Elizabeth Dombiمشاهده پروفایل
عضو هیئت علمی
- Scholarship of Teaching and Learning
- Inclusive Education
- Equality, Diversity and Inclusion in Higher Education
- +۱۱ مورد دیگر
Elizabeth Dombi is a Teaching Fellow in the Department of Mathematics and Statistics at the University of Strathclyde, Faculty of Science. She holds dual leadership roles as Director of Teaching in her department and Associate Dean for Equality, Diversity and Inclusion (EDI) in the Faculty of Science. Her work integrates academic leadership, teaching innovation, and research in both pure mathematics and pedagogy. She earned her PhD in Pure Mathematics from the University of St Andrews (2001–2004), focusing on automatic semigroup acts and inverse semigroup presentations, and holds a Master of Mathematics from the University of Szeged. Since joining the University of Strathclyde in 2013 as a Teaching Associate, she has advanced into central roles shaping inclusive education and curriculum development. Her research spans two domains: Mathematical research in inverse semigroups, automata, formal language theory, combinatorial optimization, and word-representable graphs; and Scholarship of Teaching and Learning (SoTL) , with emphasis on fostering deep learning, feedback practices, student-as-partners models, curriculum contextualization, and Education for Sustainable Development. She actively uses LEAN for automated theorem proving in teaching contexts. Her recent publications reflect a growing trend toward educational innovation and collaborative pedagogy, particularly in enhancing student engagement through partnership models and inclusive assessment. Articles such as 'A time-capsule for Students as Partners 2034' and 'Are we really working with students?' demonstrate her leadership in reimagining feedback and student agency in higher education. Senior Fellow of the Higher Education Academy Representative for the London Mathematical Society Led departmental application for Bronze Award in Equality, Diversity and Inclusion (2024) She supervises fourth-year undergraduate projects in areas including cryptography, game theory, automata, epidemiology, and inverse semigroup theory. She is co-investigator on the Wellcome Trust-funded project 'Cultures of Collaborative Research in a Socially Progressive Technological University' and principal investigator on the internal project 'Breaking the Mould: Embracing dis/ability in Mathematics, Statistics and Life.' She is also active in university networks focused on teaching leadership and SoTL writing groups. Her work contributes to the UN Sustainable Development Goal of Quality Education, promoting inclusive and equitable learning environments. She teaches Mathematics 1M (MM117) and Applicable Analysis 2 (MM303) in the 2024/25 academic year and continues to mentor students and collaborate across disciplines to transform teaching and research cultures.









