So here is James, a Senior Lecturer in Sport Nutrition and Physiology.

"Alongside my academic work, I am also a high-performing endurance athlete. Collectively, this has given me a deep appreciation for the importance of quality nutrition in supporting performance and recovery. While much of the focus is often on physical output, nutrition is equally vital for brain function and cognitive performance."

Here is Jo, Programme Director and Senior Lecturer in Nutrition and Dietetics.

"As a registered dietitian for almost 18 years, I’ve seen first‑hand the powerful role nutrition plays in health and wellbeing, both in prevention and treatment. I’m passionate about making sure our campus community has access to affordable, nutritious and inclusive food, helping staff and students thrive academically and in their health."

One of the biggest challenges to eating well, however, is the cost, which was a key consideration behind the Hull’thier Choices menu redesign in Canham Turner. This is where Jo and James stepped in to work closely with the chefs in Canham Turner to develop meals that are both nutritionally balanced and affordable.

Their goal was simple: to make high-quality, accessible nutrition available to students and staff, supporting both physical health and academic performance.

“One thing Jo and I are both really passionate about is giving students the best possible chance and we started looking at some of the literature, there are some quite alarming stats about how long students spend on campus per week so we thought that would be a really good opportunity if we could do something really strong with the menus […] so our thought was that if we could give them one decent quality meal per day, that is a nice place to start”

"A big part of this is about the public health aspects which in clinical practice wasn't always at the forefront . We've always trained about it so it's really nice to actually be able to put that at the forefront of what we're doing and actually helping the population health, not just one individual patient. It's about helping the campus population: staff and student!"

Relevant links

As mentioned in the podcast: https://www.menusofchange.org/about-moc

with another really useful resource Jo and James tried to base some of their work off: https://ciaprochef.com/wp-content/uploads/2024/06/Menus-of-Change-Principles-Report.pdf 

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Sarah shares her deep interest in intercultural understanding and presents the University of Hull Global Education framework, how it came about, was developed collaboratively across the University using design-based thinking and where it is going next! You will also find out about the framework toolkit, how it aligns with all University strategies and how programme teams can engage with it. 

Sarah is Professor of Global Education at the University of Hull in the UK. She's widely published in the area of global competence (and its variants) including one book, several book chapters and multiple academic peer review journal articles. As a leader in her field, she is first and foremost a research practitioner and has run many internationally funded collaborative projects around how to incorporate global competence within various education settings from schools to teacher education and across universities. She has developed a global competence toolkit for her own university and has led other universities to do the same. Sarah is also the Programme Director for the international Hull Online MA in Education and supervises a range of PhD candidates, specialising in the field of Global Education. She is the RDC Chair on Global Education at the Association of Teacher Education in Europe (ATEE). She is also the Founder of the Education Futures Collaboration, a professional charity for educators at all levels across the international stage, who wish to work collaboratively to improve the quality of education worldwide through evidence-based research.

"Everything always comes down to what’s the purpose of education- why are we doing it? And if we start from this basic concept, why is it we are educating? Why are you here to do your degree? Is it you just want a piece of paper, or do you want to make some difference to your life? Why are you an academic? Is it because you just want to teach or is it because you want to make a difference? And when you get to those deeper level questions, quite often you find out that they start using a language of global competence […]   It’s about having those deeper level conversations to get people to really articulate what it is they are doing and why…. And then you find people are more likely to engage, or actually realise that they are already engaged… and I guess it also enables students, programme teams, academics to see where there are gaps because global competence is a raft of things you always aspire to”

Relevant links:

Global Competence in Teacher Education:

https://www.globalcompetence4educators.org/

Teaching Essentials:

https://canvas.hull.ac.uk/courses/48937/pages/global-competence-toolkit?module_item_id=1147817

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Stuart reflects on his journey from working in the industry to lecturing in an area he’s always loved. “the best job I’ve ever had, teaching a subject I’m passionate about and enjoy, meeting lots of interesting people i.e. students and everything different every day”. You’ll hear about assessment, the need for variety and authenticity, Stuart’s use of video feedback, podcasting, Mentimeter and a promise for a gold cheese-cake, flip-class teaching and inclusive practice. AI and how to AI proof assessment will be touched upon, as well as gamification and much more!

Stuart Lilford is an award-winning game designer and educator with over a decade of experience teaching game design at university level. With a professional background that includes work at leading studios such as Rare and Codemasters, Stuart has contributed to multiple BAFTA Award-winning titles and brings real industry insight into his teaching. His work focuses on helping students understand not just how games are made, but why they work—exploring design, player experience, and creative thinking.

