For nearly three decades, Professor Brandon Collier-Reed has dedicated his life to shaping young minds at the University of Cape Town (UCT), applying an innovative and student-centered approach to teaching. In the eve of celebrating two years in his role as Deputy Vice-Chancellor for Teaching and Learning, he will draw from this experience to share expert insights at the Times Higher Education (THE) World Academic Summit, hosted by UCT and the University of Bristol.

Collier-Reed will participate in a session titled “People and pedagogy: Inclusive education and innovation in contexts of disruption and inequality”. His focus will be on how institutions are designing inclusive education models in contexts marked by inequality, resource constraints and rapid demographic change – highlighting how innovation in pedagogy often emerges from necessity rather than abundance. The session on 29 September will address how inclusive teaching, curriculum design and experiential learning can nurture problem-solving, creativity and entrepreneurial capability among students, reshaping and repositioning education as a foundation for innovation driven development.

The esteemed academic has a bachelor's degree in mechanical engineering and a PhD in engineering education, both from UCT. He is a past President of the South African Society for Engineering Education, a Fellow of the South African Institution of Mechanical Engineering and a Fellow of the South African Academy of Engineering. Professor Collier-Reed is a registered Professional Mechanical Engineer with the Engineering Council of South Africa and in 2024 was awarded the UCT Distinguished Teacher Award (DTA), where he was recognised for his innovative and student-centered approach to teaching. His passion for curriculum development has led to significant transformation efforts, including the creation of new courses and a capstone project with national impact on engineering education.

Collier-Reed’s teaching philosophy emphasises student agency and engagement, viewing education as a guided apprenticeship where students become part of a professional community. His research on multilingualism and academic literacies has helped students overcome language and skills gaps, demonstrating his commitment to student success.

The DTA Committee commended his reflective and critical stance on student feedback, particularly his insights on how evaluations can sometimes be misused, and his commitment to using them productively to improve teaching.

His scholarly work in the field of education, including several publications on the scholarship of teaching and learning, demonstrates his dedication to advancing teaching practices not just for himself but for the broader academic community.

Collier-Reed’s influence extends beyond his students to the broader profession. His involvement with the South African Society for Engineering Education and the Engineering Council of South Africa underscores his national impact on teaching and professional development.

Focus of his session at the THE World Academic Summit

• How are institutions creating programmes that develop innovation and entrepreneurial capability in constrained or unequal environments?
• How can pedagogy integrate community‑based problem-solving, applied research and enterprise development?
• How can institutions adapt to evolving demographics while maintaining academic quality and coherence?
• What mechanisms, such as democratising platforms, are institutions leveraging to deliver the promise of universal access? 

Read Professor Collier-Reed’s abridged CV.

See a detailed THE World Academic Summit programme.