Teaching Matters Edinburgh

In part two of this discussion, Student Wellbeing Adviser Tessa Warinner chats with Grace Clark, president of the University of Edinburgh branch of the 93% club. They highlight the impact of financial anxiety and class disparities on student mental health and university experience. This episode belongs to Podcast series: Student Wellbeing. Link to Part 1: Student Wellbeing and the Hidden Costs of Financial Hardship. Timestamps: (0:00) – Continuation of discussion of Grace’s experiences growing up working-class in rural North Yorkshire (4:09) – Means-tested benefits and the student finance model (7:01) – Tessa asks Grace about her experience in high school with mental health education (15:14) – How to get involved with the 93% club (20:32) - Student Wellbeing Service at the university Transcript of this episode

In this episode, Tessa Warinner, Student Wellbeing Adviser at the university, chats with Grace Clark, president of The University of Edinburgh branch of the 93% club↗️. They discuss the challenges state-educated students face as they transition to university. Listen to how 93% club is making a difference in levelling the playing field for these students. This episode belongs to Podcast series: Student Wellbeing↗️ Timestamps: (0:53) – Tessa and Grace - Introductions(1:42) – What is 93% club? Who is it for? What do they do?(5:00) – How mental health and wellbeing of the members fit into the club’s goals(11:58) – How being economically and educationally disadvantaged can impact a student’s wellbeing(12:16) – Financial hardships and discussion around access to financial assistance(17:43) – Grace’s experience with growing up in a working-class family.

In this podcast episode, Emily Shaw, undergraduate student studying Interdisciplinary Futures at the Edinburgh Futures Institute, takes us on a journey of understanding 'interdisciplinarity'. Emily brings together voices of students and experts in the field, including Dr David Overend and Dr Gill Robinson. They explore its definitions, implications and real-world applications. Timestamps: (0:42) - Introduction to 'interdisciplinary' (2:43) - Student perspective  (3:51) - Dr David Overend's opinion  - What is interdisciplinarity? (4:55) - Could interdisciplinary way of working be taught?  (6:12) - About the potential areas of conflict or tensions between disciplines (08:49) - Dr Gill Robinson's opinion - What is interdisciplinarity? (11:10) - How have you undisciplined yourself in terms of looking at other disciplines that you're not trained in specifically?  (13:59) - How might we bring people together for interdisciplinary collaboration? (23:05) - Reflection and conclusion

In the final part of this three-part podcast, Wellbeing Advisors Douglas and Tessa talk to Dr Mark Hoelterhoff the four transformations mentioned in the Wellbeing in the Curriculum report, incorporating diverse experiences and what the next few years look like for the wellbeing in the curriculum project. This episode belongs to Podcast series: Student Wellbeing↗️. Timestamps:  (00:44) Douglas and Mark discuss the four transformations outlined in the Wellbeing in the Curriculum project for a couple of years ago.(03:54) Douglas and Mark discuss the importance of incorporating “diverse perspectives” into wellbeing initiatives at universities.(08: 29) Douglas further asks Mark what he would say to students who are uncomfortable with speaking about wellbeing in an academic setting.(12:53) Tessa asks Mark about what the plan is for the next couple of years. Transcript↗️

In the second part of this three-part podcast, Wellbeing Advisors Douglas and Tessa talk to Dr Mark Hoelterhoff about the examples of other universities work on bringing wellbeing into the curriculum and they discuss some of the potential challenges of doing so. This episode belongs to Podcast series: Student Wellbeing↗️ Timestamps: (00:45) Douglas asks about other university examples and Mark answers.(06:11) Tessa talks about her thoughts on buy-in and Mark adds his thoughts.(13:52) Douglas asks Mark about the challenges and opportunities in embedding wellbeing in the curriculum of different disciplines(17:36) Tessa and Mark speak on the impact of Covid on implementation and wellbeing attitudes. Transcript of this episode

In the first part of this three-part podcast, Wellbeing Advisers Douglas and Tessa discuss with Dr Mark Hoelterhoff the definition of wellbeing and touch upon the origins of a group project that Mark was a part of called 'Wellbeing in the Curriculum'. They cover themes of different perspectives around wellbeing, positive psychology and the importance of wellbeing throughout the university experience. This episode belongs to Podcast series: Student Wellbeing↗️ Timestamps: (00:43): Introductions(02:52): What do we mean by wellbeing?(10:57): What were the origins of the project entitled Wellbeing in the Curriculum?(15:46): Tessa talks about her experiences at university,(17:46): Mark discusses some of the challenges around implementing wellbeing into a large institution such as Edinburgh University. Transcript of this episode

In the second part of this two-part podcast, which is a continuation of last week's episode on PhD students' wellbeing, Sibyl Adam, student wellbeing adviser at the Student wellbeing service and Lorna street, a lecturer at the School of Geosciences discuss some of the practical difficulties in PhD life, such as isolation, cost of living crisis and the pandemic effect and how that can impact student well-being. Transcript of this episode↗️ Timestamps: (0:44) ‘going into an academic job is not for the faint hearted’ (03:48) impact of disruptions, cost of living, isolation, pandemic (10:43) Implications of transition to Doctoral training centre model from prior models of PhDs being associated with larger research projects (14:26) Going forward what can be done to offset PhD student isolation

In the first part of this two-part podcast, Sibyl and Lorna discuss the intersection of being a PhD student and wellbeing. They cover themes of cultures of overwork and acceptance of stress, relationship of student/staff wellbeing and individual vs structural responsibility. Transcript of this episode (02:01): PhD journey and well-being, stress as a health and safety issue(05:25): Why do you think stress is not taken seriously?(08:01): Conversations surrounding PhD students and well-being (11:38): Individual vs structural responsibility(17:17): relationship between student and staff wellbeing.