Alongside teaching, Stuart is an active voice in the wider games community. He has delivered talks and workshops at events including the Yorkshire Games Festival, AMAZE Berlin, and Leeds International Festival. He also co-hosts the Games Every Designer Should Play podcast, which breaks down influential video games and the lessons they offer designers. Stuart is passionate about developing the next generation of creative thinkers and designers.

Relevant link: The Games Every Designer Should Play

YouTube Channel: https://www.youtube.com/@ShouldPlayPod

Apple Podcasts: https://podcasts.apple.com/us/podcast/games-every-designer-should-play/id1737815102 

Spotify: https://open.spotify.com/show/0avCM1eCGvYzx7FiAKawQ9 

Amazon Music: https://music.amazon.co.uk/podcasts/0b6b4184-6fd7-43b8-a54c-4917ad3de2f7/games-every-designer-should-play

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Stephanie is Lecturer in Criminology at the University of Hull. She is a BBC / AHRC New Generation Thinker. She is a historical criminologist, exploring change and continuity in crime, punishment, and policing from the middle ages to the modern-day. An expert in the law, context, and history of homicide, suicide, and abortion, her research uncovers how society’s views of violence, gender, ethnicity, and class shape who is seen as a ‘criminal’ and how the law is applied in England and Wales. Stephanie is a co-creator of Medieval Murder Maps, an interactive website giving a unique insight into violence and justice in medieval England.. Alongside her academic research, she is passionate about public history and regularly works with schools, museums, and community groups to bring the history of crime and justice to wider audiences.

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Bianca is a lecturer at Hull University Business School and researches the societal implications of artificial intelligence, with a particular focus on how AI shapes decision-making and learning. Within the Step into the Future project, she contributes expertise on the responsible and critical use of AI in educational settings. Bianca has worked with industry partners including Google and Wired Consulting, and has helped make complex AI issues accessible to wider audiences through public engagement, including a podcast with the BBC.

Steven is a lecturer in the Energy and Environment Institute and is Programme Director for the MSc in Flood Risk Management. Steven researches and teaches on the role of civil society in flood resilience, sustainable transformations post-disaster, creative engagement tools (including serious board games), and the role of digital technologies for addressing sustainability challenges.

Bianca: “We don’t need to become an AI expert to tackle this but I think we should encourage students to do it in any capacity they want to but then fulfil our responsibility as an educator to challenge them to review the output of what they get out of this because we are the expert in the field […] and reflect together critically on this… whether I want to use it personally or not, I need to engage with whatever is coming out of AI… “

Steven:” When designing assessment, be aware of AI and recognise that the days when you could set an assignment and be confident that no-one had used AI are maybe behind us! Make our assessment more inclusive and integrate AI into them. A step before that, think about how we teach students AI responsibly; that’s taking into account the environmental costs and impact e.g. water, carbon emissions; as well as in terms of ethical issues; some students won’t want to use AI for ethical reasons and as educators we need to be prepared for that and offer alternative means to do the same activity and be sensitive to that.”

Relevant links

A step into the future: AI in classroom teaching | Advance HE

https://youtu.be/_NZcG9lfBKc

https://youtu.be/uVnTVDg3478

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Jonathan Squirrell signed a short-term contract with the University of Hull in 2010 and since he is still here it can only be assumed he has been making himself useful. Since 2018 he has been part of the Foundation Year team, where he now specialises in academic writing skills.

As well as coordinating and teaching on core Foundation Year modules, Jonathan provides one-to-one supervision and support to students from across all faculties. The online resources he has created to develop writing skills led to a nomination for a Student Choice award in 2025. Jonathan is a Fellow of AdvanceHE and has presented at national and international conferences on student engagement and experience, curriculum design, feedback, and academic writing resources. He has been part of institutional working groups and two Student Staff Partnership projects.

Alongside his work on academic writing, Jonathan has an MA in Creative Writing and has taught on the degree programme. He published his first novel in 2024. 

“Success is a personal thing. We get students you can see growing, and you know they’re going to get a first, they’ll be doing a PhD, and I’ll be calling them ‘boss’ in 10 years’ time! But then there are the other ones who didn’t think they could do it, they maybe took a punt, at clearing, ‘shall I put an application in?’ You see them at open days, they’re really unsure, they could be in the Library looking around… ‘Is this for me? … Can I do this?’ and of course they are the really satisfying ones… when they begin to get a bit of feedback, ‘Yeah, actually, I can do this’… That’s the full power of education, isn’t it? Ultimately, you’re hoping to change lives!”

