O-Z Course List

It's normal to feel nervous, worried or uncertain before your viva. The viva is important and there's plenty of space for doubts about yours and what might happen - but the reality is that there are many reasons to feel good about your viva and the outcome! In this 1-hour live session you will:

• learn why you can feel positive about your viva and the outcome;
• explore what the viva is really all about and what you can do for it;
• find answers to any questions troubling you now - once you have an answer you can focus on what you need to do.

You don't need to prepare anything in advance of the session, but you might want paper to hand for making notes. The session will be delivered live by Dr Nathan Ryder over Zoom.

Workshop Facilitator: Nathan Ryder

The aim of a structured writing retreat is to use dedicated writing time to progress writing projects in a supportive environment. Example projects include, book chapters, journal articles, research proposals and reports.

Most of the time is used for writing, with everyone logged into the online session working on their own projects.  This is not a writing workshop, but just gives participants space and time to write. Participants should come to the session with an idea of what they are going to be working on. 

A retreat works best when you focus exclusively on writing, defining specific goals you want to achieve i.e. sections of a paper/chapter, number of words, etc.  

This 1-minute video covers what the retreat session will, and won't involve: https://www.youtube.com/watch?v=EcR47DpBgfQ 

This Afternoon writing retreat will be held online via Blackboard Collaborate.

Timings: 

13:30 – 13:35 Check-in and planning

13:35 – 14:25 Writing (50mins)

14:25 – 14:35 Break (10mins)

14:35 – 15:25 Writing (50mins)

15:25 – 15:30 Wrap up

Additional Information:

The programme is based on retreats run by Professor Rowena Murray, University of West of Scotland. Rowena has published extensively on academic writing and is a very experienced facilitator. Rowena’s research indicates that writing retreats can result in significant outcomes in terms of growing research-orientated interactions and building confidence in writing and research and creating cross-disciplinary research conversations.

After attending this workshop you will be able to:

• Develop an awareness of how to use time and space for productive writing;
• Develop an understanding of how to plan writing and generate solutions to writing problems.

This workshop relates to domains A1, B1, B2 and D2 of the RDF.

For further information on the RDF visit: http://edin.ac/2cDDzAEPlease note:  This workshop is also open to Research Staff, however booking is only available via the People & Money Learning App.  Please book a place via the People and Money Learning App. More information and details on how to book can be found here: https://edin.ac/3Ad7oxP

This is a Town Hall event for all current postgraduate researchers at the University which will be hosted by Professor Colm Harmon, Professor Christina Boswell and the academic leads of the Doctoral College along with Professor Dave Robertson who will represent the People and Money system. It will update participants on key developments in postgraduate research at the University and will have a question and answer session.

You can submit questions in advance via this form.

The aim of a structured writing retreat is to use dedicated writing time to progress writing projects in a supportive environment. Example projects include, book chapters, journal articles, research proposals and reports.

Most of the time is used for writing, with everyone logged into the online session working on their own projects.  This is not a writing workshop, but just gives participants space and time to write. Participants should come to the session with an idea of what they are going to be working on. 

A retreat works best when you focus exclusively on writing, defining specific goals you want to achieve i.e. sections of a paper/chapter, number of words, etc.  

This 1-minute video covers what the retreat session will, and won't involve: https://www.youtube.com/watch?v=EcR47DpBgfQ 

This Morning writing retreat will be held online via Blackboard Collaborate.

Timings: 

09:30 – 09:35 Check-in and planning

09:35 – 10:25 Writing (50mins)

10:25 – 10:35 Break (10mins)

10:35 – 11:25 Writing (50mins)

11:25 – 11:30 Wrap up

Additional information:

The programme is based on retreats run by Professor Rowena Murray, University of West of Scotland. Rowena has published extensively on academic writing and is a very experienced facilitator. Rowena’s research indicates that writing retreats can result in significant outcomes in terms of growing research-orientated interactions and relationships, building confidence in writing and research and creating cross-disciplinary research conversations.

After attending this workshop you will be able to:

• Develop an awareness of how to use time and space for productive writing;
• Develop an understanding of how to plan writing and generate solutions to writing problems.

This workshop relates to domains A1, B1, B2 and D2 of the RDF.

For further information on the RDF visit: http://edin.ac/2cDDzAEPlease note:  This workshop is also open to Research Staff, however booking is only available via the People & Money Learning App.  Please book a place via the People and Money Learning App. More information and details on how to book can be found here: https://edin.ac/3Ad7oxP

Postgraduate students arriving after Welcome Week still have the opportunity to attend University welcome events.

This interactive welcome, hosted online by the Institute for Academic Developent, is suitable for those who have started a research degree recently. During the session, you will be provided with an overview of key expectations, training and support.

• how to manage your Research
• the support that is available to you at the University
• Library Services
• Edinburgh University Students Association

The aim of a structured writing retreat is to use dedicated writing time to progress writing projects in a supportive, non-surveillance environment. Example projects include book chapters, journal articles, research proposals and reports.

Most of the time is used for writing, everyone in the same room, with brief scheduled discussions between writing slots often generating solutions to writing problems, developing drafts, leading to research-orientated conversations and providing feedback on writing in-progress.

A retreat works best when you focus exclusively on writing, defining specific goals you want to achieve i.e. sections of a paper/chapter, number of words, etc.  It is also valuable to be prepared to define and discuss content and structure for writing goals, allowing you to take stock of your achievements through the programme and discuss your writing-in-progress with mutual peer support.

After attending this workshop you will be able to:

1. Develop an awareness of how to use time and space for productive writing;
2. Develop an understanding of how to plan writing and generate solutions to writing problems.

This workshop relates to domains A1, B1, B2 and D2 of the RDF. 

For further information on the RDF visit: http://edin.ac/2cDDzAE 

Join us for a drop-in session about the Principal’s Teaching Award Scheme (PTAS), where you can ask questions about how to build a successful proposal.

Come along for a coffee and a croissant to talk about your PTAS project experiences, ask questions and share ideas with others.  Find out what other PTAS teams are up to in relaxed surroundings.

This workshop is only open to PhD students in the School of Biological Sciences.

This workshop is for 2nd and 3rd year PhD students. It will be taught by senior academic staff in your school who have a great deal of experience supervising and examining PhD theses, together with staff from the College Office.

Through formal presentations and group discussion this workshop will:

• Provide advice and information on how to write a thesis and prepare for the examination process.
• Give detailed information about administrative aspects of thesis preparation, submission and examination.
• It also provides an invaluable opportunity to meet and get to know other PhD students at the same stage as you.

