PTAS Projects 2024-2025

March 2025

Awareness and understanding of decolonising the curriculum in teaching and assessment practices

Team: Dr Farah Akbar, Dr Omolabake Fakunle, and Dr Srinjoy Mitra

School: Moray House School of Education and Sport, School of Engineering

Abstract

This project examines how postgraduate international students at the University of Edinburgh (UoE) perceive and engage with decolonisation efforts in the curriculum. It explores their awareness, understanding of decolonisation within the context of their studies, identifying barriers and opportunities to create a more equitable academic pedagogic environment. The research will explore students’ perceptions on what are inclusive assessment and teaching practices, the study will generate practical recommendations to strengthen UoE’s decolonisation initiatives.

The target participants are Postgraduate Taught (PGT) and Postgraduate Research (PGR) international students from diverse cultural and disciplinary backgrounds across three colleges at UoE. PGT students, who are actively engaged with coursework, and PGR students, who are influenced by their research environments and supervisors, are well positioned to offer their unique perspectives on decolonisation.

The anticipated outcomes of this project include actionable recommendations for enhancing equity in curriculum design, teaching, and assessment, ensuring that decolonisation efforts are inclusive and impactful. The findings will directly contribute to UoE’s Equality, Diversity and Inclusion (EDI) policies and initiatives, such as the Race Equality Charter and the Inclusive Curriculum Toolkit, by providing evidence-based insights into the experiences of international students. This research aims to contribute to systemic change and promote equity in higher education by aligning with UoE’s strategic commitment to inclusive academic environment.

Translation software – effects on outcomes and communities

Team: Dr David August and Dr Jean O’Donoghue

School: Chemistry

Abstract

Alongside generative artificial intelligence (AI) technologies, modern translation software has rapidly evolved from producing static unreliable outputs to fast and accurate translations. In recent years, translations can also be applied to video, audio and in-person conversations—often live. At first glance, this is a good thing, levelling the playing field for non-native English speakers and enhancing cross-cultural communication. However, a growing dependency of international students using these systems may have been overlooked, with students no longer developing the language skills they may require throughout their degrees.

This study will investigate how students are currently making use of translation software during their studies, and assess the impact of this on student outcomes, language development and a. sense of community. An initial assessment will then be used to develop resources to encourage and train students in how to use translation software effectively to enhance their student experience without negatively impacting their own language development or community. engagement.

This study will primarily focus on students, both undergraduate and postgraduate, in the School of Chemistry, but results are expected to be highly relevant to other programmes across College, the University and UK Higher Education as a whole.

Researchers working with emotionally demanding research

Team: Dr Lissette Aviles, Dr Karen Goodall, Dr Fay Huntley and Dr Hazel Marzetti

Previous PI and external collaborator: Dr Juliane Kloess (University of Glasgow)

School: Health in Social Science

Abstract

Certain research that involves sensitive topic areas can take a toll on researchers. Given the increasing emphasis on impactful research, including engagement with stakeholders and individuals with lived experience, researchers now find themselves in a research.  environment they would not have been exposed to historically. Burrell et al. (2023) offer a number of. recommendations, at the individual, team and organisational level, to improve the support for researchers working with emotionally demanding research (EDR). However, currently, there is limited to no such provision in place for PGR students at the University of Edinburgh.

In order to address this gap, we will adopt an evidence-based, co-production approach to developing guidelines and recommendations to support PGR students and supervisors who work with EDR, and thereby create a more open and reflective research culture across the University. The findings will inform the development and generation of co-produced guidelines and recommendations in the form of an infographic/short video to support PGR students working with EDR at the University and beyond.

Cultivating citizen scholars

Team: Deirdre Macleod, Suzanne Hermiston, and Jenny Scoles

School: Centre for Open Learning and Institute for Academic Development

Abstract

This project seeks to test out, and differentiate, strategies for developing and delivering interdisciplinary lifelong learning and teaching through open access short courses at the University of Edinburgh. It takes as its starting point the Toolkit for Interdisciplinary Learning and Teaching (TILT) which was funded recently by PTAS and is now published online (Overend et al, 2024). Growing recognition of the value of interdisciplinary learning is evidenced in the University’s strategic plan to 2030. It is likely to be as valuable to open access lifelong learning as it is to undergraduate and post-graduate study.

The notion of the ‘Citizen Scholar’, in which universities promote both scholarship and active and engaged citizens, aligns closely with the purpose of lifelong learning provision (Kourtis and Arvanitakis, 2016). This notion requires learning that goes beyond traditional disciplinary knowledge. Using resources from the TILT Toolkit, and working with teaching staff, learners and key project staff from TILT, we will explore how to develop meaningful interdisciplinary approaches to open access, short duration, non-credit bearing learning provision at pre-undergraduate level (SCQF level 7).

We will also work with Daydream Believers, an organisation which creates interdisciplinary learning provision at upper secondary and further education level, to run ‘micro’ learning sessions with teaching staff and learners together. The project will create focussed and specific online guidance resources and exemplars for teaching staff who are developing interdisciplinary lifelong learning courses.

