Teaching Matters Edinburgh

This podcast accompanies Teaching Matter's July-August Learning and Teaching Enhancement theme: Showcasing the Doctoral College.

In this podcast, Fiona, head of Doctoral College, speaks to Professor Patrick Hadoke, who is the Personal Chair of Arterial Remodelling and the Director of Postgraduate Student and Early Career Researcher Experience in the College of Medicine and Veterinary Medicine. He speaks generally about his experiences as a research supervisor and more specifically about his reflections on completing the UKCGE programme. He also shares some excellent insights and tips for those who are starting out as new supervisors and indeed for anyone else who has an interest in research supervision. A key takeaway is an emphasis he places on the human side of supervision, something which he stresses should not be overlooked even in a busy, high-pressure research environment.

A transcript is provided and, for ease, the main themes are discussed at these times in the recording:

0.44 Overview of experience as a research supervisor, the most enjoyable and most challenging aspects

4.59 Experience of completing the UK Council for Graduate Education (UKCGE) research supervision recognition programme

9.59 Advice and tips for new PhD supervisors

This episode and blog post accompany our May-June ‘Hot Topic’:  “Teaching and Learning during a Pandemic: Lessons and reflections from the last year” and our "EUSA Teaching Awards 2021 Podcast Series".

In this episode, Rohanie, a Peer Learning Coordinator at Edinburgh University Students' Association, sits down with Dr. Nikki Moran, a Senior Lecturer in Music at the University of Edinburgh, and two of her students, Tyler and Nicholas, to reflect on their experiences teaching and learning during the pandemic.

The group's conversation touches on fascinating questions in response to a year of online learning, including, if we're no longer going into lecture halls, where is academia?  In what ways have our day-to-day schedules changed, and how have we repurposed our time? And maybe most importantly, how will we remember this time, and what will we take with us?  We hope you enjoy this thought-provoking conversation and that it encourages you to begin your reflection on this past year of teaching and learning.

Welcome to the Edinburgh University Student’s Association Teaching Award Podcast Series, working with the Edinburgh Hybrid Teaching Exchange to celebrate those that have been nominated and shortlisted for this year’s awards. In this episode, Grace Lavender, Student Council Facilitator and 4th Year Religious Studies Student, talks with 2021 nominees Dr. Dimitri Mignard from the School of Engineering and Sam Nwokoro, PhD student and tutor in the School of Divinity.

The winners of this year’s Teaching Awards can now be viewed here. Congratulations to all nominees.

LINKS AND FURTHER RESOURCES ON THE TOPICS RAISED IN THIS DISCUSSION

• GeoScience Outreach Course: Assessment through impactful student projects
• Projects, Peers, Passion, and Play: How Minecraft Transforms (Hybrid) Teaching
• Undergraduate Teaching Champions in the Business School
• The Creation of a Postgraduate Tutor Mentor Post in the School of Divinity

This episode of the Teaching Matters podcast accompanies our March-April 2021 series on internationalisation curated by Dr Omolabake (Labake) Fakunle as guest editor. Dr Fakunle is a Chancellor’s Fellow at the University of Edinburgh (UoE) and Coordinator of the MSc Education General Pathway at Moray House School of Education and Sport.

In this episode, Dr. Fakunle talks to Professor James Smith. James is a Professor of African and Development Studies and Vice-Principal International at the University of Edinburgh.

In this wide-ranging and fascinating conversation, the University’s international activities and collaborations, serves as a jumping off point, for an in-depth discussion that speaks to many of the key themes of the University’s strategy for 2030, and possible directions for curriculum transformation.

This includes how Covid 19 transformed what’s core and what’s periphery in international research collaborations. At its heart this conversation is about celebrating the international community at the University and recognising the educational and civic value of having international and diverse classrooms and residences.

Welcome to the Edinburgh University Student’s Association Teaching Award Podcast Series. Working with the Edinburgh Hybrid Teaching Exchange to celebrate those that have been nominated and shortlisted for this year’s awards. In this episode, Grace Lavender Student Council Facilitator and 4th Year Religious Studies Student, talks with 2021 nominees Dr. Crispin Jordan, a Teaching Fellow with a focus on data analysis in Edinburgh Medical School: Biomedical Sciences and Dr. Glen Cousquer, MSc Programme Co-ordinator in The Royal (Dick) School of Veterinary Studies.

You can also learn more about how Crispin adapted his pedagogy to hybrid teaching and learning including his replacement of lectures with ‘live sessions’ and ‘practice problems’ in his  Reflection on his nomination.

Links and Further Resources on the Topics Raised in this Discussion

• Podcast: Co-Creation in Hybrid Teaching and Learning (8 min)
• Mental Health in New Learning and Teaching Environments
• Teaching about sustainability through diverse and creative methods
• Flipped classrooms – an evidence-based reflection
• Applied Learning: ‘Working together on the COVID-19 indoor transmission review and publication’
• Approaching coaching: Should schools be providing psychological coaching to improve student well-being?
• Student voice on academic feedback
• Mini-Series: The Politics of Knowledge and Social Justice: Introducing Intercalating Medical Students to Interpretivist Epistemology
• Donna J Haraway

Presented By

Grace Lavender, Student Council Facilitator and 4th Year Religious Studies Student

Produced by

Rohanie Campbell-Thakoordin, Peer Learning Coordinator, Student Opportunities & Dr. Joe Arton, Institute for Academic Development.