This course relates to domains A1, C1, and D1 of the RDF.

Workshop Facilitator: David Finnegan

This workshop is for students in the latter stages of their PhD and those about to start writing up. It will be taught by senior academic staff in your school who have a great deal of experience supervising and examining PhD theses, together with staff from the College Office.

Through formal presentations and group discussion this workshop will:

• Provide advice and information on how to write a thesis and prepare for the examination process.
• Give detailed information about administrative aspects of thesis preparation, submission and examination.

It also provides an invaluable opportunity to meet and get to know other PhD students at the same stage as you.

This course relates to domains A1, C1, and D1 of the RDF.

This workshop will cover the process and regulations surrounding thesis writing, submission, examination and final approval.  It will cover both the rules, deadlines and regulations governing the examination for and award of a PhD and will offer guidance and discussion of the process from the student/supervisor perspective.  Thesis-writing is a very individual process, even within a College or School, but there are guidelines and general advice that are relatively generic.

The aim is to de-mystify the thesis-writing process and to equip the course participants with a set of conceptual and attitudinal tools to make that process maximally effective and efficient.

This course relates to domains A1, C1, and D1 of the RDF.

Researchers are frequently under pressure to communicate their information verbally, whether it is an oral presentation, in a meeting or an interaction at a conference. Performing well in a keynote presentation or impressing at a chance meeting is key to facilitating collaborations, building relationships with future employers and boosting your career.

This workshop will cover various situations that academics are faced with regularly with regards to verbal interaction. We will cover delivery of oral presentations, how to get the most from your poster session at a conference, how to pitch your research and how to network effectively. Participants will be introduced to various techniques that they can use and adapt for a variety of situations; how do you respond to difficult questions? How do you turn a conversation to your advantage? How do you effectively engage with senior academics?

Effective verbal delivery and engagement takes practice and this workshop will introduce participants to concepts and techniques that they can use to their advantage. It is a key component to a successful career, both within academia and beyond.

List of Learning Outcomes. By the end of this workshop, students should be able to: 

1. Identify and apply the different concepts and techniques for effective verbal communication in a variety of different situations

2. Understand how to get the most from a poster session at a conference and how to respond to difficult questions

3. Understand how to pitch your research and how to network effectively

Workshop Facilitator: Jo Young

Postgraduate researchers need to manage many different elements of their research in order to achieve success. This workshop will introduce participants to essential ideas for effective planning. During this interactive session participants will:

• explore essential steps for project planning;
• demonstrate understanding by applying these steps to their own research;
• create a plan for accomplishing their research objectives.

This workshop is suitable for students in the first 12 months of their PhD

This workshop will introduce you to project management, with a focus on the development of practical skills. 

 You will learn how to:

• Set clear and realistic objectives
• Plan, organise, and document your research project 
• Identify your stakeholders, and to understand their needs
• Manage stakeholder expectations
• Manage risks and issues, including changes to scope
• Review and learn from strengths and weaknesses identified on completion of a project. 

 The session will include presented content, class discussion, and group exercises centred on a research project scenario.  There is also a course handbook for reference.

 You should attend if you want to:

• Understand more about project management, the role of the project manager, and project success
• Learn about the lifecycle of a project
• Increase your confidence in managing projects
• Obtain tools and techniques that you can start to use immediately
• Discuss the challenges of research projects with other research students.

This course relates to domains B1, B2, and C2 of the RDF.

This workshop will provide advice on how to bid to the Principal's Teaching Award Scheme (PTAS)  and will include guidance on bidding for other kinds of funding for small educational projects which focus on higher education.

This course is for 1st year PhD students. Through a mixture of short presentations and group discussion this course will:

• give you a clear understanding of the purpose and structure of the First Year Review process
• allow you to meet students who have already completed their First Year Review
• give a chance to ask questions of academic staff within your school
• offer ideas about how to get the most out of the review

It also provides an invaluable opportunity to meet and get to know other PhD students at the same stage as you from across your school.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify the purpose and structure of a first year review

This course relates to domains A1, C2, and D1 of the RDF.

This workshop is for 1st year PhD students in the School of Engineering. Through a mixture of short presentations and group discussion this workshop will:

•Give a clear understanding of the purpose and structure of the First Year Review process•Allow you to meet students who have already completed their First Year Review•Give the opportunity to ask questions of academic staff within your school•Offer ideas about how to get the most out of the review

It also provides an invaluable opportunity to meet and get to know other PhD students at the same stage as you from across your school.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify the purpose and structure of a first year review

This course relates to domains A1, C2, and D1 of the RDF.

Workshop Facilitator: Prashant Valluri

This workshop is for 1st year PhD students. Through a mixture of short presentations and group discussion this workshop will:

• Giving a clear understanding of the purpose and structure of the First Year Review process
• Allow you to meet students who have already completed their First Year Review
• Give a chance to ask questions of academic staff within your school
• Offer ideas about how to get the most out of the review

It also provides an invaluable opportunity to meet and get to know other PhD students at the same stage as you from across your school.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify the purpose and structure of a first year review

This course relates to domains A1, C2, and D1 of the RDF.

Workshop Facilitator: Mary Cryan

This workshop is for 1st year PhD students. Through a mixture of short presentations and group discussion this workshop will

• give you a clear understanding of the purpose and structure of the First Year Review process
• allow you to meet students who have already completed their First Year Review
• give a chance to ask questions of academic staff within your school
• offer ideas about how to get the most out of the review

It also provides an invaluable opportunity to meet and get to know other PhD students at the same stage as you from across your school.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify the purpose and structure of a first year review

This course relates to domains A1, C2, and D1 of the RDF.

The PhD viva is an integral part of the PhD process in the UK. It offers great opportunities for a well prepared candidate to discuss their work with experts in the field.  This workshop aims to demystify the viva process, help build your confidence and give you an overview of the viva in the context of your own PhD research.We will discuss:

• The 'big picture' of your research in terms of originality and contribution
• The role of your supervisor and both examiners
• What to expect on the day - typical questions and possible outcomes
• Any other concerns raised during the workshop

List of Learning Outcomes. By the end of this workshop, students should be able to:1. identify practical strategies to prepare for the viva2. Identify common viva questions and outcomes and clarify what to expect on the day

This course relates to domains A and B of the RDF

Workshop Facilitator: Ajitha Rajan

This interactive workshop will explore the skills to help you create short but dynamic and powerful presentations that inform and engage your future audiences. We'll start by looking at issues such as confidence and mindset before moving to design, layout, structure and creative engagement before finally moving to dealing with questions and audience interaction. By the end of this workshop you should leave with the creative confidence to move forward to presenting your work with great design, great timing and great interaction

At every stage of your PhD being able to give a clear, effective and informative presentation is an important skill. This workshop, which mixes short interactive lectures, videos and discussion, teaches you the basic rules of giving presentations. This workshop is relevant for individuals from any discipline who have no previous presenting experience, and for those who wish to improve their skills.