In this podcast episode, three Student Wellbeing Advisers (Douglas, Sibyl and Tessa) introduce the service, including 1-to-1 support, drop-ins and proactive activities. They also discuss some of the common themes in student wellbeing that they’ve seen over the past 2 years. Tessa discusses the significance of transition for students going from their family homes to an independent life as a student, especially when coming from a different culture. Douglas discusses the wellbeing challenges of online students studying from their home countries. The advisers reflect on the diversity of the student population, and with that the diversity of wellbeing challenges. Sibyl discusses the prevalence of isolation and loneliness amongst students and the particular barriers neurodivergent students might face when transitioning from the structures of family and school to studying at a university. The advisers then introduce the upcoming podcast topics for the Wellbeing series. ⁠Transcript of this episode ⁠ Timestamps: (0:45) - Introduction of the speakers and the Student Wellbeing service (2:08) - What does getting support from a well-being adviser maybe look like? (6:31) - What are the common themes in student wellbeing? (12:40) - Upcoming Conversations in the following podcast episodes

In this podcast episode, Kirstin Stuart James an academic and occupational therapist, shares the inspiration for her blog series. She discusses the link between her roles, offering a practical example of curriculum transformation through a pedagogy of occupation. This post belongs to the Hot Topic series: Through the Lens of Occupation↗️ Time stamps: (2:46) Inspiration behind the blog series and podcast episode (4:50) Human occupations, occupational disruption and occupational marginalisation (9:41) Framework for pedagogy of education: Links between Health and Education (12:09) A practical example of curriculum transformation from the MSc Clinical Education program (19:15) Conclusion Transcript of the podcast episode↗️.

In this episode, Dr Neil Speirs narrates real life stories depicting the challenging lived experiences of working class students at the University. He is a Widening Participation manager, practitioner and researcher at The University of Edinburgh. This podcast accompanies the July-August Learning & Teaching enhancement theme: Learning and Teaching Conference 2023. Transcript of this episode Time stamps: 1:06: Chapter 1: Getting there 2:19: Chapter 2: Class 19:00: Chapter 3: Solidarity 21:49: Chapter 4: Home time 22:26: Concluding remarks by Neil Speirs Music for this episode was provided by Hooksounds. 

The fourth and final episode of Generative AI podcast series↗️ features James Stewart, a lecturer at Science, Technology and Innovations studies↗️, The University of Edinburgh. This episode provides a comprehensive exploration of Generative AI, discussing its influence not only in academia but also across industries, and delving into the key players in this dynamic landscape. Timestamps: (2:02) Academic integrity and Generative AI (4:47) Gen AI as a personal tutor (6:03) Broader technical landscape - key players and value chain (17:09) Series conclusion: Take home messages Transcript of this episode↗️

The third episode of Generative AI podcast series↗️ features Lara Dal Molin, a second year PhD student at the Science, Technology and Innovations studies↗️, The University of Edinburgh. Discussing some of the core issues associated with Generative AI technologies, Lara leaves us with a compelling invitation to ponder how we can guide our students in cultivating a responsible relationship with these technologies. Timestamps: (1:56) What is the impact of ChatGPT on digital divide? (6:13) What are the skills required for the use of chat GPT? How do you think these skills will impact digital divide? (9:17) What do you think about gender bias within the world of Generative AI?  (14:18) How can we benefit from these developments without compromising the safety of the users or data workers?  Transcript of this episode↗️

The second episode of Generative AI podcast series features a conversation between Irene Xi, an MSc student (Sociology and Global change) and Dr Vasileios Galanos, Teaching fellow at the Science, Technology and Innovations department, The University of Edinburgh. Irene brings in a unique student perspective to the current conversations surrounding AI Technology usage. Read the accompanying blog post Timestamps: (2:00) - How does it feel to be an MSc student at the University of Edinburgh in terms of coursework? (5:00) - In terms of marking scale, could you tell us what does a 55%, a 65% 75% mean to you? How does these numbers resonate with you? (7:20) - Why would students be tempted to use AI software to help with their essays? (10:55) - Have you tried these software at all, what did you see? Are they good, have they got any limitations? (13:45) - How do you think MSc students would use these AI technologies in 5 years from now? Transcript of this episode

The first episode of the Gen AI podcast series features Vasileios Galanos, a teaching fellow at the Science, Technology and Innovations Department, The University of Edinburgh. Vasileios shares interesting insights into word origins, history of Generative AI, the hype of GPTs and the implications and what future holds for this technology. Timestamps: (2:11) - What distinguishes generative AI and GPTs in particular from previously existing A.I. technologies?  (6:22) - What are the effects and the implications of hype for the use of this technology? (10:01) - What actually is a GPT and what are the current uses of this technology apart from literally generating text, where can we see this technology? (14:27) - How can we expect these technologies to develop and evolve in the future? Where can we see this going? Read the transcript of this podcast

In this episode, Dr Emily O'Reilly and alumnus Andrew Strankman from the School of Biomedical Sciences continue their excellent discussion on podcasting in education, this time going back to the basics. How do you record a podcast, and why would you want to? What tools would you need to begin podcasting, and what are some production tips worth remembering? And which kind of podcast would most enrich your course's delivery?  This is the second in a two-part conversation facilitated by Teaching Matters' Eric Berger. In this short series, Emily and Andrew expand on the 'whys, whats, and hows' of educational podcasting – and digital education more broadly – in light of their recent PTAS-funded research project on podcasting in education. 2.15 Podcasts as a 'continuum' – podcasts can take many forms (from the informational monologue to the group podcast), but which suits your teaching needs? 8.52 How does one even begin to make a podcast? Our speakers consider the tricks and tools of the trade. 17.05 Barriers to entry in podcasting, or their lack thereof: “Just jump in and record”, say Emily and Andrew, “it’s easier than it sounds!” 24.40 Student responses to podcasting – increasing engagement and sense of interaction 30.19 What should both teachers and their institutions remember about the use of podcasts in education? Emily and Andrew reflect on embracing trial and error. Transcript of the episode is available here. Music for this episode was provided by Hooksounds.

In this episode, Dr Emily O'Reilly and alumnus Andrew Strankman from the School of Biomedical Sciences introduces us to the specifics of their fascinating project on educational podcasts. This project, funded by the Principal's Teaching Awards Scheme, surveyed a diverse online cohort of students at The University of Edinburgh and their responses to teaching through podcasting. Taking us through the project's origins, methods, results, their discussion attends to how podcasting can revitalise student engagement, and how we might better exchange knowledge in online (and offline) classrooms.  This is the first in a two-part conversation between Emily and Andrew, facilitated by Teaching Matters' Eric Berger, which features both researchers reflecting on the 'whys, whats, and hows' of educational podcasting – and digital education more broadly. 2:00 – Emily and Andrew introduce themselves and their interest in podcasting, particularly in what the podcast form offers their students 14:41 – Our speakers expand on the particulars of their PTAS project, focusing on the kinds of students they interviewed and the feedback received 27:00 – The two consider what the 'best' kinds of educational podcasts tend to sound like 34:35 – Emily and Andrew reflect on podcasts from their perspectives as course organiser and instructor, respectively, mid and post-pandemic 41:30 – Emily, Andrew, and Eric discuss how podcasts can shake up traditional classroom dynamics between teacher and learner Our Decolonising the Curriculum podcast series was referenced in this conversation, which you can find here.  Transcript of the episode is available here. Music for this episode was provided by Hooksounds.

