Hosted on Acast. See acast.com/privacy for more information.
Hosted on Acast. See acast.com/privacy for more information.
Join us this week as we meet Daniel Preece, Lecturer in Forensic Science in the Centre for Biomedicine in the Hull York Medical School, discussing learning technologies, constructive failure and AI.
Dr. Daniel Preece is the Programme Director for Forensic Science at the University of Hull, where he leads curriculum design, teaching innovation, and student experience within the forensic sciences. His professional background encompasses forensic drug analysis, toxicology, virology, and analytical chemistry; he has also previously worked with police and legal casework in interpreting and presenting forensic evidence. Daniel began his journey into forensic and analytical science at Sheffield Hallam University, returning to university years later to undertake a PhD exploring the bio-tribological properties of medical glove polymers for clinical applications at the University of Sheffield. As a Senior Fellow of the Higher Education Academy (SFHEA), Daniel is passionate about developing inclusive, research-led teaching and enhancing employability for students entering scientific professions. His pedagogical interests focus on experiential learning, assessment design, and curriculum alignment with professional standards in forensic science and chemistry. Beyond teaching, he is an active researcher in forensic science education and applied analytical science.
“I tend to lead the students to fail a little bit […] doing it wrong teaches the students more […] I try and get teaching fellows and associate to think more about how they teach the students, not to give them all the answers and have the students teach themselves…”
Relevant links:
Thank you for taking time to listen to our podcast. We hope you enjoy it.
If you have not subscribed yet, please do and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
Join Catherine and Mike who meet Dom Henri, Senior Lecturer in Biological Science, Andrew Holmes, Senior Lecturer in Education Studies, and Kate Bridgeman, Teaching Enhancement Officer in the Teaching Excellence Academy, relating their journey on a QAA collaborative project on competence-based assessment.
Dr Dom Henri completed a PhD in ecology at Exeter, before starting as an education-focused lecturer at the University of Hull in 2014, becoming a Senior Lecturer in Zoology in 2019. Over the last decade, Dom has performed multiple department-level leadership roles (e.g. Director of Studies), steered national networks for professional bodies, and taught subjects across ecology, animal behaviour and conservation to students at every level of study. A National Teaching Fellow & Principal Fellow of AdvanceHE, Dom is a past winner of the Royal Society of Biology’s Higher Education Teacher of the Year Award. His interests include student employability and competence, playful learning, and assessment-focused curriculum design.
Dr Andrew Holmes: Senior Lecturer in the School of Education, he teaches at Masters & UG level. His research interests include HE pedagogy, assessment in HE: including assessment literacy, rubrics & assessment feedback. As Senior Fellow of Hull's Teaching Excellence Academy from 2023-2024 he worked collaboratively with Dom Henri and Kate Bridgeman to develop the C-BAss competence based curriculum development framework, which supports programme teams in a structured 'backwards design' approach to curriculum design and places emphasis on the need of key stakeholders - students and employers. Andrew's research can be found at Dr Andrew Holmes
Andrew is a Director and Trustee of the charity Hull & East Yorkshire Children's University and has worked with and supported their work for over 15 years.
Kate Bridgeman is a dedicated and innovative Educational Developer at the University of Hull, where she has worked for over a decade. A Senior Fellow of AdvanceHE, she holds a MA in Education and a BA (Hons) in Electronic Business and eCommerce. Kate brings a strategic, evidence-informed, and friendly approach to enhancing learning, teaching, and assessment across disciplines.
She teaches Postgraduate Researchers and sessional staff through programmes such as Passport to University Teaching and Professional Practice in Learning and Teaching in Higher Education, fostering reflective practice and transferable academic skills. Kate is involved with institution-wide initiatives in inclusive education, authentic assessment, and student engagement. Her expertise spans curriculum design, academic development, and digital pedagogy.
Relevant links:
C-BAss framework: QAA Competence Based Education Project – Collaborative Enhancement Project
Thank you for taking time to listen to our podcast. We hope you enjoy it.
If you have not subscribed yet, please do and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
This week, join us and Dr Gillian Jackson, a Postdoctoral Research Fellow in Palliative Care at Hull York Medical School reflecting on the start of her journey in teaching, building an online community for the MSc in Palliative Care and enhancing her pedagogical practice.
