Dr Emma Medland joined the University of Surrey's Department of Higher Education in September 2013 as a Lecturer in Higher Education. She has responsibility for the Continued Professional Development (CPD) provision offered by the Department and is module leader on the Graduate Certificate in Teaching and Learning, MA in Higher Education, as well as various bespoke sessions. Prior to this, Emma was a lecturer with the King’s Learning Institute (KLI), King’s College London from 2007, where she was the Programme Director of the Postgraduate Certificate in Academic Practice (PGCAP). During her time at KLI, Emma was also the academic lead on an institution wide initiative involving the review and enhancement of assessment and feedback practices. Amongst other responsibilities, Emma was the KLI representative on the College Assessment Board, Chair of the Undergraduate Board of Examiners, Deputy Programme Leader of the Graduate Certificate in Academic Practice (GCAP), and contributed to a report focusing on Assessment in curriculum change for a joint Higher Education Funding Council for England (HEFCE) funded research project. Emma holds a first degree in Education Studies and Psychology and a Masters in Research Methods in Psychology, which has shaped her research and view of the relationship between learning and teaching. Jarvis’ (2007) belief that a theory of learning is incomplete unless it includes a consideration of the experiences of the person is reflected in her doctoral research, which considered the relationship between emotion and learning in Higher Education and the influence of this relationship on receptivity to feedback and vulnerability to dropping out. Her PhD research informed Emma’s interest in assessment and feedback in Higher Education, which has increasingly defined her role. Emma's research interests focus on assessment and feedback in higher education, for which Emma has investigated the subjectivity underpinning assessment and feedback practices, assessment literacy of external examiners, the role of assessment and feedback in curriculum development and is currently looking at the messages conveyed and received through feedback.