In this episode, we hear from senior lecturers Guy Fletcher at the School of Philosophy and Marc Geddes at the School of Politics, who share good practice by examining the successes and challenges of their student-nominated courses at The University of Edinburgh. This is the third episode of our Teaching Awards series, which features reflective conversations between nominees from the 13th Annual Teaching Awards, held by the Edinburgh University Students' Association.  Timestamps: 1:28 – Guy and Marc introduce themselves and their research topics 3:30 – The two outline their respective courses, considering in particular ways to make 'dry' concepts more compelling 9:53 – Guy and Marc assess the way their teaching has evolved over the course of the pandemic 15:21 – The two speakers discuss what their students were most able to take away from their courses 21:42 – Our nominees conclude by reflecting on why they believe their courses were nominated for Teaching Awards Transcript. Music for this episode was provided by Hooksounds.

In this final uncovering UNCOVER podcast episode, Ruth McQuillan and Marshall Dozier both core members of UNCOVER, describe key features of a good evidence review, and provide tips to novice reviewers on how to create a good evidence review. Madhurima Nundy, an UNCOVER Reviewer, shares her experience collaborating with staff in a review team, and what challenges she faced. Music in this episode is provided by hooksounds. 

In this episode, Neneh Rowa-Dewar UNCOVER’s student-staff liaison, and Thulani Ashcroft and Udani DE Silva both UNCOVER Reviewers, each discuss their roles in UNCOVER. Neneh highlights how students are supported in UNCOVER and how this support benefits students. Thulani and Udani describe how UNCOVER’s resources has benefited them. Music for this episode is provided by hooksounds.

In this introduction episode, Nadege Atkins an UNCOVER Reviewer and also co-producer of the  uncovering UNCOVER podcast series, shares her experience as a member of UNCOVER. She discusses what UNCOVER is and how she became involved in UNCOVER.  Nadege also speaks of the benefits and challenges she has faced, and what skills she has developed being a part of UNCOVER. Music for this episode is provided by hooksounds.

In this episode, Filip Taneski, a PhD student within the School of Engineering, and Brittany Blankinship, a PhD student in the School of Philosophy, Psychology and Language Sciences, share good practice by discussing their nominations for the 2022 Student Tutor of the Year. They discuss the relationship between their research and teaching, how their role as tutor has changed over the last two years, the difficult task of facilitating engagement while teaching in online classrooms, how they’ve adapted their practices in teaching and research the past few years, and much more. Timestamps: 1:20 - Filip and Brittany introduce themselves and their research topics 3:10 - The two discuss: how have they found this academic year compared to previous academic years? 9:10 - Filip and Brittany discuss how they've balanced research and teaching during their PhDs 22:20 - The two finish off by reflecting on some experiences they remember fondly from their time teaching Transcript Music for this episode was provided by Hooksounds.

In this episode, Michael Merlin, a lecturer within the School of Engineering, and Richard Blythe, a professor of Complex Systems in the School of Physics and Astronomy, share good practice by discussing their nominations for the 2022 Personal Tutor of the Year. They begin by discussing: what actually is the role of a personal tutor? Michael mentions it being both “everything and nothing”, while Richard touches on how he views the supportive role. Their conversation then expands to cover various aspects of the role.  How has it changed during the pandemic/online learning? How does it interact with teaching and research? What's the relationship between personal tutoring and mentorship? And how did they each respond to their nominations? Throughout the episode, the thought and intentionality Michael and Richard bring to their roles are apparent, making this episode a must-listen for anyone interested in hearing about supportive roles, particularly within academia. Timestamps: 1:15 – Michael and Richard discuss what they consider the role of a personal tutor to be 2:50 – The two discuss: how has the scope of personal tutoring changed with the advent of virtual learning? 12:20 – Michael and Richard discuss connecting with students on a personal level, how personal tutoring interacts with their research and teaching, and their responses to their nominations Transcript Music for this episode was provided by Hooksounds. 

In this episode, Charlie Farley, the Open Educational Resources advisor at the University's Information Services, and Ewan McAndrew, the University of Edinburgh’s Wikipedian in Residence, discuss the benefits of Media Hopper Create, particularly in regard to the service's ability to create Open Educational Resources (OERs). They discuss how they each use media hopper create, the benefits of open educational resources, why they’re so important (especially in wake of the pandemic), and how media hopper create can benefit potential users. Timestamps: 1:05 - Charlie and Ewan introduce themselves and how they use Media Hopper Create in their work 4:35 - The duo discusses the benefits of OERs more generally, and how Media Hopper Create is used to create them 16:10 - Ewan and Charlie conclude by discussing the importance of having a tool like Media Hopper Create during the pandemic, and give their pitches for those considering using the service Transcript Lego replica of the University of Edinburgh Main Library Music for today's episode was provided by Hooksounds.

In this episode, four University of Edinburgh staff members, Jo Merrifield, Education Programme Manager at the Edinburgh Clinical Research Facility, Michael Gallagher, Programme Director of the MSc in Digital Education, Velda McCune, Deputy Director of the Institute for Academic Development and Brian Mather, Senior E-Learning Developer at the Veterinary school, reconnect to discuss anecdotes from using Media Hopper Create, along with their pitch for prospective users of the service.  The episode begins with the participants' stories. Jo discusses a piece of positive feedback she received on a webinar series she cocreated, Michael shares about teaching his next-door neighbor how to use Media Hopper Create, and Velda and Brian touch on the benefits of using it as a collaborative tool. After, they share their pitches for prospective users of Media Hopper Create, touching on its accessibility and the benefits that come from being able to share academic content Timestamps: 0:58 - Participants share their stories from using Media Hopper Create 8:57 - The group gives their 'pitches' for encouraging people to give Media Hopper Create a try Transcript Music for this episode was provided by Hooksounds. 