Gillian's research interests focus on improving equity in access to and quality of palliative care, cancer care, and the detection, assessment, management, and prevention of delirium. She specialises in mixed methods research, with expertise in the evaluation of complex interventions in real-world healthcare settings. She is currently a co-applicant and Research Fellow lead on the DAMPen Delirium II trial, which focuses on improving care for people experiencing delirium in palliative care inpatient settings.
Gillian is Deputy Module Lead for the Introduction and Advanced Implementation Science modules on the MSc Palliative Care programme, while additionally contributing to teaching across other modules of the MSc and MBBS programmes.
"We had a calibration meeting, quite a daunting but insightful experience with a whole range of expertise and levels of experiences […] the whole process helped me to reflect on my own practice and also observe the learning dynamic in giving feedback.”
Thank you for taking time to listen to our podcast. We hope you enjoy it.
If you have not subscribed yet, please do and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
This week we are joined by Dr Gareth Few, Lecturer in Physics in the Faculty of Science and Engineering, discussing the student voice, leading change and resolving conflict with the move to competence-based teaching & assessment.
“...the philosophy of learning to love failing and taking the shame out of it… so if you can change your mind set around failure to be like…”oh well… I did that wrong this time but now I know that I couldn’t do that, so I’ll do it differently”.
Gareth Few is a physics lecturer with a background in computational astrophysics with galactic chemical evolution. After time as a research fellow at the University of Exeter and the University of Hull he has devoted himself to excellence in physics education, teaching at Durham University and then returning to Hull.
More recently Gareth has held various leadership positions including director of Physics Education and Head of Physics and spearheaded a complete redesign of the physics degrees at the University of Hull.
He is active in science outreach, presenting science talks to schools, science clubs and the public as well as previously chairing the Beverley Café Scientifique and Hull branch of the British Science Association.
His favourite subject to teach is Special Relativity and his cup of ‘tea' is a morning cup of coffee.
Thank you for taking time to listen to our podcast. We hope you enjoy it.
If you have not subscribed yet, please do and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
Today we are joined by Olivia Jobson, MBBS Medicine Graduate, Hull York Medical School (HYMS) and 1st year junior doctor; Jordan Curry, HYMS Academic Clinical Exercise Physiologist and researcher & Paul McKeegan, HYMS Lecturer in Human Physiology. Olivia recounts how she drew a map of her physiology programme as a revision tool while studying, which was then recognised by Jordan and Paul as a fantastic resource for both students and academics; it is now available to all, as the story unfolds!
“So one of my hopes is that other students are able to benefit from the work that Olivia has done and be able to support their learning and also potential academics are able to use it to make sure they’re covering all the topics they need to…”
Our guests' bios
Dr Olivia Jobson is the creator of the Human Physiology Map, which she made throughout her time at the Hull York Medical School (HYMS) as a life-long revision aid. Olivia is thrilled to introduce this resource for students and teachers alike. She first made this map as a means to consolidate and organise the vast amounts of physiology she was being taught, and has overtime realised its potential to be a long-term resource for herself and her peers.
Olivia graduated from HYMS in 2024 having earned her MBBS and has subsequently finished her first year of foundation training as a doctor in Devon. She has been involved with several research projects and audits regarding surgery and teaching throughout the early days of her career; both of which are keen interests of hers. Olivia is currently embarking on a year sabbatical to travel around South America.
Dr. Jordan Curry, Fellow of Advance HE (FHEA), is an Academic Clinical Exercise Physiologist and researcher at HYMS. Jordan teaches across undergraduate and postgraduate programmes, with a specialist focus on exercise oncology. He has also contributed to teaching in research methods, human physiology, clinical exercise physiology, medical and research ethics & exercise medicine.
Alongside teaching, Jordan serves on several national and international committees and editorial boards, including the Multinational Association of Supportive Care in Cancer (MASCC), the International Society of Behavioral Nutrition and Physical Activity, and the Society of Behavioral Medicine.
Jordan’s research focuses on exercise oncology, digital technology, and behavioural science, with particular emphasis on integrating exercise into the cancer care pathway and supporting people with cancer to be physically active. His work uses mixed methods approaches, with expertise in co-design and user-centred design, and has been recognised with prestigious awards for excellence in patient and public involvement. In his teaching, Jordan brings a student-centred, digital, and practical approach, actively engaging learners in hands-on experiences to deepen their understanding and skills.