After the workshop each participant will:

• understand the importance of preparation
• know how to design a presentation – beginnings, middles and end
• be aware of the effective use of PowerPoint – less is more
• know how to deal with questions

List of Learning Outcomes. By the end of this workshop, students should be able to:

1. Increase your confidence in developing your professional presence and know how you might present more persuasively2. Understand the origin and purpose of nerves, and how you might address them prior to giving a presentation3. Be better able to have an impact on your audience 

This course relates to domains B1 and D2 of the RDF

You know the theory, you’ve seen hundreds of talks and lectures and you’ve probably even been to a Presentation Skills course where a slick expert stands at the front and makes it all look so easy. But none of this helps. Your insides turn to jelly and your voice wobbles at the mere thought of standing on stage and telling an audience about your work. This, then, could be just the session for you.

Come along, and learn some simple tricks and techniques to help conquer the fear of speaking in public.   We’ll discuss: 

• Overcoming nervousness• Preparing in the right way to help you be at your best• Simple devices that confident presenters use to banish their presentation demons

This workshop is for postgraduate researchers in the School of Physics and Astronomy who are preparing an academic poster for presentation at conference.

In this workshop we follow key communication skill guidelines to focus on layout and writing (text). Posters require us to change our academic writing habits and style. We need to write with clarity, conviction and PUNCH (all will be revealed). Finally we'll pitch our work to our peers.

This workshop is run in an interactive and relaxed manner.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify techniques to successfully present a poster

This workshop relates to domains A1 and D2 of the RDF.

The current health situation has resulted in the cancellation or postponement of conferences globally.   Many of these events, in some form, are going fully online and are asking researchers to present their talks virtually.   Many research groups and Centres for Doctoral Training are doing the same and requiring that research data be presented virtually.    

As such, there’s been a lot of advice about good practice for presenting online (e.g. “put your laptop on books so the camera is at eyeline”).  Such advice is all well and good, but more pivotal for presenters is addressing the questions of:

• how do effective online presenters connect with their audience
• how can we add value to an audience by presenting and how can we make the online experience as stimulating as if we were in the same room
• what devices (verbal / vocal / visual) will help us get a message across

In this short, focussed webinar we’ll try to answer these questions together.  (We’ll also touch on the mechanics of giving an online presentation (backdrops/mic/lights etc) but if what you want is a session purely on which buttons to press on Zoom then this is not for you!)

There will be a small amount of focussing pre-coursework in advance of this webinar.

Workshop Facilitator: Steve Hutchinson

If you're a researcher then at some stage you are going to have to present your findings. It's tempting to get up and just read your paper, but to really speak to your audience you need to be able to communicate skilfully and with conviction. We've all listened to dull presentations so it's worth your while spending a little time to learn how to do it properly.

This workshop will provide a clear step-by-step structure that you can use again and again to give high quality presentations. It will cover:

• How to make your message relevant to your audience
• How to structure and link parts of your talk
• Preparing materials, notes, handouts, powerpoint
• Practicing
• Delivery
• How to handle questions
• Dealing with nervousness

And it will be interactive and fun!

This workshop is suitable for anyone who has to present at a conference or give a seminar or a lecture on their area of expertise

Workshop Facilitator: Hugh Kearns

A lot of hard work and time goes into conducting research. And then more time and work goes into publishing the results. And yet sadly many papers are never read and many findings are never translated into practice.

It's tempting to think that if you are clever and work hard then people will notice and shower you with rewards. Tempting but probably not true. As well as being clever and working hard you also need to be able to promote yourself and your research.

In this workshop you will learn strategies for:

• Developing a communication strategy
• Pitching your message to the your audience
• How to make it accessible without dumbing down
• Dealing with media and using new media
• Developing your one minute pitch
• Asking for what you want
• Using convincing language
• Self promotion
• Networking, mentoring and collaborating
• Putting yourself in the spotlight
• Dealing with the discomfort of it all

No matter how well you prepare for your presentation, the part that freaks out most researchers is question time.

What if there are no questions?What if they ask really tricky questions that I can’t answer?Worse, what if they ask really easy questions that I can’t answer?What do I do if I don’t know the answer?What do I do if I can’t understand the question?

Fortunately, you can prepare for question time. You can predict and get ready for most of the obvious questions. And you can learn strategies to deal with the others.

Topics will include:

• Preparing for questions
• Inviting questions
• Dealing with tricky questions
• What to do if you don’t know
• Coping with the anxiety
• Lists of typical questions
• Asking questions
• Who is it for?

This workshop is suitable for all Postgraduate Researchers who need to present their research and answer questions.

Workshop Facilitator: Hugh Kearns

A research poster represents a great opportunity to tell an engaging, graphical research story and a fantastic way to start networking with your peers and non-specialists. 

Regardless of your experience base, this workshop will explore how to design and communicate your research in a simple poster form that will attract an audience, and keep them interested.  We’ll also explore the differences required for ‘live’ and ‘virtual’ poster events. 

During the interactive webinar we will: 

• Help you to understand the do’s and don’ts of a research poster (for a virtual or ‘real’ event)
• Explore what poster devices will help you to get your message across (and so potentially   build your network) in an engaging way
• Tell a research story in an appealing and relatable manner

Workshop Facilitator: Steve Hutchinson

The aim of this writing hour is to give you dedicated time to progress writing projects in a supportive environment. Example projects include, book chapters, journal articles, research proposals and reports.

The session will include a 5-minute check-in at the start to allow you to share hints and tips (optional) and to focus on what you want to achieve in the session, there will then be a full hour dedicated to writing.

this is not a writing workshops, but just gives participants space and time to write.  Participants should come to the session with an idea of what they are going to be working on.

This 1-minute video covers what the retreat session will, and won't involve: https://www.youtube.com/watch?v=EcR47DpBgfQ 

Timetable:

10:00 – 10:05: General check-in and planning

10:05 – 11:05: Writing

11:05 – 11:10: Wrap up and check in

Please note:  This workshop is also open to Research Staff, however booking is only available via the People & Money Learning App.  Please book a place via the People and Money Learning App. More information and details on how to book can be found here: https://edin.ac/3Ad7oxP

What do research higher degree (RHD) students do to finish on time, to overcome isolation, doubt and writer’s block, and to enjoy the process? And just as importantly what do they do in order to spend guilt-free time with their family and friends and perhaps even have holidays? If this sounds appealing, then this session will be of particular use to you.