In this episode, four University of Edinburgh staff members, Jo Merrifield, Education Programme Manager at the Edinburgh Clinical Research Facility, Michael Gallagher, Programme Director of the MSc in Digital Education, Velda McCune, Deputy Director of the Institute for Academic Development and Brian Mather, Senior E-Learning Developer at the Veterinary school, reconnect to discuss the tips, tricks and challenges they've found in using Media Hopper Create. The conversation begins with the group discussing tips. They discuss keeping your content short and succinct, taking advantage of a dialogic approach, thinking about what you want to create across before you record and finally involving fellow students and staff in a co-creative model. Their conversation then shifts to the challenges of using Media Hopper Create. How do we ensure the intended audience finds their way to the content? What about those who are uncomfortable recording videos? How does one bring intentionality to whose voices are being heard when editing content? While entertaining these challenges, the group manages to find quite a few silver linings. Timestamps: 1:00 - Participants discuss the greatest 'tips and tricks' they've found in using Media Hopper Create 9:40 - The group entertains the challenges they've found when using the service, and finds a few silver linings Transcript Music for this episode was provided by Hooksounds. 

In the premiere of our Media Hopper series, four University of Edinburgh staff members, Jo Merrifield, Education Programme Manager at the Edinburgh Clinical Research Facility, Michael Gallagher, Programme Director of the MSc in Digital Education, Velda McCune, Deputy Director of the Institute for Academic Development and Brian Mather, Senior E-Learning Developer at the Veterinary school, connect to discuss how they use Media Hopper in their work. Media Hopper Create is the University's Media Asset Management system, which puts video at the heart of teaching, learning, research and public engagement. The quartet's conversation begins with each participant detailing how they use Media Hopper Create in their work, also touching on its usefulness during the pandemic. Among the variety of uses mentioned are lecture recordings, student assessment, student-staff co-creation, creating learning resources, podcasts and research dissemination. The conversation also covers the aspects of Media Hopper Create that the participants particularly appreciate, including its captioning and capacity for inclusivity, accessibility and interoperability. Timestamps: 1:18 - Each participant introduces themself and discusses the ways in which they use Media Hopper Create in their work 14:15 - The participants discuss which features they find particularly useful, including Media Hopper Create's accessibility and usability Transcript:  'Media Hopper Create and its many uses' Transcript Music provided by Hooksounds. 

In this episode, Ewan McAndrew, the University of Edinburgh's Wikimedian in Residence, is joined by Diana Paton, lecturer at the University of Edinburgh and the William Robertson Chair of History, Lucy Crompton-Reid, Chief Executive of Wikimedia UK, Lucy Parfitt, former President of the University History Society, two history students, Grace King and Siân Davies, and Hannah Rothmann, a former Wikimedia intern and Classics student, to discuss Wikimedia, History how the two topics are interconnected. Particularly, they discuss the Scotland Slavery and Black History Project. This episode is the fifth and final of our Wikimedia Series, which aims to recontextualize Wikimedia's role in academia on its 21st birthday. The conversation begins with each participant detailing what drew them to the project and its formulation. They also consider Edward Gibbon's quote, "History is indeed little more than the register of the crimes, follies, and misfortunes of mankind." While the group's conversation revolves around the Scotland Slavery and Black History Project, it often diverges into fascinating territory regarding Wikipedia and History. Is Wikipedia a source, a source aggregator, or both? What role can Wikipedia play in documenting history's ever-changing nature? What kind of conversations follow a project such as this one, and what conversations does it necessitate? This link leads to more information about the Scotland Slavery and Black History Project.  Timestamps: 2:00 - Introduction of participants, entertainment of Edward Gibbon's quote, and discussion about the inception of the Scotland Slavery and Black History Project 13:40 - The participants discuss the 'othering' of Wikipedia, more about the conversations the project necessitated, and whether Wikipedia is a source or a source aggregator 33:00 - Each participant reflects on the project, detailing what they got out of it and their final thoughts Transcript Music for this episode was provided by Hooksounds. 

In this episode, Lucy Crompton-Reid, the Chief Executive of Wikimedia UK, is joined by Linda Bauld, Professor of Public Health, Sarah Lappin, head of the Edinburgh Women in STEM Society, and Áine Kavanagh, a former reproductive biology student at the university, to discuss the underrepresentation of women on Wikipedia pages. This episode is the fourth of our Wikimedia Series, which aims to recontextualize Wikimedia’s role in academia on its 21st birthday. The quartet offers a variety of perspectives on why women are underrepresented on Wikipedia and what can be done about it.  They discuss the ‘vicious cycle’ of the media favoring male scientists and how the underrepresentation is not confined to just women. They also discuss: How has the education sector improved in regards to representation of women in STEM? What areas need further improvement? And what is each participant’s call to action? This concise, call-to-action episode is an essential listen for anyone interested in bringing equality to digital spaces and looking to improve the representation of underrepresented groups. Timestamps: 1:27 – Beginning of conversation, each participant answers: ‘Where are the women?’ 5:43 – Are schools and universities doing enough in encouraging girls to pursue STEM careers and supporting them when they do so? 8:15 – Each participant shares one thing they would encourage the listener to think about differently? What’s their call to action? Music provided by Hooksounds. 

Many people turn to Wikipedia articles when introduced to an unfamiliar medical term, especially when it pertains to themselves or a loved one. But who writes these articles?  Some come from within The University of Edinburgh, where fourth-year students in the Reproductive Biology BSc programme have been creating articles about previously unpublished medical terms for the past six years. In this episode, Áine Kavanagh, a former student from The University of Edinburgh's Reproductive Biology BSc, and her former professor and program organiser, Norah Spears, detail a class project which involves developing new Wikipedia articles about unpublished medical terms.  They discuss this with Ewan McAndrew, The University of Edinburgh's Wikimedian in residence, and Lucy Crompton-Reid, the Chief Executive of Wikimedia UK.  This episode is the third of our Wikimedia Series, which aims to recontextualize Wikimedia's role in academia on its 21st birthday. The quartet cover captivating questions: What do students gain from these types of projects? What strategies are used to write scientific articles that are digestible to a lay audience? What role do diagrams play, and how are they created?  And, does Wikipedia Medicine have a higher 'standard of proof' than other Wikipedias? This exciting, informative episode is an essential listen for anyone interested in how medical articles on Wikipedia are actually formed, and how projects such as these can be integrated into the curriculum. Timestamps: 2:09 - Beginning of conversation, with insight into the Wikipedia project involved in the Reproductive Biology BSc course 4:57 - The group discusses: Does the project work in practice? Áine and Norah detail their experiences 10:00 - The group discusses the role of diagrams in medical Wikipedia articles and how they are created 12:40 - Lucy gives a personal anecdote about using Wikipedia with a medical issue Music for this episode was provided by Hooksounds. 

