Season Two Introduction
Alex and Matt reflect on our first season of The Academy’s Developing Practice podcast series and preview some of the coming episodes in Season Two.
Dr Jess Wade, a Postdoc, shares her enthusiasm for equality and her contribution to public engagement to increase gender equality in the STEM subjects.
Dr Robert Treharne and Samuel Ball tell us about an innovation that has been developed in the School of Life Sciences to support students with their coding practices.
Sarah Waite, psychologist, coach and founder of SeingCo, discusses the importance of finding time for taking care of our personal wellbeing in our busy and challenging lives.
Dr Jonathan Green, a Senior Lecturer in Marine Biology in the School of Environmental Sciences talks us through how they support students to develop as global citizens.
Dr Eli Saetnan chats about her role as a Senior Academic Developer with a remit to support the development of scholarship informed practice across our institution.
Jenny Howard and Charlie Ries explore how students have engaged with transnational education, the implications for staff and the impact it has on the student experience.
Paul Gilbert, Technical Manager at the IIB, tells us about his work and the impact the Technician Commitment has had thus far on the University of Liverpool.
Nadia Soliman, former Army Officer and current PhD student at Imperial College London speaks about the similarities between the Army and academic institutions.
Dr Kevin Hamill tells us about innovations that have been applied in the Department of Eye and Vision Science to enhance the PGR experience.
Dr Camille Kandiko Howson discusses the importance of engaging students in their learning: voice, partnership and co-creation.
Paul Matthews of People Alchemy shares his latest thinking around how Nudge Theory can be used in learning & development.
We discuss Angela Saini’s book, Superior, which explores the existence of racism in science and the use of science to support a certain position.
Professor Stan Taylor explores the changing landscape of doctoral education, and the implications of this for PhD supervisors.