This workshop describes the key habits that our research and experience with thousands of students shows will make a difference to how quickly and easily you complete your RHD. Just as importantly, these habits can greatly reduce the stress and increase the pleasure involved in completing a RHD.

The workshop helps you to understand how to increase your effectiveness and outcomes in the following key areas:

• how you deal with your supervisor
• how you structure your study time
• your attitude (or lack thereof!) in relation to your research
• dealing with writer’s block or having difficulty writing
• getting the help you need when you are stuck
• juggling multiple commitments and never having enough time
• keeping on going when the going gets tough

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify strategies for successfully working with your supervisor

2.Identify tools for effective time management

Hugh Kearns BAgSc, MEd, MMHS

Hugh Kearns is recognised internationally as a public speaker, educator and researcher. He regularly lectures at universities across the world and has recently returned from a lecture tour of the UK and the US which included lectures at Oxford, Harvard and Stanford.

His areas of expertise include self-management, positive psychology, work-life balance, learning and creativity. He draws on over twenty years of experience as a leading training and development professional within the corporate, financial, education and health sectors in Ireland, Scotland, New Zealand and Australia. He has coached individuals, teams and executives in a wide range of organisations in the public and private sectors.

Hugh lectures and researches at Flinders University, Adelaide, Australia. He is widely recognised for his ability to take the latest research in psychology and education and apply it to high-performing people and groups. As a co-author with Maria Gardiner, he has published six books which are in high demand both in Australia and internationally.

Workshop Facilitator: Hugh Kearns

"Assertiveness is not what you do, it's who you are."  Shakti Gawain

The aim of this workshop is to enable delegates to have a greater self confidence in difficult situations and feel able to express their opinion by:

• Understanding differences between assertive, passive and aggressive behaviours
• Feel confident to ask for what they want and express their opinion
• Expressing their opinion clearly and with confidence

Those who are truly assertive believe not only in the validity of their own views and requests but also of the views and requests of others. Therefore this half-day session will focus on an exploration what an assertive attitude is and how it will influence behaviour. This will be achieved through a blend of case study and situation-based discussion to share knowledge and skills, tutor input, paired work and practise of assertive behaviours.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify the differences between assertive, passive and aggressive behaviour

2.Build self-confidence when dealing with difficult situations

This course relates to domains B1 and D1 of the RDF.

Workshop Facilitator: Steve Hutchinson

This workshop is designed specifically for students who are looking to develop their online presence and boost their career prospects through social media.

There are now numerous channels available that can be used to amplify your research, promote an enterprising project and attract future employers. Each individual can now build their own online “brand” that friends, colleagues, collaborators and future employers can engage with. In addition, social networks can act as a valuable source of information and a personally tailored news feed.

We will explore different types of content that researchers can experiment with. What engages people? How can you attract attention? What should you post and what should you avoid? How should you manage your time on social media and optimise your engagement?

The workshop is designed to cover a selection of mainstream social media tools that can be used to build your online brand. Short group exercises, case studies and the instructor’s personal experience will be included to illustrate key points. 

In order for academic reading to be effective, it needs to be a combination of efficient (in terms of speed and retention), strategic (in terms of appropriately targeted) and critical.  This short workshop will give you a number of tools to help you to read more quickly, more strategically and more critically.

The workshop will cover:

Initial exercises to identify personal needs for rapid reading.  Reading and assimilating written material.  Techniques to increase speed of reading, comprehension and retention including dealing with complex and difficult material. A short introduction on how to maintain improved information selection, absorption, retention and recall.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify techniques to increase speed of reading, comprehension and retention

2.Identify your own personal needs for rapid reading

This course relates to domain A1 of the RDF.

Wokshop Facilitator: Steve Hutchinson

Research can be challenging at the best of times. In these difficult days you can get worn down by the isolation, the setbacks and the uncertainty. If you want to stay well, don’t leave it to chance. You need to look after yourself.

In this webinar we’ll discuss:

• Dealing with isolation

• Staying motivated

• Structure and routines

• Keeping focussed

• Dealing with distractions

• How to switch off

• Actions you can take

Facilitator:

Hugh Kearns, Flinders University Australia. Hugh is recognised internationally as a public speaker, educator and researcher. He regularly lectures at universities across the world and is widely recognised for his ability to take the latest research in psychology and education and apply it to high-performing people and groups.

A hands-on introduction to using storytelling techniques for effective research communication. We will look at how to make a story engaging as well as at the variety of creative ways stories can be used to communicate research practices and findings. You will learn simple ways of working with story structure as well as techniques for telling. By the end of the session, you will have an outline of a story about your own research to share.

Please note this workshop requires active participation. You will be asked to take part in group discussion and share creative work as part of the group exercises.

This workshop is intended for more experienced tutors and demonstrators who are taking on supervising responsibilities. It discusses the students’ needs at different stages and the type of support you might provide, the boundaries to your responsibilities, recording and confidentiality issues, and strategies for handling potentially tricky situations.

You will get most out of this workshop if supervising students is an immediate concern for you this semester.

If you are a PhD supervisor, the IAD offers specific support. For details, please see:

https://www.ed.ac.uk/institute-academic-development/research-roles/supervisors

As this in an online workshop, all participants will recieve an email from the IAD shortly before the start of the workshop containing the link invitation to attend.

IMPORTANT NOTE:

**JOINING INSTRUCTIONS WILL BE SENT ON THE DAY OF THE EVENT**

If you need to cancel your booking, please do so at the earliest opportunity as someone else may be able to take your place, but we need time to contact them.  

This workshop is intended for more experienced tutors and demonstrators who are taking on supervising responsibilities. It discusses the students’ needs at different stages and the type of support you might provide, the boundaries to your responsibilities, recording and confidentiality issues, and strategies for handling potentially tricky situations.

You will get most out of this workshop if supervising students is an immediate concern for you this semester.

As this in an online workshop, all participants will receive an email from the IAD shortly before the start of the workshop containing the link invitation to attend.

IMPORTANT NOTE: **JOINING INSTRUCTIONS WILL BE SENT PRIOR TO THE EVENT**If you need to cancel your booking, please do so at the earliest opportunity as someone else may be able to take your place, but we need time to contact them.  

This workshop is taught by Toni Jenkins (SPS) and Harriet Harris (University Chaplain).