Dr Paul McKeegan, Advance HE Senior Fellow, is a lecturer in Human Physiology at HYMS and Chair of the HYMS Postgraduate Board of Examiners. Paul develops and delivers physiology teaching, learning, and assessment across HYMS undergraduate and postgraduate programmes. Currently, Paul is leading development of new interactive physiology teaching resources for medical education, supported by The Physiological Society. Paul’s research interests are in metabolic regulation of reproductive physiology, and in student-centric physiology curriculum design.
Relevant links
Blog
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari.
Hosted on Acast. See acast.com/privacy for more information.
This week Clare Killingback, Reader in Physiotherapy in the School of Sport, Exercise and Rehabilitation Sciences, joins us and discusses compassionate & person-centred practice pedagogy and pedagogic research, touching on team-based & flipped classroom learning and facilitation along the way.
Dr. Clare Killingback is a Reader in Physiotherapy at the University of Hull, where she leads innovative teaching and research focused on person-centred practice and rehabilitation. With over 20 years’ experience as a physiotherapist, educator, and researcher, Clare has worked internationally, including four years leading a non-governmental organisation in Iraq. She founded the BSc (Hons) Physiotherapy programme at Hull and has held senior academic leadership roles, including Programme Lead and Education Consultant for the Chartered Society of Physiotherapy.
Clare’s research explores person-centred physiotherapy, community exercise adherence, and rehabilitation models, with publications in leading journals and presentations at national and international conferences. She supervises PhD and MSc students and is Associate Editor for Disability and Rehabilitation. Passionate about supporting the next generation of healthcare professionals, Clare combines evidence-based teaching with compassionate pedagogy to inspire students and colleagues alike.
“I know in my module where the pinch points are, where students will struggle, and I have a choice where I can say “yeah, it’s hard, crack on, keep learning” or I can actually do something to mitigate that distress, as a really proactive element…”
Relevant links
Clare's YouTube channel Creating a physiotherapy you love
Clare's YouTube specific teaching playlist (which includes a compassionate pedagogy video)
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
This week, we're joined by Ifeoluwa Wuraola, PhD student in the Data Science, AI and Modelling Centre, who discusses transitioning to teaching & mentoring, PEER teaching skills and her use of role-play to engage students in complex ideas.
Ifeoluwa Wuraola is a third-year PhD student in the Centre of Excellence in Data Science, Artificial Intelligence and Modelling (DAIM) at the University of Hull. Her doctoral work sits at the intersection of Artificial Intelligence and Natural Language Processing, focusing on how large language models can be fine-tuned to capture culturally nuanced language in climate-related social media conversations. She is passionate about developing inclusive AI systems that reflect linguistic diversity and make NLP models more robust across cultures.
Alongside her research, Ifeoluwa works as a Teaching Assistant, supporting master’s students in building skills in data science, machine learning, and Python programming. She enjoys mentoring budding data scientists to prepare them for future endeavours.
“Maybe I’m trying to put myself in their shoes […] they are students from different disciplines, cultures… when I ask them to work with their peers, I don’t want them to be around the same demographics; "I don’t want you to be with someone from the same background […] I need variety so that way I can learn from you as I see things in a different way […] there is no right way but you need to see different ways and then find what works for you.”
Connect with Ifeoluwa on LinkedIn: Ifeoluwa Wuraola
Thank you for taking time to listen to our podcast. We hope you enjoy it.
If you have not subscribed yet, please do and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
In this last episode of Series 4, it seems fitting Catherine and Mike meet with Graham Scott, former Director of our very own Teaching Excellence Academy who reflects on his career in higher education.
Graham is emeritus Professor of Bioscience Education at the University of Hull. During a close to 30 year career at the university he held a number of roles in the area of Biology and Science more generally, was recognised as a UK bioscience hence teacher of the year, a National Teaching Fellow and a Principal Fellow of the HEA. Latterly Graham was Associate PVC (Learning and Teaching) and Director of the Teaching Excellence Academy.
"...my signature pedagogy: finding ways to enable students to reflect on the value of their own work when they are given ownership of that work... and I think that comes through in the competence-based education framework where we're placing that self-awareness, that self-regulation right in the centre of the curriculum..."
Thank you for taking the time to listen to the podcast. We hope you enjoy it.
If you have not subscribed yet, please do and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
In this episode Catherine and Mike meet with Dr Chris Fear, from the School of Politics and International Studies to discuss his approach to teaching political theory and history.
