PhD

Teaching a man to fish…

/ Sylvia D'souza / Leave a comment

People are supposed to be good at a few things and relatively decent at others (I can’t bring myself to say ‘bad’ even though that’s how I would characterise myself at, say, dancing). If you’re doing a PhD, it may not be farfetched to assume that you might be a specialist sort of person—someone who knows what you are good at and who keeps chipping away at the same block. At least, that’s how I am.

When I started on my PhD journey, I was looking forward to the prospect of doing research, of discovering patterns and insights, of uncovering something new, of maybe making a difference in the realm of ideas. I didn’t really take into account that in reality there are many other things that an academic, and by that logic a doctoral student, is expected to do. One of the important things happens to be teaching. Something I had never done in a formal capacity so far and certainly not within the higher education context. I had delivered one-off presentations and training sessions in my previous work roles, but those were a miniscule percentage of my portfolio. The real issue for me, however, was the suspicion that teaching might be one of the things I would be decent at rather than great or excellent. It’s not the being able to do it that I was worried about so much as to be able to do it to a very high standard.

Luckily for me, I was introduced to SLP (Lancaster University’s Supporting Learning Programme, now ATP). All new doctoral students who are also going to work as Graduate Teaching Assistants are asked to undergo this programme. I must say that it is through this programme that I was able to more deeply explore the meaning and practice of teaching essentially as a means to support learning rather than as an ability to ‘perform’ teaching. The self-reflection that I did … who would have thought my own journey as a learner shaped how I approached teaching? …and the knowledge that I gained from the pedagogical material and discussions with fellow researchers transformed the way I thought about teaching as well as learning. It also opened my eyes to the complexities inherent in both. Take, for example, learning approaches. Students may have a ‘deep’ learning style or a ‘surface’ learning style or a ‘strategic’ style that is a bit of both. I wondered how students come to have a style (which might be a topic for a separate blog!).

The questions that I found relevant to think about from this newly informed perspective were of a very different variety: how could I create the right kind of environment for learning, how could I support students with different learning needs better, what did I need to do to develop students’ learning style, how could I connect with different students with different learning backgrounds and levels of knowledge in the same class, what strategies could I use to motivate students in the class, and so on. I noticed that the emphasis in my mind had shifted to learners and helping them with their challenges, away from teaching and blowing my own challenges out of proportion. It seemed to me that to be a great teacher, all I needed was a genuine concern for the intellectual development of my student learners… and if I had that the rest would eventually fall in place.

From reflecting on my own successes as a learner, and indeed as an individual, I have come to realise that as a teacher the best I can do is to help my students cultivate intellectual curiosity, critical thinking, and openness to ideas so that their learning is secured for a lifetime. To put it another way, to teach them to fish rather than to give them a fish. In this sense, I feel teaching is far more challenging than research because it is arguably more challenging to transfer ideas to person than to paper. The paper simply absorbs my ideas but the receptivity of the ideas and their assimilation depends to a large extent on the person’s pre-existing knowledge and beliefs, without even considering the cultural complexity.

But that should not deter one, should it? The future of the world would seem to rest as much on the shoulders of eager teachers as researchers…

Volunteering: In search for something meaningful

/ Lina Harb Tyson

I recently started volunteering as a teaching assistant at a primary school, and it has been delightful, fun and at the same time very enriching. There are many reasons why students at Lancaster University volunteer at schools, and, from my discussions with a few of them, I noticed that we all shared a very positive experience, from the administrative process before the start of the placement to the satisfying sense of accomplishment and the end of each volunteering session. It is a ten-week volunteering placement which is facilitated by Lancaster University’s Student Union (LUSU) and where pupils get to know that university can be an option for them when they grow up and to speak to a university student. I wrote in a previous blog post about the purpose of the school volunteering placement, and this post will be about my impressions of the process, my engagement and how it connects to the wider aspects of work and my social life.

Why volunteer at a school?