Music Provided by HookSounds

This episode of the Teaching Matters podcast accompanies our March-April 2021 series on internationalisation curated by Dr Omolabake (Labake) Fakunle as guest editor. Dr Fakunle is a Chancellor’s Fellow at the University of Edinburgh (UoE) and Coordinator of the MSc Education General Pathway at Moray House School of Education and Sport.

In this episode, Dr Fakunle talks to  Dr. Shari Sabeti, a Reader in Arts and Humanities Education at Moray House about her experience of working on an international academic collaboration project aimed at understanding Marshallese children’s experiences of displacement and belonging. They discuss the hidden narratives of international academic collaboration projects, what it takes to balance 'the doing' and 'the managing' of research, and what gets left behind in order for the publications, conference presentations and institutional data to happen. We hope you enjoy this important, practical, entertaining, and very human conversation that normalises the messiness of international collaboration projects...

Further Information on Dr. Sabeti's International Academic Collaboration Project

• Dr. Sabeti's article about making murals – based on her participation in workshops and interview with the artist and teachers: ‘Making Murals in the Marshall Islands and Hawai’i: an exploration of the limits and possibilities of artistic agency.’ Crossings: Journal of Migration and Culture (10:1)71-87 https://doi.org/10.1386/cjmc.10.1.71_1
• The Project Website: http://www.map.llc.ed.ac.uk

In this episode, we continue the story of how Covid-19 changed Assessment Design through an issue whose temperature has risen with the move to digital and hybrid; academic misconduct. We hear the voices of Neil Lent, a Lecturer in Learning and Teaching at the Institute for Academic Development at the University of Edinburgh and Celeste Mclaughlin, the Head of Academic Development for Digital Education at the Institute for Academic Development.

In our previous March 3 episode of the Teaching Matters Podcast, we talked to Judy Hardy and Neil Lent about how Covid-19 impacted assessment design at the University of Edinburgh. We heard how for some the move from traditional in-person exams to open-book online exams and group projects had an unexpected positive impact on students’ learning outcomes. We also heard about how this change in assessment design led to increased workloads and pressures. This episode responds to many of these concerns and offers a roadmap for student success while supporting staff.

Workshops, Resources, & Links Mentioned in This Episode

• Workshop: Practical Strategies for… Designing out Plagiarism/Misconduct
• Using National Student Survey (NSS) Qualitative Data and social identity theory to explore students’ experiences of assessment and feedback
• Implications of ‘Dimensions of Quality’ in a market environment
• David Willetts: Higher Education and the Student Experience
• HEA Knowledge Hub: https://www.heacademy.ac.uk/hub
• Enhancement themes (QAA) Focus on: Assessment and Feedback project: https://www.qaa.ac.uk/scotland/focus-on/feedback-from-assessment
• Unintended Consequences of Approaches to Marking and Assessment

Produced and Presented by Dr. Joe Arton, Academic Developer, Institute for Academic Development.

In this episode of the Teaching Matters podcast, we continue our conversation with Dr Nina Burrowes, a psychologist and founder of the Consent Collective, an organisation that works with communities and institutions in helping navigate the complex terrain of consent and sexual violence. The Consent Collective has been working closely with the University of Edinburgh for over four years by providing expert psycho-education content and support in creative ways, including gameshow podcasts, panel events, cooking shows and more.

In this second episode, Dr Burrowes explores how consent is an interpersonal skill learned that takes lots of practice. She also discusses the role of higher education institutions in providing spaces for healing, learning, and making mistakes. 

In this episode of the Teaching Matters podcast, we speak with Dr Nina Burrowes, a psychologist and founder of the Consent Collective, an organisation that works with communities and institutions in helping navigate the complex terrain of consent and sexual violence. The Consent Collective has been working closely with the University of Edinburgh for over four years by providing expert psycho-education content and support in creative ways, including gameshow podcasts, panel events, cooking shows and more.

In this first episode of a three-part series, Dr Burrowes explores how consent is an embodied practice and ways of inviting bodies into the classroom. Dr Burrowes also shares insights about trauma-informed teaching, which is one of many research-based approaches for acknowledging trauma in teaching practices.

This week's episode of the Teaching Matters Podcast features a reading by Cathy Bovill, Senior Lecturer in Student Engagement at the Institute for Academic Development, University of Edinburgh and Visiting Fellow at the University of Winchester of her article 'Student Positivity and Creativity as a Source of Hope' that was featured in the October 2020 edition of Teaching Matters. 

In Teaching Matters Out Loud, Teaching Matters contributors read their blog posts out loud giving Teaching Matters readers an alternative way to enjoy current and previous posts.