Evaluation of dissertation buddies PGT peer support programme

Team: Dr Julie Smith, Emily Birtles, and Lianya Qiu

School: Moray House School of Education and Sport

Abstract

This project aims to provide evidence to support the development and implementation of peer support for one-year PGT students. The Student Support Model proposes peer support as an important element of the student experience, particularly in relation to student sense of belonging. Given the significant resources required to support students construct and implement peer support programmes, it is vital to understand the relationship between taking part and key external (e.g. PTES) and internal (e.g. Strategy 2030) indicators of success.

There is limited published evidence on how best to support one-year PGT students and develop sense of belonging through peer support. We will implement a case study approach to evaluation, measuring student perceptions of wellbeing and sense of community. Our participants will be PGT students at MHSES taking part in Dissertation Buddies. By evaluating the programme and understanding the potential benefits for students, we are in a better position to support other programmes across the University implement similar programmes.

LectureMate

Team: Ms Alex Burford, Ms Doga Mujde, and Mr Kaan Dogan

School: Informatics

Abstract

The team have developed an application called LectureMate, to addresses a critical challenge faced by university students: the difficulty of simultaneously taking comprehensive notes while actively listening and engaging in lectures. Many students struggle to balance their attention between understanding complex concepts and documenting important information, often resulting in either incomplete notes or reduced comprehension of the lecture content. LectureMate uses generative AI to generate detailed lecture notes from recorded lectures, allowing students to focus entirely on understanding and participating in class discussions. These automatically generated notes are organized by terms, courses, and weeks, making it easy for students to review and study effectively. The notes capture key concepts, examples, and explanations discussed in lectures, ensuring no crucial information is missed.

The primary stakeholders are undergraduate students, with initial implementation in first-year courses in Mathematics and Informatics. LectureMate has been used this across a small number of Informatics courses and we would like to more formally pilot LectureMate across Informatics first and second year courses and gather more data around its effectiveness against its stated objectives.

Students’ transitions and transformations

Team: Dr. Ana Zeron, Rachael King, Liz MacDougall, Calder Ferguson

School: Centre for Open Learning

Abstract

The CAHSS Access course, established in 2018 at the University of Edinburgh, helps adults returning to education gain qualifications for undergraduate admission. A 2023 evaluation showed the programme successfully widens participation for non-traditional students, who find it. transformative and value the academic and soft skills it provides. However, these students lack a sense of belonging to the wider university, feeling different due to age, social class, and educational background. In 2023-2024, a new initiative began connecting the Access Programme with the School of Literatures, Languages & Cultures to improve student transitions from Access to UG study and raise awareness among staff. This research project will use qualitative methodology through narrative analysis to capture the experiences of current and former Access students in their transition from Access to UG degrees in LLC.

Anticipated outcomes include evaluating the new Access-LLC network's effectiveness; tracking belonging development and recommending support improvements; identifying best practices and documenting the programme's contribution to widening participation through individual experiences.

October 2024

Edited volume and online resources - programming pedagogy across disciplines

Team: Dr Brittany Blankinship, Dr Pawel Orzechowski, Ms Franziska McManus, Dr Beatrice Alex, Dr Serveh Sharifi, and Dr Ozan Evkaya

School: Usher Institute, Languages, Literatures and Cultures, and Mathematics

Abstract

This project aims to bring together staff, students and postgraduate tutors from the University of Edinburgh for a series of co-creation workshops, to create an edited book synthesising effective techniques for teaching programming across diverse disciplines. In particular, the project will focus on non-computer science students and scaling up programming education to larger classes. Alongside the book, we will create digital resources including videos, infographics and teaching materials that further illustrate the book's evidence-based pedagogical approaches. Drawing on scholarship presented at a previous event organised by the applicants, we anticipate that the chapters will capture strategies such as pair programming, teaching programming in a large classroom, addressing student anxieties, impact of AI for programming and teaching and designing inclusive programming curricula. To supplement the book, we will also host a website with accessible multimedia resources to help our colleagues at other institutions easily integrate the book's key principles into their own programming courses.

Assessing long-term impact of postgraduate online learning

Team: Ellie Devenish-Nelson, Magdalena Cerbin-Koczorowska. And Jenna Fyfe

School: Biomedical Teaching Organisation and Edinburgh Medical School: Medical Education

Abstract

Online learning at a distance is a growing mode of teaching that offers flexibility, accessibility and empowerment for many students. Online student profiles typically differ from in- person students, meaning that they may also experience education differently. However, the long-term impact of. postgraduate online learning for alumni careers and capacity development is relatively little understood. Understanding how these programs influence the career trajectories, skill development, and personal growth of graduates can offer valuable insights for enhancing curriculum design, delivery, and support systems.

By examining alumni experiences across three online MSc programmes in the College of Medicine and Veterinary Medicine, the project seeks to understand how each programme influenced their transition from postgraduate student to new roles and how their experiences in these programmes have shaped their long-term professional and personal development. In doing so, we will be able to make cross-programme comparisons to identify common elements that demonstrate good practice for generating capacity development and leadership qualities in alumni. This will be useful to those within and external to the University interested in digital education.