This is a workshop for PGR students thinking about emotional and mental health throughout their PhD, or who are looking to support others who may be struggling with their mental health. You will learn the skills and knowledge to support yourselves and others, and gain the confidence to start those all important conversations. The aim of the workshop is to give you the knowledge to understand some of the most prevalent difficulties we face as research students, be equipped with the tools to listen to yourself and others, and find routes to maintaining wellbeing.

A PhD is a challenging undertaking - even if you’re a full-time student with in a supportive department with a network of colleagues around you. If you have a fulltime job, a family and are trying to fit research around them then the challenge increases hugely. There are no easy answers, but this session will take a questioning, coaching and supportive approach to the challenges of working Part Time for a Doctorate.

We’ll collectively discuss strategies that work when it comes to managing time, colleagues, expectations and progress – and we’ll try to give you some insight, tools and maybe even some energy. Come ready to ask questions, talk and share experiences.

As part of the ‘Career Development Support for Technicians’ this 1.5hr session will provide an overview of the existing technicians career development programme, including tools and opportunities available from within the University and beyond

By attending this session you will:

·         Know what essential development opportunities are available e.g. HEaTED

·         Understand how to plan your own career.

·         Know what career pathways are available.

·         Set yourself personal objectives and future actions.

·         Understand what the career development programme is and how to access the support available)

What is ‘creative teaching’? How is it different from other teaching? And how can you make use of creativity in your higher education classroom? This session gets serious about creativity in teaching. It offers an insight into some key themes in creative teaching and introduces and models a range of creative teaching possibilities. We will be sharing our ideas about how we can teach creatively, and try to crowd source creative solutions to some of the trickiest issues when teaching, be that online or in-person. We will give you time to consider what online tools or in-person activities can be used when developing your own ideas for creative teaching. 

IMPORTANT NOTE: ***  NOTE:  Please bring along a device that can connect to the internet as we will be using interactive technology. *** If you need to cancel your booking, please do so at the earliest opportunity as someone else may be able to take your place, but we need time to contact them.  

Today's pioneering research is conducted collaboratively and the ability to work as part of a team is rapidly becoming a key to academic success. This short interactive workshop will help you understand what you contribute to and how to be part of an effective team. It will explore leadership and how you can inspire and motivate other members of a team and resolve conflict. You will learn skills that every team leader and aspiring leader should know.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify your own strengths and weaknesses when working in a team

2.Identify the components of a successful team

3.Identify strategies for successfully managing a team

Workshop Facilitator: Steve Hutchinson

We all want our writing to be well-structured – but what does that mean in practice? In this workshop we look at different aspects of organising a text. Topics include creating coherence; ordering sentences into paragraphs, and paragraphs into sections; using signposting to highlight connections and support transitions; and developing an argument.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Develop techniques for effective structure of text

2. Identify ways to develop a coherent argument 

This course relates to domains A1 and D2 of the RDF.

Prerequisites

If possible, students should already have attended 'The Writing Process: Getting Started'

Pre-Course Work

Please bring a short excerpt from your academic writing, eg the first few pages of a thesis chapter or a paper. Work in progress is fine. 

Eligibility

MScR HSS All Years PhD SCE All Years PhD MVM All Years PhD HSS All Years MScR SCE All Years MScR MVM All Years

Workshop Facilitator: Mimo Caenepeel

Strong research writing relies on lucid organisation. But a text is a complex beast! This workshop will take you through a text’s main organising principles: coherence, structure and argumentation. You will explore how you can check these at the different levels of your dissertation (e.g., paragraph, section, chapter). Our focus throughout will be on how to support your reader to make sense of what you are saying.

To take part in this workshop, you need to have done some dissertation writing – i.e. you need to have some text to edit. A few pages of the chapter you are currently working on is fine. No need for a polished text; work in progress is fine! Come prepared to work on your writing and engage with other participants.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Develop techniques for effective structure of text

2. Identify ways to develop a coherent argument 

This course relates to domains A1 and D2 of the RDF.

Prerequisites

If possible, students should already have attended 'The Writing Process: Getting Started'

Pre-Course Work

Please bring a short excerpt from your academic writing, eg the first few pages of a thesis chapter or a paper. Work in progress is fine. 

Workshop Facilitatr: Mimo Caenepeel

Strong research writing relies on lucid organisation. But a text is a complex beast! This workshop will take you through a text’s main organising principles: coherence, structure and argumentation. You will explore how you can check these at the different levels of your dissertation (e.g., paragraph, section, chapter). Our focus throughout will be on how to support your reader to make sense of what you are saying.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Develop techniques for effective structure of text

2. Identify ways to develop a coherent argument 

This course relates to domains A1 and D2 of the RDF.

Prerequisites

If possible, students should already have attended 'The Writing Process: Getting Started'

Pre-Course Work

Please bring a short excerpt from your academic writing, eg the first few pages of a thesis chapter or a paper. Work in progress is fine. 

Workshop Facilitator: Mimo Caenepeel

How can it be that so many clever, competent and capable people can feel that they are just one step away from being exposed as a complete fraud? Despite evidence that they are performing well they can still have that lurking fear that at any moment someone is going to tap them on the shoulder and say "We need to have a chat".

The session will explain why high performing people often doubt their abilities and find it hard to enjoy their successes. It will also show the links to perfectionism and self-handicapping strategies such as procrastination, avoidance and over commitment.

At the end of this session you will:

• know what the latest psychological research tells us about the imposter syndrome is and how it operates
• realise how widespread imposter feelings are and why highly successful people can feel like frauds
• be aware of evidence-based strategies that reduce imposter feelings

Workshop Facilitator: Hugh Kearns

The academic community prides itself on its critical ability.  But constant criticism has a cost.  Moreover, research is fraught with knockbacks from journals, job applications and funding rejections.  How we build our confidence and retain our self-belief is pivotal to our success.  Failure to do so leads to the so-called ‘imposter syndrome’ that talented and high-performing professionals frequently feel.  Moreover, people want to lead a rounded life, but simultaneously may feel that to be successful they need to be constantly working. 

It is true that many researchers are vocationally devoted to their fields of study, but in this session we’ll examine the healthiness and actual productivity of a work-life imbalance.  In this short and focussed webinar, we’ll examine the beliefs that help and limit our capabilities, and specifically we’ll focus on:

• Stress-coping mechanisms
• Confidence building, and dealing with ‘Imposterness’
• Building personal resilience
• Personal wellbeing and balance

Workshop Facilitator: Steve Hutchinson

Unsure of what to expect during your viva? Does it seem like a scary process? Who better to get some advice from than people who've done it and a PI who runs them! This session has been developed by postdocs from CMVM for PhD students. We'll give you our honest insights into how we approached and survived our viva, explain how to have the best overall experience as well as answering any questions you've got about the whole process.