I choose to volunteer at a school because I started teaching a module, alongside my studies, and wanted to see what it’s like to teach different age groups. I was also motivated to engage with the community around me, get to know how people live outside of the university student environment, and at the same time give something back by doing good for others and the community. Other students who have completed similar volunteering placements said that they did it because they were staying for a limited period of time in Lancaster and wanted to make the most of their time, or simply because it is something that they aspire to become after graduating and this experience could improve their career prospects. The placement was for only half a day per week, which makes it easy to fit within my schedule.

Just before I started

I signed up on LUSU’s page at the beginning of the academic year. The website offers many things to do to engage with the community, whether it’s to follow a passion, a cause, or simply to leave a positive impact on people. There are a number of volunteering categories such as human and civil rights, health and social care, university events, etc. I chose volunteering with schools. The application was straightforward and shortly after I submitted it, I received an email about the times of the introductory sessions which gave us an idea about the programme and the steps of the process. It was also an opportunity to meet the LUSU staff who were coordinating the programme and who were very supportive throughout the whole process. The following stage was to get the DBS check done and complete safeguarding training. Then LUSU staff contacted a school close to my place of residence as this was my preference. I was also given the chance to choose from a list of available opportunities. Luckily, the school I wanted to volunteer at had a vacancy for a volunteer, and I could start at any time.

My first day back at primary school

I arrived at the school and was greeted by the teacher who was going to guide me through the placement. She showed me around the school and we waited for the children to come into class. The classroom was impressive, not in a majestic grand way, but in how different and relaxing it was from anywhere else I’ve been since I left primary school. The more I examined the crayons, big letters on the walls and the children’s drawings, the more I appreciated it. While those are things that I wouldn’t normally be interested it, being there, in that moment, brought me back to my own childhood.

The teacher introduced me to the class after everyone arrived and the lesson started. On that day, children were learning how to write neatly and clearly, and I was assigned to help two pupils. After this exercise, everyone gathered around the class’s teaching assistant who read a story to them. The final fifteen minutes of the before-noon session were dedicated for relaxation. A voice that was playing soothing music guided the children – and adults in the classroom – similarly to a relaxation yoga session.

Spending the morning at the school made me realise how adults’ experience of time can easily change one’s mindset to racing mode. Whether I’m a worker or a student, I’m always faced with deadlines which I try to meet while thinking of other aspects of my personal life which could be anything from what I will eat to when should I call my family. This makes me rush into a series of tasks and duties for weeks at a time without taking a break and actually think about nothing. Doing a relaxing and unrelated activity helps me stop thinking about work for a while and sometimes that’s when I get my best ideas.

Lancaster University day out

My positive volunteering experience lead me to engage in the “Be the change” project. This project is designed to show pupils what citizenship values such as teamwork and leadership mean through a series of fun activities. The aim is to enable children to learn that everyone can be a leader when they make a positive change to their society. Among the activities, there was a treasure hunt around campus and the Marshmallow Challenge which let the children work together, communicate, help one another and work towards a common goal. The Marshmallow Challenge is a management exercise where a group of any age or profession is tasked to build a tower with nothing but a bundle of spaghetti, tape and a marshmallow. Surprisingly, children perform better than CEOs in this exercise!

One of the great things about the teaching system at LUMS is how it prepares students for the actual business world. This comes with the wider sociological and psychological issues that any such student/worker is prone to, such as feelings of stress and alienation. From my previous work experience, I find that working can be very rewarding, but it can also take away some of the worker’s autonomy, purpose and identity, especially when they get immersed in their job only to meet sales targets or performance measures at the end of the day. As a PhD student at LUMS who happens to be doing a thesis on workplace dynamics, I have come to notice these aspects more and more and realise how they could sometimes be inevitable. While some people enjoy socialising by going out for a drink or a meal, or take pleasure in a sports activity after an intense workload, others choose to volunteer.  This has left a very positive impact on me and made a pleasing difference to my everyday life.