Christopher Fear is a researcher and lecturer in the School of Politics and International Studies. His research and teaching are focused on political theory, especially on the conservative and liberal traditions, on British Idealist political thought, and on European political history. He lives in Hull with his wife, children, and dogs.
"... and I hope that the main thing I want them to get from that is familiarity with the text, with the method of sitting down and reading one thing, and not seeking a shortcut or a summary on the internet, actually making contact with the primary text yourself, having the confidence to do that, even when it is difficult and accepting you aren’t necessarily going to understand everything, but also being able to converse and make mistakes, find your voice I suppose, it’s impossible to do that if you don’t have any knowledge and common content to talk about… "
Useful link
Chris' fitting reference to George Orwell's nice cup of tea!
Thank you for taking time to listen to the podcast. We hope you enjoy it.
If you have not subscribed yet, please do and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
In this episode, join Catherine and Mike who revisit with colleagues Paula Gawthorpe from Nursing and Katharine Hubbard from Biological Science, their work on the Inclusive Education Framework. First home-grown and now available nationally since it was further developed as part of a QAA collaborative project. Tune in to find out all about it and visit the Inclusive Education Framework website for full information and to download the resources.
Paula Gawthorpe is a senior lecturer in Nursing and Director of Studies (Nursing, Midwifery and Allied Health Professional Programmes). Paula's areas of interest include student retention, academic and pastoral support. Paula is a Senior Fellow of AdvanceHE.
Katharine Hubbard is a Reader in Biology Education and Director of Education (School of Natural Sciences). Her expertise is in inclusive education and awarding gaps, as well as effective laboratory based teaching within the Biosciences. Katharine is a Senior Fellow and National Teaching Fellow of AdvanceHE.
Paula: “How do you evidence that in day to day practice & action and the way your institution function on a daily basis… how do you demonstrate that?”
Katharine: “The Framework is a starting point for discussion [...] and a really useful tool to show the depth and breadth of inclusive practice."
Useful link The Inclusive Education Framework
Thank you for taking time to listen to the podcast. We hope you enjoy it.
If you have not subscribed yet, please do and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
Join Catherine and Mike as they meet Catherine Wynne, Reader in English and Lucyl Harrison, PhD student in English, both members of the Living with Death - Learning from COVID research cluster at the University of Hull. They explore how a chance conversation as part of a personal supervision session led to the development of a podcast with a now global listenership and talk all things public engagement, research development, the wider PhD journey and podcasting as a diverse way of engaging with learning & assessment.
Dr Catherine Wynne is Reader in Victorian and Early Twentieth-Century Literary & Visual Cultures and Associate Dean for Research and Enterprise in the Faculty of Arts, Cultures and Education. Catherine supervises Lucyl's PhD thesis on the language and literature of COVID & pandemics and as Associate Dean, leads a team responsible for the faculty's postgraduate researchers.
Lucyl Harrison is a PhD researcher specialising in how viral experience narratives are archived during pandemics with a focus on the emerging genre of Covid fiction. She founded the podcast, Pandemic Pages, which explores how writers have responded to the coronavirus pandemic through literature. Featuring in-depth conversations with authors, academics, and creative voices, Pandemic Pages brings listeners an insightful look into the cultural and emotional impact of pandemics on storytelling. She is also a 'Story Maker' at the National Centre for Writing in Norwich, Norfolk.
Catherine: “When you’re working with PhD students, you need to start thinking about developing them for the knowledge exchange and creating all of those other professional skills sets that can be adaptable in various ways”
Lucyl: “When I started my PhD I kind of needed to be practical about the academic space and jobs because not everybody gets a job in academia afterwards… so part of the reason of doing the podcast was building a digital portfolio […] trying to set myself up outside… [but it’s been so much more!]… and a really good networking tool.
Further links
Listen to Pandemic Pages podcast
Follow Pandemic Pages on Instagram
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
This week Catherine and Mike meet Emma Palmer and Tim Prior and discuss a new helpful way to look at personal supervision conversations. Drum roll please for the soft launch of their BREADCAKE!
Emma Palmer is the Director of Foundation Year at the University of Hull, who oversees the provision for the integrated Foundation Years. She has a keen interest in Student identity and their sense of belonging, depending on how this is influenced depending on their academia, social and environmental circumstances.
Tim Prior is Head of Chemistry and Senior Tutor in the School of Natural Sciences. He has been heavily involved in promoting the use of the student voice as a positive force for change at the University. He is a strong advocate for the transformative power of education and the importance of personal supervision. He has won faculty and university awards for his contribution to student experience in Hull.