In this episode, Wikimedians Ewan McAndrew and Jason Evans unpack the role of languages in Wikipedia with Richard Nevell (Wikimedia Programme Director), Lorna Campbell (OER services manager) and three Translation Studies MSc students, Binjie Xiang, Huichao Wang and Nora Albawardi.  This episode is the second of our Wikimedia Series, which aims to recontextualize Wikimedia's role in academia on its 21st birthday. The group covers fascinating questions: Does translation open the door to a more complete and diverse selection of sources?  What role does machine translation play in the translating process? People typically edit Wikipedia independently, but is this in some ways a community event? And what opportunities are there in Wikipedia for indigenous languages? This thought-provoking episode is an essential listen for anyone interested in digital representation, the ins and outs of translation and the role Wikimedia can play within academia. Timestamps: 1:30 - Introductions and each participant detailing why they believe it's important to have Wikipedia pages in multiple languages 11:45 - The group covers issues that arise with translation, the role of machine translation and having sources in multiple languages 23:35 - The group discusses the opportunities and challenges faced by smaller Wikipedias and the communal rejuvenation of the Scots Wikipedia Ewan McAndrew, our Wikimedian in Residence, provided the following resources for anyone interested in further readings regarding Wikimedia and languages: Building bridges not walls – Wikipedia in Translation Studies Address Knowledge Gaps (Program) Growing Wikipedia Across Languages via Recommendation Videos on Wikipedia and Translation Studies Videos on Translation more generally

In this episode, University staff (Kirsty Lingstadt), students (Hannah Rothmann, Grace King and Lucy Parfitt) and Wikimedians (Ewan McAndrew and Richard Nevell) discuss Wikimedia's current role within academia and hypothesize what that role can be in the future.  This episode is the first of our Wikimedia Series, which aims to recontextualize Wikimedia's role in academia on its 20th anniversary. The group's conversation begins with each member detailing how they use Wikipedia in their work, then expands to Wikipedia's current and potential role in academia. Throughout, fascinating questions are posed and talked through: Is Wikipedia regulated, and to what extent? What utility does it have in academia? And is there a role for Wikipedia to be a middle ground between academia and the public? This episode serves as a fantastic re-introduction to Wikipedia, and we hope it helps listeners join in on recontextualizing Wikipedia's role in academia on its 20th anniversary. Timestamps: 2:30 - Introductions with each participant detailing how they use Wikipedia in their work 7:22 - The group entertains Wikipedia's reputation of being unreliable and discusses the role of media literacy 13:33 - The group discusses Wikipedia's potential to be a middle ground between academia and the public 19:30 - The group finishes off the discussion by theorizing Wikipedia's potential role within academia Ewan McAndrew, The University of Edinburgh's Wikimedian in Residence, provided the following resources for anyone interested in further readings regarding Wikimedia: Wikipedia on Olive Schreiner, like it or what?  Wikimedia in Education (collection of case studies) How Wikipedia keeps political discourse from turning ugly (Harvard Business Review article) Why didn’t Wikipedia have an article on Donna Strickland, winner of a Nobel Prize? (Wikipedia Foundation article) Female Nobel prize winner deemed not important enough for Wikipedia entry (additional article about Donna Strickland from the Guardian) Music for this episode is provided by Hooksounds.  Cover art was created by Eric Berger using a template from http://ereyes.github.io/

In this podcast, the Institute for Academic Development's (IAD) Dr Catherine Bovill, Senior Lecturer in Student Engagement, and Celeste McLaughlin, Head of Academic Development for Digital Education, discuss a collaborative international research project that sought to understand the changes to teaching practices as they went online during the initial period of the Covid-19 pandemic. This episode complements the blogpost, "Learning together during a global pandemic: Practices and principles for teaching and assessing online in uncertain times". Catherine and Celeste's conversation covers fascinating questions about how teachers have collectively adapted to the pandemic, as well.  How did sentiment towards online learning change from the onset of the pandemic to six months in? How has online teaching led educators to rethink their practices? How has the pandemic changed the practices of teachers who were already teaching in a digital space? What did educators consider to be the 'biggest losses' from transitioning to online teaching? Timestamps: 1:05 - Celeste and Catherine introduce themselves and their research project 6:29 - Celeste and Catherine discuss educators' sentiments about the 'emergency period', and how these compare to the responses gathered well into the pandemic 9:00 - Catherine introduces the idea that teachers have had the opportunity to 'step back' from their normal teaching practices, and the two discuss 14:50 - The pair discuss how smaller blocks of recorded content has been used as an adaptation to digital learning

In this Teaching Matters podcast series, produced by The Race Equality and Anti-Racist Sub-Committee (REAR) at The University of Edinburgh in collaboration with Teaching Matters, we hear from different academics at the University about what Decolonising the Curriculum means for them, and how they have put this into practice in their learning and teaching or research. They also share some readings that they have found useful. In this episode, Professor Emerita Rowena Arshad, Chair in Multicultural and Anti-Racist Education talks to Dr. Lauren Hall-Lew, a Reader in Linguistics and English Language in the School of Philosophy, Psychology and Language Sciences at the University of Edinburgh. Dr. Hall-Lew’s Recommendations Rosa, Jonathan, and Nelson Flores. “Unsettling race and language: Toward a raciolinguistic perspective.” Language in society 46, no. 5 (2017): 621-647. Hudley, Anne H. Charity, Christine Mallinson, and Mary Bucholtz. “Toward racial justice in linguistics: Interdisciplinary insights into theorizing race in the discipline and diversifying the profession.” Language 96.4 (2020): e200-e235. García, Ofelia, Nelson Flores, Kate Seltzer, Li Wei, Ricardo Otheguy, and Jonathan Rosa. “Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto.” Critical Inquiry in Language Studies (2021): 1-26. Webinars on “Racial Justice, Equity, Diversity, and Inclusion in the Linguistics Curriculum” https://www.linguisticsociety.org/resource/lsa-webinar-series-racial-justice-equity-diversity-and-in…

