. However, no program offered an interdisciplinary approach. So, I was drawn to computer science because it is inherently interdisciplinary but also it allowed space for breaking gender stereotypes.
Italy, then as now, is a country where women face significant challenges in establishing themselves as professionals, particularly in fields like engineering and computer science. Discussing feminism remains controversial, and many women and men prefer not to identify as feminists. For me, however, facing these professional challenges was important to establish values against societal and disciplinary stereotypes. As a result, after university, I kept learning new disciplines with a beginner’s mind. For instance, in the field of nanotechnology, I researched how proteins produced by different species can reveal connections to other species in terms of their evolutionary family trees. I had to learn concepts of genomics that I had not encountered before. I developed creative algorithms to make sense of complex data structures and visualizations using big data and supercomputers, and this research felt deeply creative. In another project within the field of neuroscience, I explored how the human brain perceives dissonant chords, learning about the connection between cognitive and emotional responses with sounds. Building on this research, I later developed an interactive sound installation that combined tactile and kinesthetic feedback, measured through electroencephalography. This installation created a sound experience that was directly influenced by the real emotions of participants.
Over the years, I realised that blurring the lines between disciplines also enables me to facilitate other researchers’ approaches by finding a common language, understanding the unique needs and values of different researchers in their unique research and practice pathways. This expertise has been recognised, and I now serve as a member of the Interdisciplinary Assessment College (IAC) at UK Research and Innovation (UKRI). I have the pleasure of working with colleagues to assess projects that span across multiple research councils.
What have been some of the biggest influences on your HE teaching philosophy and practice?
Mike Oliver’s 'Social Model of Disability' is one of the main influences on my teaching practice. Developed more than 30 years ago, it has been adopted, refined and actively used for years. In my practice, I combine Oliver’s views with empathic communication and design for change. Maria Montessori has also been very influential. Her interdisciplinary approach to the medical discipline informed her work with children with learning difficulties, as well as the development of inclusive approaches to education that are still in use globally. From her approaches, I learned how to actively use silence and observation and the importance of respecting the learners’ pace.
Your innovative use of NVC to enhance inclusivity and student agency in curriculum and pedagogy across a range of disciplines has been widely celebrated. Can you tell us more about NVC and its impact on students at UAL?
The core problem addressed by my initiative is the national challenge of creating lasting changes in educational environments to positively impact the wellbeing of both staff and students, particularly within diverse and international communities. The idea is to approach inclusivity and student agency from a human-centred perspective, involving students, staff, services and management.
I introduced NVC in the teaching/learning spaces through workshops provided by certified coaches. I worked with colleagues for the co-creation of guidelines for writing compassionate feedback to students. I reinforced the need to practise during debates. This combination of activities enhanced inclusivity and empowered students as decision-makers in the BSc Creative Computing (UAL). It helped to address the low student satisfaction rate of 50% (2019) to 85% (2021), evidencing the value and impact of NVC in academic settings. The student voice score also increased steadily from 47% (2020) to 95% (2021) to 100% (2023).
Nonviolent Communication is a method focused on improving dialogue, empathy and connection by applying nonviolence and humanistic psychology principles. NVC focuses attention on the feelings and needs motivating each person and what actions might best meet their needs at no one else’s expense. NVC has limitations, which we discuss with students and staff to ensure its appropriate use. Understanding these limitations is as crucial as practising empathic communication.
Many congratulations on your NTF award! Why were you interested in applying for the scheme and what does it mean to you to have achieved this award?
Since completing my PGCert in 2016, I’ve continually reflected on my practice as my teaching style evolved alongside my academic career. I've grown in confidence and understanding of students' diverse motivations, while also balancing my role as a research lead with personal and professional demands.
Before deciding to apply for the National Teaching Fellowship (NTF), I had accumulated numerous files filled with notes, diaries and reflections. These diaries became a space where I recorded positive feedback, thank-you notes and encouraging emails from students—things I could revisit when challenges arose. Keeping these notes helped me understand my core values and what was driving my decision-making as an educator and manager, and over time, they built my confidence to apply for the NTF.
Achieving the NTF award brings me great joy, as it also highlights the importance of compassion in higher education. I'm grateful to have had the support of so many colleagues at UAL and beyond, all of whom continue to develop strategies for improving education and to prepare students to excel in their disciplines and at the same time to contribute to peace, equity and inclusion.
What single piece of advice would you give to colleagues interested in applying to the scheme?
Prioritise joy, authenticity and personal growth. Apply to the NTF with the primary goal of deeply reflecting on your practice, its impact and how you measure it, rather than focusing solely on winning the award. This approach will make the process more meaningful, truly joyful and less frustrating. I applied twice, so do not get discouraged the first time around.
Finally, can you share any details on upcoming projects you’re working on or what some of your key focuses are for the next academic year?
I’m currently focused on developing interdisciplinary research projects in close collaboration with local communities in Brazil, aiming for compassionate, community-led spaces that prioritise needs and perspectives of those directly impacted.
I’m also developing my practice as a composer, which excites me. In November 2024, one of my compositions will be premiered by the extraordinary ensemble Nordic Affect in Reykjavik. In future projects, I look forward to combining my composition skills with AI and intelligent machines.
Applications for National Teaching Fellowships are supported by UAL’s Professional Recognition Programme, run by the Reward and Recognition team within the Teaching, Learning and Employability Exchange.