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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:

Daniel's LinkedIn profile

Mimes select few

Daniel's University profile

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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

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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.” 

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“...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.

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“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

Physiology programme map DOI.

Blog

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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) 

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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

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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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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!

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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

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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

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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

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“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.

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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

• 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 “Reality is Broken: Why Games Make Us Better and How They Can Change the World”
• and also mentioned by Simon: Ryan and Deci’s theory of motivation – 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)

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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!”...

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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.”

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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!!

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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.

InventX brochure 

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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.” 

Assignment burger

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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.

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Within a teaching and learning context Karen’s 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) ‘Decolonising the University’; London Pluto Press
• Bhopal, K. (2018) White privilege: The myth of a post-racial society. Bristol: Policy Press.
• DiAngelo, R. (2018) ‘White Fragility: Why It's So Hard for White People to Talk About Racism’
• Freire, P. (2000) ‘Pedagogy of the oppressed’ London: Bloomsbury Publishing
• Givens, T.E. (2021) ‘Radical Empathy: Finding a Path to Bridging Racial Divides’. Bristol: Policy Press.
• Harms Smith, L. & Rasool, S. (2020) ‘Deep Transformation toward Decoloniality in Social Work: Themes for Change in a Social Work Higher Education Program’. Journal of Progressive Human Services, 31(2), 144-164.
• Hooks, Bell. (1994). ‘Teaching to transgress : education as the practice of freedom’. New York: Routledge
• Lentin, A. (2020) Why Race Still Matters. Bristol: Policy Press.
• McGregor, R. and Sang-ah Park, M. (2019) ‘Towards a deconstructed curriculum: Rethinking higher education in the Global North’ Teaching in Higher Education, 24(3): 332-345
• Mullen, J. (2023) ‘Decolonizing Therapy: Oppression, Historical Trauma, and Politicizing Your Practice’ New York, WW Norton & Co
• Schucan Bird, K. and Pitman, L. (2019) ‘How diverse is your reading list? Exploring issues of representation and decolonisation in the UK’ Higher Education, 79, 903–920
• Smith, L.T. (2022) ‘Decolonizing Methodologies: Research and Indigenous Peoples’ London, Bloomsbury Academic 
• Twikirize, J.M. and Tusasiirwe, S. (2023) ‘ Ubuntu Philosophy and Decolonising Social Work Fields of Practice in Africa (Indigenous and Environmental Social Work)’ Oxfordshire, Routeledge
• Tuck, E. and Yang, K.W. (2012) ‘Decolonization is not a metaphor’; Decolonization: Indigeneity, Education & Society Vol. 1, No. 1, 2012, pp. 1-40
• Zembylas, M., (2018). Reinventing critical pedagogy as decolonizing pedagogy: The education of empathy. Review of Education, Pedagogy, and Cultural Studies, 40(5), pp.404–421

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“We were very keen to work with the students for support but to let them lead and take the direction they wanted to lead...”

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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“We can all build!... being given a focus for our build […] you’re naturally starting to engage which something that could be a completely subconscious idea […] and putting Lego in front of you and having that form allows you to really get carried away and enjoy play!”

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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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! 

“I 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 disciplines…”

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“an engaging activity… helps build skills like cooperation, teamwork, leadership…”

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Lanre: "When I see how well my students have done, it makes me very happy!"

Aruni: “In 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!”

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...“by the end of the module, the students love it, but for the first 4 weeks or so they hate it… and they’ll reflect back on it and say “it was so helpful!””

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Georgios has kindly provided us with useful links relating to this discussion;

• Microbes against Humanity paper: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8209641/
• Coccus Pocus scary story competition: https://www.biofilms.ac.uk/coccus-pocus-2022-winning-stories/
•  A guide that I wrote for writing pedagogy research: https://www.microbiologyresearch.org/content/journal/acmi/10.1099/acmi.0.000416
• as Pedagogy Editor for Access Microbiology, Georgios helped building a Pedagogy Collection: https://www.microbiologyresearch.org/content/pedagogy
• Pedagogy Collection is now under National Teaching Repository: https://ntrepository.com/home/

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So...pour yourself a cup of tea and enjoy the show.

Core links for the episode:

Studying nursing at the University of Hull

Nursing & Midwifery Council UK

Lizzie's blog on the power of reflection in nursing, published on BMJ Evidence-Based Nursing Blog

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You can find an example of the feedback page discussed in the episode within our student guides.