In this Teaching Matters podcast series, produced by The Race Equality and Anti-Racist Sub-Committee (REAR) at The University of Edinburgh in collaboration with Teaching Matters, we hear from different academics at the University about what Decolonising the Curriculum means for them, and how they have put this into practice in their learning and teaching or research. They also share some readings that they have found useful. In this episode, Professor Emerita Rowena Arshad, Chair in Multicultural and Anti-Racist Education talks to Professor David Kluth, Chair of Medical Education, Deanery of Clinical Sciences at the University of Edinburgh and a consultant nephrologist. Prof. David Kluth Recommendations: Hannaford, Ivan. Race : the History of an Idea in the West / Ivan Hannaford. Washington, D.C: Woodrow Wilson Center Press, 1996. Givens, Marjory L et al. “Deconstructing Inequities — Transparent Values in Measurement and Analytic Choices.” The New England journal of medicine 384.19 (2021): 1861–1865. Amutah, Christina et al. “Misrepresenting Race — The Role of Medical Schools in Propagating Physician Bias.” The New England journal of medicine 384.9 (2021): 872–878. Oni-Orisan, Akinyemi et al. “Embracing Genetic Diversity to Improve Black Health.” The New England journal of medicine 384.12 (2021): 1163–1167. Mukwende, Malone, Peter Tamony, and Margaret Turner. Mind the Gap : a Handbook of Clinical Signs in Black and Brown Skin / Mukwende, M,  Tamony, P, Turner, M. First edition. London: St George’s, University of London, 2020.

In this Teaching Matters podcast series, produced by The Race Equality and Anti-Racist Sub-Committee (REAR) at The University of Edinburgh in collaboration with Teaching Matters, we hear from different academics at the University about what Decolonising the Curriculum means for them, and how they have put this into practice in their learning and teaching or research. They also share some readings that they have found useful. In this episode, Professor Emerita Rowena Arshad, Chair in Multicultural and Anti-Racist Education talks to Julie Cupples, Professor of Human Geography and Cultural Studies; Head of Geography and the Lived Environment Research Institute at the University of Edinburgh. Prof. Julie Cupples Recommendations: Smith, Linda Tuhiwai. Decolonizing Methodologies : Research and Indigenous Peoples / Linda Tuhiwai Smith. New York: Zed Books, 1999 Ramón Grosfoguel, and Julie Cupples. Unsettling Eurocentrism in the Westernized University. Taylor and Francis, 2018. Hooker, Juliet et al. Black and Indigenous Resistance in the Americas : from Multiculturalism to Racist Backlash : a Project of the Antiracist Research and Action Network (RAIAR) / Edited by Juliet Hooker ; Translated by Giorleny Altamirano Rayo, Aileen Ford, and Steven Lownes. Lanham: Lexington Books, 2020. Hooker, Juliet. Theorizing Race in the Americas : Douglass, Sarmiento, Du Bois, and Vasconcelos / Juliet Hooker. New York, NY: Oxford University Press, 2017. Hooker, Juliet. Race and the Politics of Solidarity / Juliet Hooker. Oxford: Oxford University Press, 2009 Tzul, Gladys Tzul. “Rebuilding Communal Life: Ixil Women and the Desire for Life in Guatemala.” NACLA report on the Americas (1993) 50.4 (2018): 404–407. Tzul, Gladys Tzul. “Communal Strategies for Controlling Microfinance in Chuimeq’ena’ Guatemala.” The South Atlantic quarterly 115.3 (2016): 625–631. Santos, Boaventura de Sousa. The End of the Cognitive Empire : the Coming of Age of Epistemologies of the South / Boaventura de Sousa Santos. Durham: Duke University Press, 2018. Mutu (Ngāti Kahu, Te Rarawa and Ngāti Whātua nations). “‘To Honour the Treaty, We Must First Settle Colonisation’ (Moana Jackson 2015): The Long Road from Colonial Devastation to Balance, Peace and Harmony.” Journal of the Royal Society of New Zealand 49.sup1 (2019): 4–18.

Dave Reay, Professor of Carbon Management and Education in the School of Geosciences and a Director of the Edinburgh Climate Change Institute, discusses his hopes for COP26 and the university's involvement in an interview with Joséphine Foucher, Teaching Matters Co-Editor and Student Engagement Officer.  This episode accompanies our November and December Hot Topic theme: COP26 and embedding the climate emergency in our teaching. Dave begins by outlining some of the Edinburgh Climate Change Institute's (ECCI) work at the University, before expanding into all things COP26. Throughout, he contextualizes the conference, while considering interesting questions. How can climate change become embedded in our curriculum? How are students participating in the conference? What outcomes are we looking for in the conference? And climate change historically has been viewed as being all about big business or the individual, but what might a different perspective look like? We hope you enjoy this special one-off episode of Teaching Matters!  Timestamps: 1:25 - Beginning of the interview with Dave Reay speaking about the ECCI's work at the university  6:45 - Dave and Josephine discuss student and alum involvement in COP26 10:10 - Dave on his and the ECCI's hopes for the outcomes of the conference 17:30 - Dave discusses how climate change/action can be embedded into university courses  Music for today's episode was provided by Tunesounds.  Cop26 logo provided by UK Government - https://www.gov.uk/government/topical-events/cop26, OGL 3, https://commons.wikimedia.org/w/index.php?curid=99448137

In this episode, Johanna Holtan Co-Convenor of the Race Equality and Anti-Racist Sub-Committee (REAR) and Programme Director, Mastercard Foundation Scholars Program talks to intersectional feminist scholar from the Global South, Dr Radhika Govinda, Senior Lecturer in Sociology at the School of Social and Political Science. Dr Govinda sits on the steering committees for the University’s GenderED and RACE.ED networks. She is Associate Director of CRITIQUE, and an active member of the Centre for South Asian Studies.  In this episode, she discusses decolonisation as a process of decentring whiteness, which entails unpacking the historical implications of deconstructing knowledge production. For her, the classroom is a key entry point for undertaking such a process in inspiring students to insert dilemmas into their subjectivities. In this way, the classroom is conducive space for exploring discomforts, assumptions, and vulnerabilities. Dr Radhika Govinda's Recommendations: Mohanty, Chandra Talpade. “‘Under Western Eyes’ Revisited: Feminist Solidarity through Anticapitalist Struggles.” Signs, vol. 28, no. 2, 2003, pp. 499–535. Hooks, Bell.  (1994).  Teaching to transgress : education as the practice of freedom. New York:  Routledge Crenshaw, Kimberle. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review, vol. 43, no. 6, 1991, pp. 1241–1299.

