Afleveringen
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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..."
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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 arenât necessarily going to understand everything, but also being able to converse and make mistakes, find your voice I suppose, itâs impossible to do that if you donât have any knowledge and common content to talk about⊠"
Useful link
Chris' fitting reference to George Orwell's nice cup of tea!
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Zijn er afleveringen die ontbreken?
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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: âHow 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?â
Katharine: âThe 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
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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: âWhen youâre 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 waysâ
Lucyl: âWhen 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 [âŠ] trying to set myself up outside⊠[but itâs been so much more!]⊠and a really good networking tool.
Further links
Listen to Pandemic Pages podcast
Follow Pandemic Pages on Instagram
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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: âif 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 supervisorâ
Tim: âlearning to learn independently- thatâs what University life should be about, isnât it? [âŠ] For me, being able to reflect on what youâve 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?â
What is a Personal Supervision BREADCAKE?
Be available
Reassure
Empathise
Advise
Direct to support
Create action
Ask
Keep records
Enjoy
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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.
âI 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!â
Reference
Dionysios' latest book: The Technological Construction of Reality, co-written with Ian O. Angell. Edward Elgar Publishing, July 2024.
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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: âIf you believe that every module has a goal and rules, voluntary participation and feedback, [then] itâs already a game!â
John: âAs an education philosophy, itâs about empowerment and agency and having the freedom to do things differently.â
Useful links and references
The Playful Learning Association site is the best place to start for anyone who wants to get involved. Details of the conference on there too: https://playfullearningassoc.co.uk/John's quote "playing a game is a voluntary attempt to overcome unnecessary obstacles" is from Bernard Suits' book The Grasshopper, John's favourite work on play. Simon's definition of a game is from Dr Jane McGonigal's book âReality is Broken: Why Games Make Us Better and How They Can Change the Worldâand also mentioned by Simon: Ryan and Deciâs theory of motivation â self-determination theory (Ryan, R.M. and Deci, E.L., 2024. Self-determination theory. In Encyclopedia of quality of life and well-being research (pp. 6229-6235). Cham: Springer International Publishing)Thank you for taking time to listen to the podcast. We hope you enjoy it.
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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."...
⊠âone of the conclusions we came to is that science is whatâs going to save the world but humanities is why itâs worth saving!â...
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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.
Andreaâs 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.
âItsâ not âone size fits allâ! Itâs almost like you want to cherry pick techniques and then⊠that will work, that wonât work! [âŠ] Try it, refine it and donât underestimate time⊠be open to change and developing your own competence.â
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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: â... include trans people in the conversation, have their input rather than you think might be best for them!!
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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.
âThe ethos of Knowledge Exchange is integral to both research and education [âŠ] 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.â
You can contact Brian on LinkedIn.
InventX brochure
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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 yearsâ 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, womenâs health and distance care and enjoys using her experiences as a researcher to inform her teaching practice.
âi 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 âthatâs what you are expected to do"... itâs 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.â
Assignment burger
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In this episode, Mike and Catherine meet with Dominic Henri, who splits his time between the University of Hullâs 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.
âWhat 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?â
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.
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In this episode, Catherine and Mike meet Karen Hubbard, lecturer in Social Work in the School of Psychology and Social Work. Karen is the Programme Director for BA Social Work and Social Work lead for Equality, Diversity and Inclusion. She is a registered social worker with a passion for social justice, human rights and participation. Karen has practiced nationally and internationally in these fields with particular interests in platforming the voices of poorly served communities. Her previous work has included rights-based practice, participatory appraisal, peer-led research and policy work.
Within a teaching and learning context Karenâs commitment to decolonising educational practices through critically reflective learning platforms invites us to challenge and unsettle traditional conceptions of knowledge production by deconstructing traditional hierarchies of knowledge and honouring indigenous knowledge and this podcast is all about this commitment and the 100 ways of knowing project.
If you are interested in this field of teaching and learning, please do get in touch and if you would like to find out more about it, Karen kindly provided a non-exhaustive list of further reading & resources.