He is expecting to leave the University in July 2025 at the closure of Chemistry and the cessation of Chemistry teaching.
Emma: “if you had a student in that scenario, what would you [a personal supervisor] do… this acronym is a great way of structuring this conversation naturally, as well as being aware of key things you would do as a personal supervisor”
Tim: “learning to learn independently- that’s what University life should be about, isn’t it? […] For me, being able to reflect on what you’ve done is important. I do always encourage students to reflect on their performance- how did those exams go? What did you learn about yourself? what worked? What would you do differently?”
What is a Personal Supervision BREADCAKE?
Be available
Reassure
Empathise
Advise
Direct to support
Create action
Ask
Keep records
Enjoy
Thank you for taking time to listen to the podcast. We hope you enjoy it.
If you have not subscribed yet, please do and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
Join Catherine and Mike in this podcast as they discuss the impact of artificial intelligence on higher education with Dr Dionysios Demetis, Reader in management systems at Hull University Business School.
“I think we need to convince also our students that however sophisticated these tools appear to us, they are effectively computational fraudsters in text generation, and they have sort of substituted the human
contextual aspect by embedding artificial mechanisms as artificial substitutes for the real thing… and the only way to do that is to put the students in the space between that!”
Reference
Dionysios' latest book: The Technological Construction of Reality, co-written with Ian O. Angell. Edward Elgar Publishing, July 2024.
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
In this podcast, Catherine and Mike discuss playful learning with Simon and guest John.
Simon Grey is the programme director for the Computer Science for Games Programming degree courses at the University of Hull and is an advocate for creating playful and fun learning experiences for students. He also runs regular board games sessions for staff to help encourage collaboration between cross-disciplinary groups.
John Lean is a Senior Lecturer in Education at Manchester Metropolitan University, where he leads the award-winning co-curricular experiential programme Rise. His background is in philosophy teaching and education innovation, and he focuses on using play to develop agency and democracy in university students. In his spare time he plays too many videogames, drinks too much coffee and tries to encourage a four-year old to listen to Steely Dan.
Simon: “If you believe that every module has a goal and rules, voluntary participation and feedback, [then] it’s already a game!”
John: “As an education philosophy, it’s about empowerment and agency and having the freedom to do things differently.”
Useful links and references
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
In this podcast, Catherine and Mike meet Ann Kaegi, lecturer in English and Lesley Morrell, Faculty of Science & Engineering Associate Dean (Education). They are joined by student partners Ben Ryan and Emma-Rose Walters, respectively under-graduate in History and Criminology*, two of the eight student partners on their project Education for Sustainable Development Changemakers. They passionately report on their achievements last year with the support of Student Organising for Sustainability UK
Emma-Rose has now moved to another institution to undertake P/G studies.
... "It's important for us to understand that without an understanding of the role of humanities, the social sciences and the arts, we will not be able to pivot towards the sort of revolutionary changes in our behaviour, in our technology, in our outlook about what we need to do individually and collectively to create a more sustainable world."...
… “one of the conclusions we came to is that science is what’s going to save the world but humanities is why it’s worth saving!”...
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
In this episode, Catherine and Mike meet Andrea Hilton, Reader in Advance Practice in the School of Paramedical PeriOperative and Advanced Practice, who talks about her experience of blended teaching approaches on the Faculty of Health Sciences non-medical prescribing course.
Andrea’s teaching focus and expertise is with non-medical prescribing. This is where qualified health care professionals undertake an advanced qualification which enable them (nurses, pharmacists and some allied health professionals such as physiotherapists) to prescribe medication. Andrea has been directly involved with this course since 2006. Andrea is enthusiastic about using the virtual learning environment to support a variety of teaching and learning strategies and enable a digital pedagogical approach. She is designing her sessions to be both blended and future proofed if fully online is needed.
Andrea is an active researcher in the field of clinical pharmacy/applied health research with a particular focus on prescribing and dementia.
“Its’ not ‘one size fits all’! It’s almost like you want to cherry pick techniques and then… that will work, that won’t work! […] Try it, refine it and don’t underestimate time… be open to change and developing your own competence.”
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
In this podcast, Catherine and Mike meet Hannah Worthen, early career academic based at the Energy and Environment Institute who also teaches in the School of Environmental Sciences. She was recently awarded Fellowship of the Higher Education Academy, the application for which drew on her work developing inclusive and participatory teaching practices.