For many researchers, starting to write is one of the most challenging aspects of doing a PhD. How do you know whether you are ready to turn ideas and research results into text? How do you overcome that sense of overwhelm that often accompanies the early stages of the writing process? This workshop provides practical tools and tips for making the transition into writing by developing focus, structure and a writing habit.

Workshop Facilitator: Mimo Caenepeel

For many researchers, starting to write is one of the most challenging aspects of doing a PhD. How do you know whether you are ready to turn ideas and research results into text? How do you overcome that sense of overwhelm that often accompanies the early stages of the writing process? This workshop provides practical tools and tips for making the transition into writing by developing focus, structure and a writing habit.

Workshop Facilitator: Mimo Caenepeel

This workshop explores the practicalities of thesis writing, including planning techniques, appropriate writing style and how to make writing more productive. At the start of the workshop, students are encouraged to share and discuss the challenges associated with writing, before we start discussing structure and expectations. A variety of writing and productivity techniques are introduced and this is complemented by a discussion of software tools that can be helpful. A section on data presentation is also included and examples of good figures are used to illustrate best practice. By the end of the workshop, students will have a clear understanding of what is required of their thesis, they will have initiated their writing, considered the potential pitfalls and know how to avoid them and started to design a writing strategy that works for them. 

At the end of this workshop participants will have:

• an understanding of the working structure of a thesis;
• developed a greater awareness of the different stages of the writing process;
• been introduced to techniques for planning their writing and being productive;
• explored how to manage their thesis writing so as to make better use of the time, resources and technology available;
• increased their understanding of the pitfalls of thesis writing.

Workshop Facilitator: Jo Young

Research often moves very slowly, but sometimes we need to be able to move very quickly indeed. Last minute conference invitations, grant announcements and journal calls (amongst other demands) all require research teams to mobilize their resources and respond straight away. In this workshop we’ll examine how to respond quickly to opportunities as they arise. We’ll also examine how to write rapidly to a pre-specification and respond to policy consultations and other stakeholder requests.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify strategies to quickly respond to opportunities

Can you capture in an engaging way what your research is about? Can you ‘translate’ it where necessary, so that it makes sense to people who do not share your academic background? In this workshop you will get a chance to hone these skills. You will learn to articulate your research succinctly without dumbing it down or making it too technical. And in doing so you will clarify (to others, and perhaps to yourself as well) what it is that you do – and why it matters.

Workshop Facilitator: Mimo Caenepeel

In this interactive workshop we will focus on the creativity and personal innovation required to enter this extraordinary challenge. Three minutes to talk about your life’s work with only one visual slide for your audience. But the three-minute challenge is also an ideal preparation for interviews and networking when you are asked to describe your work to others, an invaluable skill.

What will I learn?

You will learn how to plan and execute your three-minute pitch with creativity, innovation and flair. We will explore techniques to prepare both mentally and physically for the competition and learn how to drive your presentation with questions and stories. Finally we will work on visual and real life objects that will add depth and power to your performance.

Who is it for?

PhD students who are thinking about taking part in the university’s three-minute thesis competition and anyone who wishes to develop this new communication skill.

RDF Domain, B1, B2 D1, D2 and D3

Workshop Facilitator: Iain Davidson

This session will provide you with an opportunity to practice your 3 minute thesis presentation and receive constructive feedback from peers in preparation for the school and college heats. You do not need to have your final presentation prepared, it can be in draft format and you can bring notes or a script with you. However the more prepared your presentation is, the more you will get from the feedback. It is also useful to have your slide available. 

The session is simply an opportunity for you to practice delivering a presentation in front of a small audience, it is not a workshop.

The Three Minute Thesis (3MT®) is an international competition celebrating the exciting research conducted by PhD students. Developed by the University of Queensland in 2008, the competition requires contestants to condense their research into a three minute, one-slide presentation for a non-specialist audience.

This information session will give you the opportunity to find out more about the competition and how you can take part, and will cover:

• What is the 3 Minute Thesis Competition
• Who is eligible to take part
• Why should you take part
• The rules and judging criteria
• Competition structure
• Training available
• Q&A

There will also be an opportunity to hear from previous winners and finalists

Workshop Facilitator: Louise McKay

As a busy academic do you feel like you never have enough time to get to your research, particularly the writing part? And that other things like students, administration, committees, emails, project management etc demand all your time? This workshop shows you how to guarantee you spend high quality time on your research outputs. It covers prioritising, goal setting and managing competing demands in a university context. If you want to increase your research output without compromising your work/life balance, then this workshop is for you. Key aspects of this workshop have featured in the journal Nature.

This workshop will show you how to:

• take control of your time
• prioritise
• stop procrastinating and stay motivated
• avoid distractions
• say NO (and understand why it is so hard to do so)
• balance competing demands
• manage email and paperwork
• work the slightly less hard way
• think more realistically about your research productivity

This workshop is for tutors who teach problem-solving tutorials in science courses, who are new or relatively new to teaching.

We consider what makes for an effective tutorial; examine the students’ perspectives and their needs in particular contexts; and share experiences of strategies that might be adopted in different contexts.

You will get most out of this workshop if you are already teaching tutorials. Before signing up, please check for any sessions running in your School which may be mandatory.

***  NOTE:  Please bring along a device that can connect to the internet as we will be using interactive technology. ***

IMPORTANT NOTE:

If you need to cancel your booking, please do so at the earliest opportunity as someone else may be able to take your place, but we need time to contact them.  

The viva is almost the end of the PhD. A lot of work leads to this point, but often anxiety can mix with the sense of achievement at completing the thesis. For many candidates the time before the viva is filled with uncertainty about the day, uncertainty about how to prepare well - and stress for what the viva might be like.Viva Survivor is for postgraduate researchers who want to know how to be ready for their viva. In this three-hour live webinar, you will:

• learn realistic expectations for the PhD viva;
• identify key practical steps to take before submission;
• explore practical strategies for preparation and the day of the viva.

Time will be spent exploring expectations for both in-person and remote vivas, and there will be plenty of time for Q&A over text chat. Viva Survivor will be delivered live by Dr Nathan Ryder over Zoom.

Workshop Facilitator: Nathan Ryder

This workshop is only open to PhD students in the School of Biological Sciences who are approaching the end of their PhD.