Embedding children’s rights in professional programmes

Team: Dr Fiona Morrison, Dr Kristen Darling-McQuistan, Avril McIvor, and Professor Kay Tisdall

School: Moray House School of Education and Sport, and School of Social and Political Sciences

Abstract

The United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024 incorporates the UNCRC into Scots law, allowing children to claim their rights. This has significant, new implications for duty-bearers (e.g., professionals in education, social work, and health), both in their legal. accountability and the transformative cultural change required by incorporation. To facilitate these changes, we need to build capacity among future professionals. This project will focus on placement preparation, so that graduates are leaders in embedding children’s rights-based approach in their professional practice and organisations. A curated resource bank will be developed for use across the University.

The project will enhance and cascade learning on practice-based and experiential teaching methods that integrate children’s rights into professional practices. It will capitalise on cross-professional learning, bringing students together to exchange knowledge and perspectives.

Fostering dialogue across racial differences in undergraduate students

Team: Dr Jacqueline Karen Andrea Serra Undurraga, Dr Candela Sanchez-Rodilla Espeso, and Ms Mridula Sridhar

School: Health in Social Sciences

Abstract

Our project develops an innovative pedagogical approach to deeply foster racial equity, diversity and inclusion in our university. The University has seen an increasing gap in levels of attainment for international BAME Undergraduate students (EDMARC, 2024). Moreover, in a PTAS-funded project concerning the BAME attainment gap, Gray et al. (2024) call for a) comprehensive training in racial sensitivity, and b) the development of more personalised and impactful diversity initiatives. We will conduct and evaluate ‘dialogical interracial culture circles’ as a way to respond to this call. Culture circles is a participatory research/education methodology developed by Freire (2005). It emphasises the importance of dialogue in learning, and students are co-investigators. We will recruit 14 undergraduate students across races to participate in a series of 8 culture circle sessions.

Aided by pedagogical material, experiential activities, photo-voice and dialogue, we aim for students to arrive at personal/collective understandings of how unequal social structures and dynamics permeate learning experiences, and how to remediate it. In line with Strategy 2030, we anticipate that our project´s main outcomes will be to foster students´ capacity to engage with diversity, to be critically reflexive about their social position and to promote inclusiveness enabling all students to thrive.

The evaluation of this pilot will validate this methodology for a wider provision that benefits students in the coming years. For this purpose, among other outputs, we will develop a UG option course whose pedagogical approach will be co-created via and in the culture circles of this pilot project.

Interdisciplinary experiential learning through heritage-based workshops

Team: Dr Aaron Allen, Dr Bryony Coombs, and Dr Hope Doherty-Harrison

School: Institute for Academic Development and Edinburgh College of Art

Abstract

As work progresses on the Curriculum Transformation Project, which will make major interventions in many traditional degree programmes, many key challenges and new modes of teaching have yet to be trialled and explored with students, such as experiential learning. According to the Edinburgh Student Vision, experiential learning that crosses and unites disciplines is a ‘key component’ of Curriculum Transformation. This project aims to better understand the challenges and opportunities of delivering experiential education by running four experiential-learning workshops for students across several complementary disciplines.

The project brings together a range of stakeholders, both within the university and the local community, from the Lothians to Orkney. Stakeholders include several schools with interests in the UK’s Heritage Sector. External stakeholders include Continuum Attractions (Mary King’s Close), Orkney Libraries and Archives, the Scottish Record Society (SRS),and the 1722 Waggonway Heritage Group (WHG). The methodology used for the workshops will be experiential education, situating classes either in historic sites themselves or using historical materials, such as medieval inks and parchment. We will publish an academic article on the results of our project, and we will organise a symposium to foster networks in pedagogical research.

Vulnerability of assessments to generative AI

Team: Patrick Theiner

School: Social and Political Science

Abstract

This project aims to evaluate the vulnerability of different types of academic assessments to generative AI usage by students.

As AI tools become increasingly sophisticated, there is a growing concern that students might use these technologies uncritically to complete assignments, undermining academic integrity. The study will involve using past assignments, such as exams, essays, and policy briefings, and generating AI responses to these tasks. These AI-generated answers, along with anonymized original student submissions, will be blindly evaluated by PhD student markers. The stakeholders in this project include course organizers, students, and markers. The methodology involves selecting a range of assignments from both pre-honours and honours courses, using multiple generative AI systems, implementing a robust blinding process, and establishing clear grading criteria.

The anticipated outcomes of the project include identifying which types of assessments are most susceptible to AI-generated responses, understanding how human markers perceive and grade AI versus human work when they are unaware of a work’s origin, and informing the development of university policies on AI use in assessments. The findings will be disseminated through PIR- internal seminars, a short report to the School’s Learning and Teaching Directorate, and the CAHSS Governance, QA and Enhancement team.