 

Shifting spaces

/ Sylvia D'souza

I have been in Mumbai for the past two months collecting data for my research. I am living with my family and, knowing I must leave soon once my work is done, I am soaking in every moment of it. All the stuff I took for granted earlier, even the mundane little facts of everyday life, strike me as something worthy of note… such as how do we dispose of the garbage? I find myself reflecting on things that I never gave much thought to before. And I owe that to my life at Lancaster.

One such thing struck me the first time I arrived at Lancaster. The number of choices I had for a place to study. I have a computer-equipped PhD office where I could study and do my research or I could study in my own campus accommodation which was fairly quiet or I could find a spot in the very spacious library or I could go to the Storey building in the city centre where PhD students have a space of their own or I could study in the post graduate space in Graduate College… I might have even missed a few options here. The point is that I could decide where I wanted to study depending on my mood or depending on where I felt most productive. I remember thinking then that I had never given any thought to my choices for a ‘study space’ or lack thereof before Lancaster happened to me.

My home was the only place available to me for study at an undergrad as well as Masters level even though it was frequently noisy, full of interruptions and temptations, and a thousand distractions such as something interesting going on on the television. I never thought about it as a ‘study space’ because I didn’t really have any other. It was only upon arriving at Lancaster and being exposed to the world of university in the UK that I realised the difference the space made to the quality of learning and output. At first I wondered why there was so much emphasis on the varieties of study spaces but then it occurred to me that by providing the right space the university was simply showing me a commitment to my learning, intellectual development, and growth. It wasn’t investing in space so much as investing in me and investing in wherever my potential may be best realised.

Now that I am at home in Mumbai, I am missing the ‘space’ I have at Lancaster that both physically and mentally puts me in the mood for study. I almost catch myself thinking that I need to ‘go somewhere’ to reflect on my observations on the research interviews but then recall that I don’t have anywhere to go to to get my mental juices flowing. For now, I am resigning myself to playing with my niece when she pops into the room. I smile at her fondly when she pushes down my laptop cover announcing ‘Over’ in that cute little voice of hers. Of course, I would like to finish whatever train of thought I am pursuing at that moment while typing out notes from the day’s field work but it will have to wait a bit. Till I am back at Lancaster…my makeshift spaces will have to do. I am not complaining as they sure have joys of their own!

Study hard, play hard

/ Lina Harb Tyson

Academic life has many tough tests for students, but as challenging as it may be, it also holds rewarding outcomes and fun experiences. Some of the toughest times in my life as a postgraduate LUMS student were writing-up my Masters dissertation and my current PhD journey. While I usually rely on my intuitive gut feeling to pace my studying, the settings and modes of study played a large role in keeping me sane and on track throughout my academic journey. Making sure that I had enough leisure and fun helped me to recharge my energy and enjoy my time. I tend to yo-yo study where I binge on reading for a few weeks and then I relax, and so on. Even though this pattern worked more-or-less for my Masters degree, I find it hard to follow for my PhD where time management is key, and where self-management is even more critical. A piece of advice that I heard in one of the LUMS study skills development sessions was that there are only two things that will go against you, they are time and yourself. This advice was an eye-opener to me because it made me think that there is something other than making the most of my time and achieving the highest grades that I can, I also need to take care of myself during this process. In this blog post, I will describe a typical week as a PhD student, starting with the dreadful Mondays and ending with the day-out Sundays.

Monday:
I am usually a morning person, but not so much on a Monday. After a strong cup of coffee, I open my weekly agenda to see what the rest of the week will look like, which also motivates me to start the day. My place to go for studying on Monday is the graduate social hub. It’s a cozy and relaxed place, and it helps me transition from the lazy weekend. I usually attend one lecture in the late afternoon before calling it a day.

Tuesday:
On Tuesdays the pace gets faster. I spend most of the day in the library. I choose a moderately quiet area where I can sit on a couch with access to an electricity socket for my laptop, and easy access to the water fountain to stay hydrated. While some people might prefer the quiet areas, to me, a little bit a noise helps me concentrate. The library is also near a few of my favourite bakeries and coffee shops on campus, which makes it convenient if I plan to meet up with a friend for lunch or a cup of coffee.

Wednesday:
Wednesday is the market day in the city centre, so I do my shopping before noon. Unless I have other errands, I head to my desk space in my department. Most of the time I run into my colleagues and we discuss our work progress, thoughts and lives, which is helpful given how isolating studying a PhD can be.

Thursday:
Thursdays are quite similar to Tuesdays, except that they’re closer to the weekend. Although half of my brain is already thinking of what to do during the weekend, the other half is engaged in productive reading. I usually try to stick to the same study area at the library.

Friday:
On Fridays, I try to do an energising physical activity early in the morning by going out for a brisk walk or a jog in the park. I spend the rest of the day at my own desk at home, unless there is an event or that I have agreed to meet up with friends on campus. My desk is not the most organised study space, but I made sure to set it up as soon as I started my PhD. I also try to separate my studying space from spaces where I carry out other activities such as leisure reading, eating or sleeping.

Saturday:
The weekend is finally here. I start my Saturdays with shopping and often go out for a meal afterwards. In the evening, I usually organise a games’ night which sometimes ends up being a long conversation about everything and nothing. I also occasionally go to a local pub.

Sunday:
One of my favourite hobbies is hiking or taking long walks, and I often dedicate my Sundays to it, if the weather permits. I find that this activity clears my mind and is a good exercise. Also, the nature around Lancaster is fascinating. I have been to a few breathtaking nature reserves on the coastal line north of Lancaster and in the Lake District.

I find that having a good study-life structure is better than having none. This is especially true when my PhD journey feels like a rollercoaster. The nature of studying is quite different to that of other degrees. At the PhD stage, the student is expected to be a knowledge maker. In my PhD, this experience has been deep and personal, thus the need to have a good study environment and enough leisure time.

When the going gets tough…

/ Sylvia D'souza

Most people seem to think that if you are pursuing a PhD you must be super intelligent. Which they also assume means you must have ample confidence in yourself. It is no use telling them that you suffer from as many insecurities about your talents and capabilities as the next person, because in their opinion if you have set yourself such a huge mountain to climb, you must know you have it in you.

The truth is that I find myself low on self-confidence a lot of the time. And I have come to realise that this feeling is fairly common among PhD students. Apparently we tend to suffer from what is called the ‘impostor syndrome’: The feeling that you are inadequate or incapable despite evidence to the contrary.

My confidence level also has a way of yo-yoing so that at one point I am on top of a mountain, soaring high and marvelling how I have at long last found my true calling, and another time I am down in the dumps, wondering what got into me to take on such a herculean project. I start questioning everything from the validity of my research topic to my thoroughness in doing the literature review to my experience in the academic jungle to the possibility of ever seeing the light at the end of the tunnel. It can be a pretty quick downward tumble from there, luckily for me stopping short of actually calling it quits, but I have heard stories of people who take the exit route.

Over time, I have learnt a few ways to deal with these blows to my confidence:

  • Remember why you started a PhD. Chances are that if you are on this very tough journey, you have thought long and hard about it. You may have also made certain difficult choices in life or career because you wanted this so badly. Had you not put all of yourself into making this happen, you wouldn’t have earned a place at such a prestigious university. If you could get yourself this far, it is only up to you to take yourself further.
  • Think of the last time you felt a rush of confidence. It may have been a small accomplishment or a big one, but if you had reason to feel great about how you were doing then, the reasons are most likely still valid and solid. This low phase will pass soon enough if you focus on doing what you have been doing.
  • Think about how far you have come. You probably remember how daunting everything seemed when you first started, and how you never really expected to make it at almost every step. Not only did you make it, you did remarkably well too, be it acclimatising yourself to the new environment or developing a good relationship with your supervisors or taking all those difficult training modules or digging through tons of literature.
  • Stop comparing yourself with others. You might be tempted to compare yourself with others who started at the same time as you. Very often it will seem like they have a far better hold on what they’re doing while you haven’t the faintest clue. They may have started collecting data or completed writing a conference paper while you’re still putting together a proposal for your upgrade panel. Remember that this is your PhD and your journey… and you are its sole architect. How you approach it and how much time you take to build it depends entirely on what you’re fashioning.
  • Talk to family and friends. Talk to people who believe in you. Knowing that they believe in you more than you do can be motivating (though a bit annoying too because your feelings of inadequacy and incompetency are invalidated). It would also help to have someone with whom you can share your research and progress. Many a time I have found solutions to problems simply by talking to a friend who merely listened to me go on about it.
  • Take mini breaks. When you are really feeling like it, take a few days off all thoughts of research and writing and deadlines and do whatever it is you feel like doing or do nothing if that’s what you feel like. Think of it as some sort of reward for working so hard. I don’t know about you but at the end of that period, I bounce back with more energy and feeling a lot more positive. Quite strangely, I also tend to come up with better ideas almost out of the blue. You know what they say about the subconscious mind being at work…
  • Visualise a wonderful future. The PhD may be your stepping stone to a fulfilling career or it may be an end in itself. Try visualising what it would be like to be at the end of that road, having fulfilled your dream or goal. Imagine how you would feel, how the people in your life would feel, and how much you would like to be there. These bumps along the way are speed breakers but they can’t stop you from getting where you want to be.

Well, these are a few techniques that seem to help me bounce back. What about you? What do you do when the going gets tough?

10 New Words I Learnt at LUMS

/ Lina Harb Tyson

As an international student, learning about new words stimulates my linguistic inclination. By learning I also mean experiencing words that I already know in a different way. New words mixed with experiences are synergic; I find them fascinating and sometimes amusing. In this blog post I will write about my top 10 new words that I learnt at LUMS, starting with those that any international student could come across and followed by those that a LUMS or a graduate student in particular would be very likely experience. I choose these words because my experience of them has been either exciting, practical or pleasantly homely. A small story for each word tells why I found it particularly fascinating.

  • Flatmate: Flatmate is the commonly used word for housemate in the UK. My flatmates are the students who I have met since my first day at Lancaster Uni. We shared not only the flat, but also food, nights out, pictures, laughs, hobbies and life contemplations. We looked out for each other. My flatmates made me feel like I belong.
  • The weather: This is one of the most common topics you’ll hear a British person talk about. It is often unexpected and sometimes rainy, cold, lovely, sunny or snowy. And sometimes it’s all of them in one day! As someone who likes hiking, my outdoors motto is that “there is no bad weather but there are only bad clothes.” That’s why my big puffer coat is an essential item of clothing and part of my outfit on most days. Even though it’s cold in the north west of England, people have their warmth in their hearts.
  • The steam train: During the summer term, I travelled by regular train to go to Carlisle where I was doing some training. The steam train runs during the spring and summer between Lancaster and Carlisle, and the other passengers and I would see it majestically arriving in the morning at the train station. A peak inside allowed me to see the impressive décor and was enough to take me a century back in time.
  • Marmite: Commonly known by its brand name, this product is also found under the yeast extract category. I heard people say that you either love it or hate it, and I happened to quite like it. I often venture with food combinations and I accidentally found out that it goes well with certain types of jam.
  • Quorn: I discovered Quorn in the UK while looking for vegetarian meat alternatives. It offers a wide variety of products and is a good source of proteins. I found it to be a practical food and it goes well in a curry.
  • Reflexivity: As a LUMS student, being reflexive not only got me high marks, but also made me aware of the way my learning affected my professional and personal development and my view of the world. I try to apply this process to both important events and daily incidents that became a part of my routine.
  • Critical thinking: Critical thinking is an expression that I frequently hear in my lessons at LUMS. It’s an essential yet challenging skill and we practice it when reading, writing and reflecting. I even use it outside of academic coursework, for example when choosing to watch a film.
  • Dispersed leadership: Even though it’s not the most common type of leadership that is found in academic and personal development books, it’s one that sparked my curiosity. This is because it made me realise the different aspects, people and places in which leadership exists, and so it helps me put myself in other people’s shoes and try to understand them, a skill that I find quite important when interacting with people at university and work.
  • Graduate social hub: The graduate social hub is another place that makes me feel at home. It is situated near the graduate students’ dorms. It contains a quiet room for studying and a social room that has games, books, a ping pong and a foosball table. It also has a kitchenette with an endless supply of tea and coffee. I would metaphorise it as the graduates’ living room.
  • Grad bar: The Grad bar is our meeting place in the evening. Pubs are an important part of community life in the UK, and Grad bar is our communal one. It’s a place where I made new friends and enjoyed live student bands and drinks.

