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The purpose of this paper is to evaluate the feasibility of direct fabrication of lunar/Martian regolith simulant parts, in a freeform environment, using Laser Engineering Net Shaping (LENS™) – an additive manufacturing technology.

Bulk lunar regolith simulant structures were fabricated using a LENS™‐750. Dense parts without any macroscopic defects were produced at a laser power of 50W, a scan speed of 20 mm/s, and a powder feed rate of 12.36 g/min. The laser processed parts were characterized using X‐ray diffraction, differential scanning calorimetry, scanning electron microscope and X‐ray photoelectron spectroscopy to evaluate the influence of laser processing on the microstructure, constituent phases and chemistry of lunar regolith simulant.

A combination of laser parameters resulting in a 2.12 J/mm² laser energy appeared to be ideal for generating a melt pool necessary for lunar regolith powder deposition without excessive liquid pool spreading and cracking of solidified parts. The results show that LENS™ based laser processing transformed crystalline regolith into nanocrystalline and/or amorphous regolith structures as a result of complete melting followed by resolidification. Laser processing also resulted in marginal changes in the composition of the regolith.

Establishment of a lunar/Martian outpost necessitates the development of methods to utilize in situ mineral resources for various construction and resource extraction applications. Fabrication technologies are critical for habitat structure development, as well as repair and replacement of tools and parts at the outpost. Current experimental results presented in the paper clearly demonstrate that net shape regolith simulant parts can be fabricated using LENS™ by exploiting its capabilities.

This chapter provides an introduction to the problematic notion of teaching excellence in higher education, which is a focus of this collection. It draws on an extensive review of relevant literature to explore how teaching excellence is defined and conceptualised and what factors underpin different conceptions. It notes that definitions are disparate, often context-specific and are influenced by a range of different ‘players’. It then examines how different conceptualisations play out at the macro, meso and micro levels and highlights the tensions between performative and transformative notions of teaching excellence. It notes the move from ‘surface’ to ‘deep’ excellence and efforts to articulate a more holistic conception of teaching excellence that emphasises the relational, emotional and moral dimensions of teaching. It suggests that, rather than seeking singular definitions and conceptions, it may be more useful to talk of ‘teaching excellences’, to reflect a stratified and plural sector, a diverse student body and different disciplinary families. Equally, it argues for further investigation of the intersections of teaching excellence with other key drivers of institutional change, such as student engagement and well-being, inclusion and diversity, widening participation and retention and success.

The purpose of this paper is to propose an attributes framework for embedding “Changemaker” – a university initiative for promoting social innovation and social impact – across the disciplines at the University of Northampton.

The study is based on the authors’ (2015) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: (1) Changemaker as institutional strategy; (2) Changemaker as critical thinking, perspective shifting and problem solving; (3) Changemaker as employability; (4) Changemaker as social betterment; and (5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories.

Findings from this literature review inform a set of Changemaker attributes, which offers a framework to consider skills and behaviours associated with the five conceptions of Changemaker.

The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning.

The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration towards innovative teaching practice.

The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum.