Talking Learning and Teaching

"Student voice” is a phrase that echoes across university strategies - but what does it really mean in practice? In this episode, we explore how one institution is moving beyond tick-box feedback to create genuine partnerships between staff and students. Nottingham Trent University's Jenny Sanders and Angie Bartoli discuss the importance of amplifying underrepresented voices, from neurodivergent and Black student leaders to those often left out of formal decision-making. We delve into the creation of specialist Student Executive roles, innovative mentoring schemes, and the challenges of embedding meaningful student influence in institutional culture. The conversation uncovers what true co-creation looks like, and why authentic student voice is key to building a more inclusive, connected learning community. Enjoy this great episode!
Angie Bartoli is a Student Experience Manager at Nottingham Trent University. She is the strategic lead across the School of Social Sciences in the areas of student voice and enhancing the student experience with a particular interest in the amplification of voices that are marginalised. Angie is a qualified and registered social worker with a particular research interest in transitions into management and the role of social workers in disasters. She is also an ILM qualified Executive Coach and a Senior Fellow of AdvanceHE.  

Jenny Sanders is a Senior Lecturer in Social Sciences (Student Academic Experience) in the School of Social Sciences at Nottingham Trent University. Alongside the Student Experience Manager, Jenny leads on student experiences projects across the School, with a particular focus on supporting the disabled student community and is an advocate of peer learning and support. She has experience of working in adult social care, is a Senior Fellow of AdvanceHE and is completing her PhD in Psychology on the autistic sexual experience.

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Exciting news from the UDL-UK & Ireland Network: we’re offering two upcoming courses at heavily discounted rates!
Designing Inclusive & Impactful Instruction – our flagship, highly popular 1-day instructional design course – will take place live via Zoom on October 15th, 10:00–17:00 UK time.

Universal Design for Leading – a brand-new half-day leadership development course – will be held live via Zoom on November 12th, 10:00–14:00 UK time.

As part of our autumn offer, you can get a single ticket for either course at around 50% off. We also offer bulk tickets for 5 or 10 participants (perfect for departmental teams) at around 60% off. Check out our latest special offers page for bulk discounts!

What role do everyday chats and spontaneous exchanges play in shaping research? In this episode, we explore how informal conversations - so often overlooked in methodological debates, can add nuance, authenticity, and depth to qualitative research. Our guest, Zachery Spire, shares insights into the ethical dilemmas these encounters raise, the ways they illuminate doctoral students’ experiences of research culture, and why they offer a richer picture than surveys alone. We also discuss how institutions might rethink doctoral engagement by valuing the hidden but powerful work of conversation.
Zachery Spire, PhD., is a public engagement research specialist currently based at Oregon State University. He has studied student, staff, and university-city engagement. His work highlights the multidimensional and relational nature of engagement and the importance of institutional policy, planning, and practice for students, staff, and their wider communities. Feel free to reach out to Zach to discuss universities, engagement, and research culture. His email is [email protected].

What if assessment rubrics could be more than just grading tools? In this episode, we sit down with Gareth Kennard-Holden to explore the ambitious project of reimagining rubrics across healthcare subjects. From co-designing with students and staff, to crafting clearer language and a glossary, to creating a linked progression that spans levels 4 to 7, this new model is transforming how learners understand their academic journey. With over 1,000 pieces of feedback shaping the final design, we discuss the power of collaboration, the shift toward shared assessment literacy, and the potential ripple effects across disciplines and institutions.
Gareth Kennard-Holden is a lecturer in adult nursing at the University of South Wales (USW), having previously worked as a community nurse and research nurse for 15 years, his passion is student voice, empowerment and compassion in assessment and feedback as well as the wider field of education. He has led a group of staff and students to redesign the assessment marking rubrics across nursing and other healthcare courses at both undergraduate and postgraduate level. If you would like to get in touch with Gareth and learn more about the work, he and his colleagues at USW are doing his email address is [email protected].

What happens when statistics is taught not through formulas and abstract graphs, but through the lens of movie trailers, design projects, and student-led storytelling? In this episode, we sit down with Haseeb Shaikh who reimagined an introductory statistics course for students in the social sciences, humanities, and design. We explore the roots of math anxiety in non-STEM fields, the creative pivot from cricket scores to cinema, and the power of scaffolded, hands-on learning. Tune in to hear how this innovative approach turned fear into curiosity—and what lessons any educator can take away to make numbers less intimidating and far more engaging.
Haseeb Shaikh is an EdTech entrepreneur and a pre-doctoral learning sciences researcher from Pakistan. He is interested in designing both classroom and online learning experiences guided by the nature of human cognition. His ongoing work explores the role of visual context in conceptual cognition, working towards the development of a conceptual cognition model embodied in real-time. Haseeb can be connected with through his Gmail account at "haseebshaikh.pk", or via LinkedIn.