Bhambra, G.K. (2018) âDecolonising the Universityâ; London Pluto PressBhopal, K. (2018) White privilege: The myth of a post-racial society. Bristol: Policy Press.DiAngelo, R. (2018) âWhite Fragility: Why It's So Hard for White People to Talk About RacismâFreire, P. (2000) âPedagogy of the oppressedâ London: Bloomsbury PublishingGivens, T.E. (2021) âRadical Empathy: Finding a Path to Bridging Racial Dividesâ. Bristol: Policy Press.Harms Smith, L. & Rasool, S. (2020) âDeep Transformation toward Decoloniality in Social Work: Themes for Change in a Social Work Higher Education Programâ. Journal of Progressive Human Services, 31(2), 144-164.Hooks, Bell. (1994). âTeaching to transgress : education as the practice of freedomâ. New York: RoutledgeLentin, A. (2020) Why Race Still Matters. Bristol: Policy Press.McGregor, R. and Sang-ah Park, M. (2019) âTowards a deconstructed curriculum: Rethinking higher education in the Global Northâ Teaching in Higher Education, 24(3): 332-345Mullen, J. (2023) âDecolonizing Therapy: Oppression, Historical Trauma, and Politicizing Your Practiceâ New York, WW Norton & CoSchucan Bird, K. and Pitman, L. (2019) âHow diverse is your reading list? Exploring issues of representation and decolonisation in the UKâ Higher Education, 79, 903â920Smith, L.T. (2022) âDecolonizing Methodologies: Research and Indigenous Peoplesâ London, Bloomsbury Academic Twikirize, J.M. and Tusasiirwe, S. (2023) â Ubuntu Philosophy and Decolonising Social Work Fields of Practice in Africa (Indigenous and Environmental Social Work)â Oxfordshire, RouteledgeTuck, E. and Yang, K.W. (2012) âDecolonization is not a metaphorâ; Decolonization: Indigeneity, Education & Society Vol. 1, No. 1, 2012, pp. 1-40Zembylas, M., (2018). Reinventing critical pedagogy as decolonizing pedagogy: The education of empathy. Review of Education, Pedagogy, and Cultural Studies, 40(5), pp.404â421Thank you for taking time to listen to the podcast. We hope you enjoy it.
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In this episode, we're joined by Michelle Kennedy, from the School of Nursing & Midwifery, who speaks about the Student/Staff Partnership project she and a colleague recently supported with four enthusiastic student partners and what they all learnt from the experience.
âWe were very keen to work with the students for support but to let them lead and take the direction they wanted to lead...â
Partners involved in the project:
Demi Bell, Emma Marston, Shanna Gray & Izzie Pearson, Adult Nursing students & apprentices;Michelle Kennedy & Paula Gawthorpe, Senior Lecturers in Nursing & Midwifery.RoutesIntoNursing_Poster.pdf
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Tune in this week as we meet with Holly Smith from the School of Education, reflecting on her use of Lego in her teaching, including sharing tips for those interested in using it.
âWe can all build!... being given a focus for our build [âŠ] youâre naturally starting to engage which something that could be a completely subconscious idea [âŠ] and putting Lego in front of you and having that form allows you to really get carried away and enjoy play!â
Holly mentioned in the podcast, a new course being designed. BA (Hons) Secondary Teaching Studies is now offered in English, Geography, History, Mathematics, Computer Science and Physics.
More information.
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In this episode, Mike and Catherine meet with Claire Carr, from the University of Hull Business School, who discusses with passion her approach to teaching, covering areas such as co-creation with students, playfulness in teaching, ways to support digital literacy and inclusivity in the classroom.
Claire is Lecturer in Marketing, Management, and Business Strategy and specialises in learning and development within the subject group of Organisational Behaviour and Human Resource Management. Claire recently led an aspirations and expectations survey for all incoming business studies students and have received 160 responses. Claire plans to revisit these responses throughout their academic journey. Additionally, she is now leading a project in the Faculty of Business, Law & Politics that focuses on embedding inclusive teaching in the classroom. This is set to be a two-year project. Claire is open to inquiries about both projects and can be reached via email. Claire has also just submitted her application for senior fellow of AdvanceHE and waiting to hear!
âI want students to be able to have moments of euphoria and moments of panic because I think this is creating an environment where they are learning about themselves, their disciplinesâŠâ
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In this episode, James Pritchett, from the School of Politics and International Studies, talks all things gamification and simulations, how he uses those within group work and links to authentic assessment.
âan engaging activity⊠helps build skills like cooperation, teamwork, leadershipâŠâ
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We're joined this week by Aruni Samarakoon, from the School of Politics & International Studies, and Lanre Lawal from the School of Nursing, two postgraduate researchers who share their experiences of teaching, while studying for their postgraduate degree.
Lanre: "When I see how well my students have done, it makes me very happy!"
Aruni: âIn this module there were mostly male students and two female students who were going to withdraw... I was able to convince them to carry on as I brought my feminist knowledge to the field!â
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In this episode, Mike and Catherine talk to Julie Brierley, from Teacher Education. Julie describes one of her projects on special educational needs using an enquiry-based learning approach, along with working collaboratively with students to feedback and reflect.
...âby the end of the module, the students love it, but for the first 4 weeks or so they hate it⊠and theyâll reflect back on it and say âit was so helpful!ââ
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