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@Edmund_hurst

Ed's student’s HU Writes podcast page.

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Did you know?

Call for Papers for our International online Teaching & Learning Conference is open! We welcome submissions on the theme 'Assessment & Feedback for Student Success' until 6th March

tinyurl.com/2p99z8ns

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Did you know?

Call for Papers for our Summer Teaching & Learning Conference is open! We welcome submissions on the theme 'Assessment & Feedback for Student Success' until 6th March

tinyurl.com/2p99z8ns

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So...pour yourself a cup of tea and enjoy the show!

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Neil kindly provided the following links in relation to his podcast:

1. https://tinyurl.com/hull-cs-ped
2. AdvancedHe Flexible Peadogogy and Technology Enhanced Learning https://www.advance-he.ac.uk/knowledge-hub/flexible-pedagogies-technology-enhanced-learning
3. AdvanceHE Attainment and Retention in CS: https://www.advance-he.ac.uk/knowledge-hub/issues-retention-and-attainment-computer-science
4. WebPA and peer assessment: https://github.com/WebPA/WebPA

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Did you know?

Call for Papers for our Summer Teaching & Learning Conference is open! We welcome submissions on the theme 'Assessment & Feedback for Student Success' until 6th March

tinyurl.com/2p99z8ns

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Let's find out about it and how this is relevant to your discipline by joining Zach! (who did not have a cuppa incidentally... Mike & Catherine??)

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Did you know?

Call for Papers for our Summer Teaching & Learning Conference is open! We welcome submissions on the theme 'Assessment & Feedback for Student Success' until 6th March

tinyurl.com/2p99z8ns

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Emma has also kindly provided links to topics we discussed listed below.

- This AdvanceHE report includes the four pronged typology by Thomas and May (2010)

- Teaching Essentials: Student Identities

- Spotify playlist from FACE students in 20/21 in lockdown as mentioned in podcast

- Case study of online community for Foundation Year, included in the University of Hull Inclusive Education Framework resources

- Grit – a programme introduced to Foundation Year as part of one of their modules at the beginning of their studies; one of our students did a video sharing their experience: https://youtu.be/PhI0Eo-qTvk

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We're aware the audio isn't ideal so thank you for your patience as we find our way! We will hopefully improve with our next series.

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Did you know?

Call for Papers for our International online Teaching & Learning Conference is open! We welcome submissions on the theme 'Assessment & Feedback for Student Success' until 6th March

tinyurl.com/2p99z8ns

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So...pour yourself a cup of tea and enjoy the show.

Thank you for taking time to listen to the podcast. We hope you enjoy it.

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Core links for the episode:

• Thesis: Reading the Academic Library: an exploration of the conceived, perceived and lived spaces of the Brynmor Jones Library at the University of Hull
• Keynote - (Re)connection: The importance of space/place & interaction in higher education
• Kirsty Finn: Dr Kirsty Finn | Manchester Metropolitan University (mmu.ac.uk)
• Thoughts on space - Dr Lee Fallin
• Designing for Diverse Learners
• What is LEGO® SERIOUS PLAY®? | Official LEGO®
• LEGO Serious Play starter kit for research & teaching
• The Design Council Double Diamond 

Background links about guest:

• Dr Lee Fallin - Worktribe
• Personal blog: Dr Lee Fallin - Lecturer in Education Studies
• @LeeFallin - Twitter
• @LeeFallin@hcommons.social - Mastodon

Did you know?

Call for Papers for our Summer Teaching & Learning Conference is open! We welcome submissions on the theme 'Assessment & Feedback for Student Success' until 6th March

tinyurl.com/2p99z8ns

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The pair have also published an article outlining their work which is available at https://www.geography.org.uk/journals/primary-geography 

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Did you know?

Call for Papers for our International online Teaching & Learning Conference is open! We welcome submissions on the theme 'Assessment & Feedback for Student Success' until 6th March

tinyurl.com/2p99z8ns

Artwork created by Layla Jabbari

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Thank you for taking time to listen to the podcast. We hope you enjoy it.

We're aware the audio isn't ideal so thank you for your patience as we find our way! We will hopefully improve with our next series.

Please do subscribe and share with anyone you think might enjoy.

Did you know?

Call for Papers for our International online Teaching & Learning Conference is open! We welcome submissions on the theme 'Assessment & Feedback for Student Success' until 6th March

tinyurl.com/2p99z8ns

Artwork created by Layla Jabbari

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