Whether they relate to a place, food or thought, my experience of these words continues to be absorbing. Learning new words and experiences still happens to me now as much as it did when I first moved to Lancaster, and as I got more and more involved with the campus life, the studying, the shopping and meeting new people.

The Great Indian Breakfast

/ Sylvia D'souza

“What should I have for breakfast?” I don’t know about the last thoughts people have before going to bed, but this is fairly commonly the one that I tend to sleep on. You might think as a PhD student I would have far more serious thoughts whirling in my mind as I finally lay it to rest after a long day, but… no, this one overrides them all.

Breakfasts in India, where I come from, tend to be elaborate. I love the simplicity and lack of fuss demanded by bread, butter, jam, eggs—I can quite see why it’s so popular everywhere and I won’t deny that I fall back on this option time and again when I wake up not having made any clear decisions. But being away from home, there is nothing that offers the soothing comfort and smell and feel of home as a warm breakfast made as it would be made at home.

For many of you wondering what these breakfast options might look like, here is a sample:

  1. Idli Chutney/Sambar: This counts as a number 1 on my list and it also probably takes the most time and effort. Steamed rice cakes with a flavourful and spicy coconut chutney and something like a tangy lentil gravy to go along. (recipe: https://indianhealthyrecipes.com/idli-sambar-recipe-tiffin-sambar/)
  2. Poha: Beaten or flattened rice mixed with potatoes, peanuts, and some spices (recipe: http://www.vegrecipesofindia.com/kanda-poha-or-onion-poha/)
  3. Upma: Much simpler and quicker to make. Semolina cooked almost like porridge with or without vegetables such as peas, carrots, and so on. (recipe: http://www.seriouseats.com/recipes/2012/05/sooji-upma-indian-semolina-breakfast-recipe.html)
  4. Aloo Paratha: May be enjoyed for lunch as well as dinner but it makes for a rather scrumptious breakfast option in my opinion. Spicy mashed potatoes stuffed inside a whole wheat flat bread best had with curd or pickle (recipe: http://www.vegrecipesofindia.com/aloo-paratha-indian-bread-stuffed-with-potato-filling/)

These are just the tip of the Indian breakfast menu iceberg, if I may use the expression. The one thing that is needed to make the effort of making these delicacies worth it would be some good company. I can’t say I have that on most days unless I count my articles and books in that category, but there is always the second best thing that never fails me: a hot cup of tea!

Volunteering in schools with Lancaster University Student Union

/ Lina Harb Tyson

Lancaster University Student Union (LUSU) offers a wide range of volunteering opportunities and school volunteering is one of them. I chose to attend an introductory session on this project because, not only did I want to be engaged with the local community, but also I was interested in knowing more about the education system in the UK and in helping people achieve their potential. What unfolded during the session made this opportunity evermore compelling.

The session started with the reasons that inspired LUSU to develop the schools volunteering project. The project aims at bringing to pupils the opportunity to engage with university students and at helping them to consider going to university as a future option. The focus is on children coming from disadvantaged backgrounds or vulnerable pupils. Then the project’s development manager shared his experience with us on how children have different thoughts and impressions about going to university: while it could be a very possible option for some, for others, it was a path that they have never heard of.

