Changing The World

Chemical pollution knows no borders: Global problems need global solutions

Dr Laura Carter’s research has found hazardous traces of chemicals in plants, soil and water from Yorkshire to remote rivers in Nepal. Now she’s creating an international network of academics, industry and regulators to pool knowledge and draw up frameworks so we can better manage such pollution crises across the world.

Reimagining impact: Creating an entrepreneurial education that makes a difference

The desire to make a difference sits at the very heart of the University of Leeds’s new ten-year strategy. Its ambition is to train the next generation of global citizens and leaders – educating the problem solvers, innovators, collaborators and critical thinkers who can tackle the big issues. Richard Tunstall explains how connecting students to real-world experiences opens up their confidence as active problem solvers, and provides communities with a creative resource.

Becoming an ‘Irregular’ Art School: Collaborating with learning disabled artists to innovate inclusive arts development and education

A new project at the University of Leeds is seeking to boost the recognition and celebration of learning disabled artists. Working closely with Leeds-based disability art studio Pyramid, it’s investigating ways to better support their professional artistic development. Lead researcher Jade French outlines the innovative and experimental ways the project brings together the worlds of arts practice and social care support.

Digital transformation begins with people. How do we become digitally literate?

Digital transformation is at the heart of the University of Leeds’ vision for the next ten years. This transformation will enhance students’ learning and enrich research activity, as well as improve the University’s own institutional operations. Leeds’ ambition is to use digital technologies and approaches to fulfil its desire to be a university that makes a difference.

However, digital transformation begins not with technology but with people, Leah Henrickson argues. She explains what makes us ‘digitally literate’ and how digital literacy helps us get the most from the digital in our lives.

Why do we need a compassionate campus? And how do we get there?

For students and staff to thrive at university and beyond, we need a campus culture where everyone feels they belong. This is about how we teach as much as what we teach. Bridgette Bewick explores how her conversations with students and staff are helping the University of Leeds become a compassionate campus.

A university experience based on compassion and collaboration will give today’s students a fighting chance of solving tomorrow’s challenges, she argues – and help us all move to a more inclusive, diverse and equitable future.

Not ‘hard to reach’ but ‘hardly reached’ Empowering communities by engaging them in research

When Jasjit Singh was researching media portrayals of British Sikhs, he wanted to make sure his research was a true representation of the people whose lives he was talking about. Working with the community then gave him the authority to take the findings forward to influence national and international policy.

Here, he reflects on how universities can raise the profile of ‘hardly reached’ communities.

By explaining how research works and embedding open dialogue in their projects, academics can make sure their work is relevant – and that it will make a real difference to society.

Can digital technology open up university education for all?

In this World changers episode, Vice-Chancellor Simone Buitendijk speaks to Dr Bronwen Swinnerton.

Digital technology is often promised as the key to widening participation in university education for more students. But such technology isn’t neutral, and not all learners have the same access to it. Bronwen Swinnerton has been looking at how the ‘digital divide’ affects students in the UK and across the world. And she describes how the University of Leeds’ mission to tackle such inequalities is starting right at home.

What if the drugs don’t work? Solutions start with communities

In this World changers episode, Vice-Chancellor Simone Buitendijk speaks to Dr Jessica Mitchell.

Infections that would have quickly killed us a hundred years ago are rarely a cause for concern nowadays. Antimicrobials protect us from infections caused by microbes such as bacteria, fungi and viruses.

But the speed at which microbes are becoming resistant to these drugs is accelerating rapidly. What will happen if the drugs stop working?

Dr Jessica Mitchell is exploring effective ways for our communities – global, national, and local – to come together and respond.

A university without walls: How St Gemma’s Hospice and the University of Leeds joined forces to transform end of life care.

In this World changers episode, Vice-Chancellor Simone Buitendijk speaks to Dr Lucy Ziegler.

Lucy Ziegler’s research in oncology took on a very personal significance when her own mother died of breast cancer. Her personal loss and passion for her research made her determined to improve the way we care for those nearing the end of their lives.

Her research contributed to a landmark breakthrough when St Gemma’s became the world’s first University Teaching Hospice. Now its work not only serves the local Leeds community but also helps reduce inequalities in palliative care across the world.

Beyond the transmission of facts to a whole new level of understanding - how problem-based active learning can boost university students' learning.

What is the purpose of a university education, particularly in an age of life-long learning?

In the latest episode of the 'Changing the World' series, University of Leeds Vice-Chancellor Professor Simone Buitendijk and Deputy Director of Communications Fridey Cordingley discuss how, for some students and academics, university education is still viewed as the transmission of facts, and assessments to test whether those facts had been learned. The problem with that, Simone argues, is most people do not retain facts. And employers want a different set of skills. They are after people who can work in a team and can collaborate and we need to teach our students that learning never stops.

The solution, she believes, is to train students to acquire knowledge but also to solve problems, through a process of active learning, getting students to actively engage with a subject to really learn.

Follow Professor Simone Buitendijk on Twitter @SEBuitendijk, and follow University of Leeds at @UniversityLeeds

To read more voices from the University of Leeds, visit our Medium publication and University's website.