The viva is almost the end of the PhD. A lot of work leads to this point, but often anxiety can mix with the sense of achievement at completing the thesis. For many candidates the time before the viva is filled with uncertainty about the day, uncertainty about how to prepare well - and stress for what the viva might be like.Viva Survivor is for postgraduate researchers who want to know how to be ready for their viva. In this three-hour live webinar, participants will:

• learn realistic expectations for the PhD viva;
• identify key practical steps to take before submission;
• explore practical strategies for preparation and the day of the viva;
• discuss common viva questions.

Time will be spent exploring expectations for both in-person and remote vivas, and there will be plenty of time for Q&A over text chat. Viva Survivor will be delivered live by Dr Nathan Ryder over the Zoom platform. Registration is limited to 25 places. Participants will receive joining instructions after successfully applying to attend the session.Dr Nathan RyderNathan loves interesting challenges. This lead him to a PhD in Mathematics at the University of Liverpool, and then to working as an independent researcher-developer. He has helped almost 4500 PhD candidates prepare for their viva at over 200 Viva Survivor sessions. Nathan writes Viva Survivors, a daily blog of viva prep help. You can find and subscribe to the blog at www.viva-survivors.com; find Nathan on Twitter as @DrRyder and @VivaSurvivors.

List of Learning Outcomes. By the end of this workshop, students should be able to:1. identify practical strategies to prepare for the viva2. Identify common viva questions and outcomes and clarify what to expect on the day

This course relates to domains A and B of the RDF

Are you ready to take your vocal and presentation skills to the next level?

Would you like to learn how to use your body and voice to deliver a clear, confident and compelling presentation?

In addition to covering techniques to enhance the structure, content and impact of your presentations, this workshop will promote an awareness of what makes your voice interesting and sustainable and how you can use your body effectively to engage your audience and reinforce your message.

If you feel you are not using your voice to its full potential, or you are concerned that it is not as strong or expressive as you would wish, this course will help you to improve.

As part of the workshop, we will also look at how to use your body language to enhance your communication.

Please note that this workshop focuses on how you engage an audience and deliver effectively rather than the actual content of your presentation or technical aids. It does not cover the use of PowerPoint slides, Prezi or similar.

Learning outcomes After attending this workshop you will be able to:

1. Use techniques to ensure your message is memorable and impactful
2. Apply a simple structure to ensure your audience is compelled to listen to every word
3. Implement methods to increase audience engagement
4. Warm up your voice and body effectively to develop and protect it
5. Recognise opportunities to use your voice with greater clarity and range of expression
6. Use vocal technique and body language to enhance the impact of your presentation

Workshop Facilitator: Mel Sherwood

Please note that there is pre course work for this workshop. You will be asked to complete a questionnaire to ensure the content can be tailored as much as possible to address your particular requirements during the session. You will also be asked to prepare a 3 - 5 minute presentation to be delivered on the day; the topic can be anything you like.

Please note:  This workshop is also open to Research Staff, however booking is only available via the People & Money Learning App.  Please book a place via the People and Money Learning App. More information and details on how to book can be found here: https://edin.ac/3Ad7oxP

Since the Covid-19 outbreak we are all being forced to work in different ways.  This workshop will examine two key questions for PhD students at this time:

1. How can you effectively manage your time without the day-day routine that you would have previously had.
2. How can you work effectively with your supervisors remotely – how can you ensure the relationship works well.

The webinar will provide you with a series of hints and tips of how to be as effective as you can and will also give you the opportunity to connect with other PhD students who are facing the same challenges as you.

Workshop Facilitator: Robin Henderson

The aim of this workshop is to assist you with thinking about Student / Supervisor relationships and to help you to explore how you could manage these relationships more effectively.

Topics covered will be:

•             Expectations from both parties

•             How to build, manage and maintain supervisory relationships

•             Difficulties and strategies for dealing with potential problems.

In this workshop we deal with your questions, concerns and expectations and provide you with a toolkit to help your understanding of the supervisory agenda.   Our aim will be to help you proactively manage your side of the engagement so as to potentially help to build a relationship that works well for both parties.

Much of the philosophy and many of the models and content in this workshop will be taken from the book:

“Enhancing the Doctoral Experience”  (Hutchinson, Lawrence and Filipovic-Carter 2014)

Workshop Facilitator: Steve Hutchinson

Abstracts are small bits of texts that have a big impact. Come to this workshop if you want to learn how to write an abstract that informs and engages the readers you want to reach. You will work on producing and editing an abstract, and experiment with ways of putting it together and making stylistic choices. We will also compare the role of abstracts with that of introductions and conclusions.

Pre course information:

Please bring thoughts, notes or a draft version of a piece of (your own) academic writing that you might want to develop an abstract for. 

Workshop Facilitator: Mimo Caenepeel

IMPORTANT - THERE IS PRE-COURSE WORK FOR THESE SESSIONS. SEE BELOW FOR FULL DETAILSSometimes individual feedback is the best way to move your writing forward. If you sign up for the writing clinic, you will be asked to submit a short excerpt from your academic writing in advance. No need for a polished text – work in progress is fine! During a one-to-one, 25-minute slot, you will get some constructive feedback on your text.

Places are limited and will be assigned on a first come, first served basis.

Prerequisite

If possible, students should have attended 'The Writing Process: Getting Started' writing clinic.

Pre-Course WorkYou will need to submit some of your (academic) writing at least three days before the clinic — a short excerpt (1-3 pages) from anything you are working on at the moment. There’s no need for a polished text; work in progress is fine. So don’t stress about it.

If you prefer to discuss some writing-related issues without sending a text, you will also need to let the tutor know three days in advance.

We will contact you before the event with the tutor's email address to submit your piece of writing.

Workshop Facilitator: Mimo Caenepeel

The aim of a structured writing retreat is to use dedicated writing time to progress writing projects in a supportive, non-surveillance environment. Example projects include book chapters, journal articles, research proposals and reports.

Most of the time is used for writing, everyone logged into the online session, with brief scheduled discussions at the start of each writing slot, often generating solutions to writing problems, developing drafts, leading to research-orientated conversations and providing feedback on writing in-progress.

A retreat works best when you focus exclusively on writing, defining specific goals you want to achieve i.e. sections of a paper/chapter, number of words, etc.  It is also valuable to be prepared to define and discuss content and structure for writing goals, allowing you to take stock of your achievements through the programme and discuss your writing-in-progress with mutual peer support.

This full day writing retreat will be held online via Blackboard Collaborate and will include two 1hr 50minute writing slots, with a large break in the middle.  Participants are asked to attend both parts. 