In this Teaching Matters podcast series, produced by The Race Equality and Anti-Racist Sub-Committee (REAR) at The University of Edinburgh in collaboration with Teaching Matters, we hear from different academics at the University about what Decolonising the Curriculum means for them, and how they have put this into practice in their learning and teaching or research. They also share some readings that they have found useful. In this episode, Johanna Holtan Co-Convenor of the Race Equality and Anti-Racist Sub-Committee (REAR) and Programme Director of the Mastercard Foundation Scholars Program talks to Dr Shadaab Rahemtulla, a Lecturer in Islam and Christian-Muslim Relations at the School of Divinity. He is also the Programme Director of the newly launched Masters in Islam and Christian-Muslim Relations. He argues that decolonisation is a conversation about power that consists in robbing knowledge of its so-called neutrality and innocence and understanding knowledge-production as located within a social context that is always filled with hierarchies and inequalities. In this humbling conversation, Dr Rahemtulla discusses how decolonising the curriculum is a reflexive exercise that those in power have a responsibility to practice. Dr Shadaab Rahemtulla’s Recommendations: X, Malcolm and Alex Haley, The Autobiography of Malcolm X (1965):  https://www.penguin.co.uk/books/572/57282/the-autobiography-of-malcolm-x/9780141185439.html Rowland, Christopher (ed). The Cambridge Companion to Liberation Theology (2008): https://www.cambridge.org/core/books/cambridge-companion-to-liberation-theology/F500C9F34574087A4C4EA2658E89762B Rahemtulla, Shadaab. Qur’an of the Oppressed: Liberation Theology and Gender Justice in Islam (2018): https://global.oup.com/academic/product/quran-of-the-oppressed-9780198820093?cc=gb&lang=en&# “Decolonising Divinity: A Roundtable Discussion” (15 March 2021, New College, Uni of Edinburgh): https://www.youtube.com/watch?v=V-qy8eMkNrA

In this Teaching Matters podcast series, produced by The Race Equality and Anti-Racist Sub-Committee (REAR) at The University of Edinburgh in collaboration with Teaching Matters, we hear from different academics at the University about what Decolonising the Curriculum means for them, and how they have put this into practice in their learning and teaching or research. They also share some readings that they have found useful. In this episode, Professor Emerita Rowena Arshad, Chair in Multicultural and Anti-Racist Education talks to Ayanda Ngobeni a Law Student at The University of Edinburgh, Black and Ethnic Minority Liberation Campaign Officer and Mastercard Foundation Scholar African Leadership Academy Alum (Class of 2016). Ayanda Ngobeni’s Recommendations: Angelou, Maya. “Still I Rise.” Making Literature Matter: An Anthology for Readers and Writers, edited by John Schilb and John Clifford, 7th ed., Bedford/St. Martin’s, 2020, pp. 127-131

Welcome to this podcast series produced by The Race Equality and Anti-Racist Sub-Committee (REAR) at The University of Edinburgh in collaboration with Teaching Matters where we hear from different academics at the University about what Decolonising the Curriculum means for them and how they have put this into practice in their learning and teaching or research. They also share some readings they have found useful. In this episode, Dr Gwenetta Curry, a lecturer in Race, Ethnicity, and Health in the Usher Institute discusses with Prof Rowena Arshad about decolonising the curriculum as a practice that consists of acknowledging the racist history of certain disciplines. Trained as a medical sociologist, Dr Curry endeavours to embed issues of race and racism within the medical training programme at the Usher’s institute. Her role ranges from redesigning course material to include the lens of race and racism, to delivering webinars for the NHS to raise awareness about how systemic racism impacts patient care. In this engaging conversation, Dr Curry reminds of the importance of questioning the power dynamics that underlie various forms of knowledge-making. If you are interested in contributing a podcast to this series, please get in touch with Emily Sena (emily.sena@ed.ac.uk) or Johanna Holtan (johanna.holtan@ed.ac.uk), co-convenors of the Race Equality and Anti-Racist Sub-Committee. Dr Gwenetta Curry’s Reading Recommendations: Fanon, Frantz Black Skin White Masks New York : Grove Press, Inc., (1952, 1967) Fanon, Frantz The Wretched of the Earth New York: Grove Press, (1968) Curry, Tommy J. Decolonizing the Intersection: Black Male Studies as a Critique of Intersectionality’s Indebtedness to Subculture of Violence Theory in Critical Psychology Praxis: Psychosocial Non-Alignment to Modernity/Coloniality (Advances in Theoretical and Philosophical Psychology Series) (pp.132-154) Chapter Eleven, Publisher: Routledge Curry, Tommy J. The Derelictical Crisis of African American Philosophy: How African American Philosophy Fails to Contribute to the Study of African-Descended People. Journal of Black Studies. 2011, 42(3):314-333 Ladner, Joyce A. The Death of White Sociology (1973)

In this episode, Rachel Hunt, a lecturer in Geohumanities, Clare Barnes, an Interdisciplinary Lecturer in Sustainable Livelihoods and Gabrielle King, a research assistant in Geosciences and supporter of widening participation, introduce their research on inclusive culture within the School of Geosciences. This episode accompanies our July-August ‘Hot Topic’: “Lessons from the Learning and Teaching Conference 2021“. Which experiences leave students feeling like they belong, and which leave them feeling excluded? Rachel, Claire, and Gabrielle's ongoing research involves asking students to reflect on moments of inclusion and exclusion, aiming to better understand and improve widening participation interventions.  In their presentation, they stitch together student testimonials to provide their data in narrative form, allowing the listener to hear stories of belonging and exclusion throughout the university experience.  These stories can help us better understand student belonging, making this episode an essential listen for anyone in the teaching and learning environment.  Timestamps: 2:03 - Eric's episode-specific introduction  5:40 - Beginning of student testimonials in narrative form 12:35 - Rachel, Claire and Gabriel's recommendations on widening participation from their research Music featured is Longest Year by Scott Holmes Music, and otherwise provided by Tunesounds. 