Asher Donaghy-Roering is a second year student in the School of Environmental Sciences just returning from a fieldtrip to Tenerife.
www.queeringthemap.com was referred to in the recording.
Hannah: "Just listen and be willing to learn... accept that there are gaps in your knowledge and in your experiences... there is always more work to be done and in particular if there is any work that we can do as teachers that gives students a voice, then I think that's really important"
Asher: “... include trans people in the conversation, have their input rather than you think might be best for them!!
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
This week Catherine and Mike meet Brian Houston, Knowledge Exchange lecturer based in the Aura Innovation Centre, discussing his academic journey through research, teaching and knowledge exchange (KE).
Brian is a Mechanical Engineering Knowledge Exchange Lecturer, and Manager of the Aura InventX initiative. As a KE advocate he is passionate about facilitating collaboration through the delivery of multi-disciplinary Research, Development, and Innovation projects; and bringing together the Aura Innovation Centre (AIC) facility and team, academic and technical colleagues from across the University, and external stakeholders over real world innovation challenges. He aims to increase utilisation of, and accessibility to, University Research and Development capabilities; and to combine them with academic expertise to support Knowledge Exchange initiatives, increase research impact, and to encourage progressive education.
“The ethos of Knowledge Exchange is integral to both research and education […] whenever I was standing in a lecture theatre projecting to a group of students, you could generally always be confident you were the most knowledgeable in that subject in that room at that particular time. In the Knowledge Exchange domain, I find myself standing in front of public audiences and you just look into the audience, and you could have someone there with 40 years in the industry, an expert in that particular area. At the same time, he is probably there to understand what I know about the subject at that time because he is open minded to be engaging in that way. So I tend to, as a result, go into a conversation humble, expecting to understand the person you are speaking to, before you are expected to be understood... and I think that works for the other domains as well. You need to know what level of understanding of your subject students have.“
You can contact Brian on LinkedIn.
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
In this podcast, Catherine and Mike meet Clare Whitfield, Lecturer in Advanced Practice in Faculty of Health Sciences.
Clare's focus is on teaching healthcare students and registered practitioners research methods and the use of research to inform evidence-based practice. Clare has over 20 years’ experience teaching research and research methods, across a range of academic disciplines, including Social Sciences and Education. She works with a wide range of student, including undergraduates, postgraduate taught and postgraduate research candidates. Clare is enthusiastic about using innovative approaches to teaching and learning and has recently achieved senior fellow of AdvanceHE. Clare is an active qualitative researcher, with an interest in teenage sexual health and pregnancy, women’s health and distance care and enjoys using her experiences as a researcher to inform her teaching practice.
“i thought if I could get the students to really think about the assignment, they would start to make some connections about what we learn across the module... [an extra] way of going through an assignment… not just ‘that’s what you are expected to do"... it’s a really important moment when students make it their own assignment… and using pictures to make things just every day where people feel they can be comfortable with the idea.”
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.
In this episode, Mike and Catherine meet with Dominic Henri, who splits his time between the University of Hull’s School of Natural Sciences and the Teaching Excellence Academy. Dom is a Senior Lecturer in Zoology whose disciplinary specialism is conservation and ecology, but whose primary focus is Higher Education pedagogy (particularly the interface between assessment, student development, and employability).
In the podcast, we discuss the journey behind a published study evidencing one way of raising the visibility of diversity in STEM Higher Education. The journey starts with a conundrum of how to increase perceptions of diversity within the discipline when little of that diversity is represented directly within the teaching team. By the end, we consider how engaging with diversity is not just important for students, but can completely revitalise our own understanding of the subject and the narrative that our students take from our teaching.
“What you conclude on a subject holds weight... If you say that something is good or bad or well-evidenced or not, some students are going to remember that... So how can I provide as balanced a perspective on this as possible?”
If anyone would like to be part of the future of this project, please contact Dom directly via email.
Study reference:
Henri, D.C., Coates, K. and Hubbard, K., 2023. I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures. Plos one, 18(7), p.e0271010.
Thank you for taking time to listen to the podcast. We hope you enjoy it.
Please do subscribe and share it with anyone you think might enjoy.
Cup of TEA artwork created by Layla Jabbari
Hosted on Acast. See acast.com/privacy for more information.