The volunteering coordinator explained how LUSU will support us through this journey and how the different opportunities can be flexible, accessible and suitable to the volunteers’ passion and experience. The students who express an interest in school volunteering would be matched with a primary or secondary school, depending on the type of work they prefer. The aim is to get the best possible experience for both the volunteers and the pupils.

I am looking forward to starting my school volunteering placement in January. This opportunity will allow me to reinforce the positive impact that the project has on the community while engaging in a rewarding activity. I will have the chance to share with the pupils their classroom environment, as well as discuss with them my experience as a university student to increase their awareness of the option to continue their education in the future.

I am also looking forward to the impact that this experience will have on me. Through this project, I will have the chance to know more about the local culture as well as broaden my own future career aspirations. As an international student at LUMS, I am hoping to gain more international exposure and flexibility to discuss various issues with pupils, teachers and other students who are engaged in this project. Also, the activities will influence my communication and rapport-building skills, which have important and transferable aspects that I can use in a variety of situations. Last but not least, I am looking forward to this rewarding opportunity that will allow me to give back to the community and make a difference in other people’s lives.

PhD Life: Teaching Undergraduates and the Supporting Learning Programme teaching qualification

/ Amy Benstead

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One of the aspects of my PhD that I particularly enjoy is having the opportunity to teach undergraduates. Most PhD students have the chance to teach although it is dependent on your department and supervisors. Some people have to undertake some teaching and/or marking activities as part of their studentship. I have an ESRC studentship so I don’t actually have to teach. However, I have always wanted to gain teaching experience. Prior to teaching you have to attend a 1 day ‘Introduction to Teaching’ workshop run by the University. There is then the opportunity to continue with the training and complete the Supporting Learning Programme (SLP).

As you teach modules within your department, you tend to know the theory. I am fortunate that I teach on Supply Chain and Operations Management modules which compliment my research and vice versa. I find that there are numerous benefits of teaching. Firstly it is very rewarding to educate others- even after an hour you can see the difference! Plus it is really good for improving your own understanding of the theory! I also find that it improves your interpersonal skills and ability to think on your feet. This could be for example when students ask you questions or you may need to adapt the session to improve engagement- it is amazing how some coloured pens and flipchart paper can help to get everyone involved! I have seven years work experience, most recently as a Senior Merchandise Manager at global sourcing company Li & Fung, based in Istanbul so I find this influences my teaching style. I often give examples from my industry experience and I find that the students respond well to this as it makes the theory come to life.

I actually enjoy presenting but it is normal to find it daunting standing in front of a class of students. I think teaching is actually good preparation for presenting at academic conferences both in terms of speaking in front of an audience and answering questions. The students are usually given a case study with questions for the seminar so that we are able to build on the key principles that are introduced during the lectures and develop their analytical skills. I teach first year students through to fourth year. My class sizes vary from around 15 to 30-if there are over 15 students then there are two tutors. Normally one of you takes the lead and you then both help the students if they’re working on an activity. This is an interesting dynamic and you can learn from each other.

I completed the SLP programme in my second year which I think was perfect timing. I had already taught for one year which meant I was up to speed with the course content and could spend more time focussing and analysing the delivery. The SLP programme involves attending workshops, peer observations, reading, student feedback and writing a portfolio of teaching tasks and activities. It really is a learning process and enhances your teaching ability. It is also means that you meet other PhD students from across the University. Once successfully completed you are awarded the status of “Associate fellow” of The Higher Education Academy (HEA). Many institutions find teaching experience advantageous and are making accredited status a requirement when recruiting for lecturing posts.

Overall, I have found teaching a positive experience. It is also a nice change during my working week and this helps me focus more on my research. I would certainly recommend both teaching and the SLP!

Good luck!

Amy