In this episode, Dr. Michael Daw, Director of Quality in the Deanery of Biomedical Sciences, continues discussing his analysis of marking schemes and assessment styles, particularly addressing why it using the full range of marks might be something to strive for. This episode accompanies our July-August ‘Hot Topic’: “Lessons from the Learning and Teaching Conference 2021“.

Do the assessments we prepare for students allow them to fully showcase what they've learned? Do marking schemes affect the distribution of marks?  And what kind of assessments lead to, or don't lead to, the full range of marks?  Today's episode, the fourth of our Learning and Teaching Conference series, features Dr. Michael Daw, Director of Quality in the Deanery of Biomedical Sciences.  Michael's presentation from the conference, "The unintended consequences of approaches to marking and assessment & supporting criteria-based marking", caught our eye with its counterintuitive findings of marking schemes and assessment styles, along with Michael's commitment towards an evidence-based approach towards advising course organizers.  In this episode, Michael discusses what drew him to this analysis and showcases a few of his findings. The conversation then expands, introducing the idea of 'marking culture' within schools with Michael offering a few of his personal experiences.  He also speaks about contextual marking and how different styles of assessment generally achieve different outcomes, at least in regards to the range of marks.  This conversation begs the question: does your assessment really discriminate learning attainment?  And if it doesn't, perhaps Michael's analysis can help steer you in the right direction.  This episode is part one of our conversation with Michael, with part two coming next week, which will entertain the question: why might it be beneficial to use the full range of marks?  Is there anything wrong with using a narrow range of marks?   Timestamps 2:02 - Episode specific introduction and Michael on what drew him to this analysis 8:30 - Michael on some of his counterintuitive findings, and why marking schemes may not affect distribution of marks as much as initially thought 15:28 - Michael on marking culture, assessment styles and authentic vs non-authentic assessment

Is there a 'hidden curriculum' which is working against working-class students? Dr. Neil Speirs, a Widening Participation manager, practitioner and researcher at The University of Edinburgh, introduces the concept of the hidden curriculum, how we may be complicit in it, and what we can do about it. His call to action is compelling, inspiring, and maybe most importantly, actionable for anyone in the university environment, making this an essential listen for teachers and learners everywhere. This episode accompanies our July-August 'Hot Topic': “Lessons from the Learning and Teaching Conference 2021“. Timestamps:  2:02 - Episode specific introduction and Neil on the role of hidden subtexts and habitus on the university experience 8:30 - Neil on education being inherently political, Paulo Friere, and the role of doxa and illusio in the hidden curriculum  16:10 - Neil on how we can individually address the injustice of the hidden curriculum, and the Freirean notion of conscientization 22:08 - Neil on his personal experiences with working-class students and episode conclusions

In this episode, Dr. Nini Fang, lecturer in Counselling, Psychotherapy and Applied Social Sciences and Associate Director for the Centre of Creative-Relational Inquiry at The University of Edinburgh, shares her tumultuous, personal experience delivering classes on racism and colonisation at an English university. This episode accompanies our July-August 'Hot Topic': “Lessons from the Learning and Teaching Conference 2021“. In the second episode of our Learning and Teaching Conference series, Nini Fang gives an intimate retelling of her experience getting in trouble as a University Lecturer after delivering sessions on racism and decolonisation on a Difference and Diversity course. Her story poses large questions. What role does endurance play in an antiracist curriciulum? How does one walk the line of educating students on decolonisation and antiracism when these lessons may recontextualise some students’ identity while being familiar and deeply personal to other students? And how does one manage the divide that may emerge from these differing dispositions? This episode serves as a rare behind-the-scenes look at the experience of a University Lecturer attempting to get collaborative reflection about racism and colonisation, and the unjust fallout which results. At Teaching Matters, we celebrate Nini sharing her story at the 2021 Learning and Teaching Conference and appreciate her allowing it to be translated into this gripping podcast episode. Nini's story begins at 3:10.

This episode accompanies our July-August 'Hot Topic': “Lessons from the Learning and Teaching Conference 2021“. In what has the student experience changed such that needs outmatch support? What skills do recent Edinburgh graduates consider most valuable? How do we model an ‘Edinburgh Graduate’ without sacrificing diversity and individuality? These questions are addressed by the Curriculum Transformation Programme Board in this exciting premiere of our Learning and Teaching Conference series.   Members of the board Colm Harmon, Vice-Principal of Students, Richard Andrews, Head of Moray House School of Education and Sport, Iain Gordon, Head of School of Mathematics, and Lisa Kendall, Director of Academic and Student Administration for CAHSS, peel back the curtain on the Curriculum Transformation Programme and the future of the student experience. This episode serves as an introduction to the Curriculum Transformation Programme for those unfamiliar and a holistic update for those who are.  We hope you enjoy the panel's insights and look forward to bringing more insights from the Learning and Teaching Conference next week! Timestamps 3:15 – Colm Harmon on the landscape of the modern student experience, the role of the university in student development, and mentality for transformation 13:20 – Richard Andrews on perceptions of the ‘Edinburgh Graduate’ 16:50 – Ian Gordon on curriculum transformation from a college’s perspective and deconstruction of ‘curriculum’ and ‘transformation’ 21:15 – Lisa Kendall on goals for transformation, student wellbeing and streamlining pathways Transcript Cathy Bovill and Cherie Woolmer's paper, "How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum"

This episode accompanies our "EUSA Teaching Awards 2021 Podcast Series". In this episode, Grace, a final-year Religious Studies Student, sits down with Judy Harley, Dean of Learning and Teaching for the College of Science and Engineering, and Elizabeth Bomberg, a Professor of Environmental Politics at the School of Social and Political Science, to discuss their nominations for the Edinburgh Teaching Awards. Judy, Elizabeth, and Grace entertain thought-provoking questions in their reflection. Have we changed our approach for this year? Is there a typical day in academia, online or in-person? What aspects of our old routines have we surprisingly missed? And of course, what will we be taking forward from this year?  In fluid conversation, Judy and Elizabeth bounce between relatable anecdotes from the past year and helpful insights.  They connect over the themes of connection and engagement while discussing the ways they've prioritized these themes in the online world. We hope you enjoy their conversation and continue your personal reflections as we inch closer to the next academic year.

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.