Timings:

Part 1: 09:30 – 11:30 – Planning at the start followed by 1hr 50min minute writing slot

Extended break

Part 2: 13:30 – 15:30 – Revising planning from start of the day followed by 1hr 50min Writing slot 

Additional information:

The programme is based on retreats run by Professor Rowena Murray, University of West of Scotland. Rowena has published extensively on academic writing and is a very experienced facilitator. Rowena’s research indicates that writing retreats can result in significant outcomes in terms of growing research-orientated interactions and relationships, building confidence in writing and research and creating cross-disciplinary research conversations.

After attending this workshop you will be able to:

1. Develop an awareness of how to use time and space for productive writing;
2. Develop an understanding of how to plan writing and generate solutions to writing problems.

This workshop relates to domains A1, B1, B2 and D2 of the RDF. 

For further information on the RDF visit: http://edin.ac/2cDDzAE 

Towards the end of the revision process, you will zoom in on how you have built sentences, word by word and line by line, creating the overall ‘style’ of your writing. Much academic writing suffers from a style that is either overwhelming or lacking in energy. In this workshop, you will learn what to focus on if you want to avoid these pitfalls. We will finish by looking at punctuation rules that do matter – and ones that are no longer viewed as essential.

Pre course information:

Please bring a short piece of (your own) academic writing to this workshop. Work in progress is fine.

Workshop Facilitator: Mimo Caenepeel

This workshop is for CMVM students only.

This workshop focuses on stylistic aspects of writing. We will look at the mechanics of building sentences and analyse, by means of examples, what helps or hinders the reading process. We will also explore punctuation and how it supports clear thinking.

Learning outcomes - by the end of this workshop, students should be able to:

1.Identify key aspects of good writing

2.Understand best practice for academic and creative writing

Pre course information:

Please bring a short piece of (your own) academic writing to this workshop. Work in progress is fine.

IMPORTANT - This is a two part workshop and participants should attend both sessions (Tuesday 28th & Wednesday 29th March 2023). 

This workshop helps PhD students acquire the skills of writing research papers for peer reviewed journals. It focuses on the critical steps involved in the writing process after the collection and analysis of data. This includes: choosing the right journal; planning the manuscript and getting the ideas into a logical structure; drafting and editing the manuscript; submitting it to the target journal; and successfully navigating the peer review process to final publication.

This workshop is designed for 2nd and 3rd year PhD students who have results ready to write up as manuscripts for journals. During the workshop delegates will start planning and drafting their own research manuscript.

To get the most out of this workshop, delegates should bring results they are ready to write up for publication, and a few PDFs of papers recently published in their target journal. This workshop does NOT cover experimental design and data analysis, nor does it provide a technical editing service.

After attending this workshop you will be able to:

1. understand and identify the steps involved in the writing and publishing process
2. understand how to convert PhD thesis chapters into manuscripts for journals
3. understand why papers fail to be written, submitted or published
4. create a personal action plan to get your PhD results published.

 This workshop relates to domains A1 and D2 of the RDF.

For further information on the RDF visit:  http://edin.ac/2cDDzAE

Workshop Facilitator: David Jones

The literature review is a key component of a PhD because it motivates and contextualises your research. But developing a review is a complex task. It involves taking effective notes, and shaping these into a coherent piece of writing that launches your research. This workshop offers practical ways of managing this process and beginning to write a review.

Prerequisites

If possible, students should have already attended 'Effective Writing: The Writing Process'

Pre-Course Work

Please bring a copy of an article (by an author other than yourself) that you are familiar with and are planning to incorporate into your literature review.

Workshop Facilitator: Mimo Caenepeel

The literature review is a key component of a PhD because it motivates and contextualises your research. But developing a review is a complex task. It involves taking effective notes, and shaping these into a coherent piece of writing that launches your research. This workshop offers practical ways of managing this process and beginning to write a review.

Prerequisite

If possible, students should have already attended 'Effective Writing: Getting Started'

Pre-Course Work

Please bring printed copy of an article (by an author other than yourself) that you are familiar with and are planning to incorporate into your literature review.

Workshop Facilitator: Mimo Caenepeel

This workshop is for Biology, 2nd and 3rd Years.

During a full afternoon, this lecture discussion will cover the basics of what you need to know to write a scientific paper and get it accepted at the journal of your choice. We will start by discussing a strategy for reading scientific papers, then carry on with the analysis of an example paper published in the journal Science.

Following this, we will discuss the different types of scientific papers and the different types of journals available for biological publications. Some attention will be given to explaining what an impact factor is and how to choose the best journal for your work.

We will then discuss the process of producing a paper from beginning to end. This will start with the importance of working with your lab head to decide when you are ready to write, why it is important to choose a title very early on in the process. We will end with how to respond to comments from journal editors and scientific referees.  In between, we will discuss what goes where in the manuscript, what data manipulations are acceptable (and some that are not!), how to explain your main points clearly, how to ensure that referees are not confused when they read your paper, and how your lab-mates and colleagues can help you to prepare a better manuscript. Significant attention will also be given to explaining how the editorial process works at common biological journals, and how to effectively interpret and then deal with comments from referees.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Identify the key elements of a good scientific research paper

2.Identify the key stages of producing a good paper

3.Identify the different types of journals in which to publish

This workshop relates to domains A1, A2, A3 and D2 of the RDF.

Pre-course Work

Students should be familiar with common concepts in biological research, have experience in reading the primary literature, and have a minimum of 6 months laboratory experience.

Prerequisites

Workshop is open to all Ph.D. students working in Biological research.  Experience with Cell Biology, Molecular Biology, Biochemistry or Genetics is desirable, though not essential.

Please note there is pre-course work for this workshop - see below.

This workshop is for 2nd and 3rd year PhD students in the School of Informatics

This workshop describes the purpose and stages of writing research papers and getting them published.

Over the course of the afternoon, we will cover:

(1) Publishing research.

(2) Sorting out your ideas.

(3) The structure of publications.

(4) Writing and submitting papers.

(5) The refereeing process.

We will draw on specific examples, including personal anecdotes, as illustrations.

By the end of this workshop, students should be able to:

(1) Identify the key elements of a good Informatics paper

(2) Identify the key stages in producing an Informatics paper

(3) Identify appropriate venues in which to publish

IMPORTANT:  Pre-course work

Please note that you are asked to write a 1000 word summary of your research project. Please bring this summary to the course with you. It is essential that you do this or you will not be able to play a full role in the practical part of the course. (It's ok to re-use text from your existing writing.)

This workshop relates to domains A1, A2, A3 and D2 of the RDF.

This creative and innovative workshop is for PhD researchers who are preparing their academic poster for presentation at conference or seminars. In this workshop we explore key visual design and communication skill guidelines to focus on layout, visual impact and powerful writing (text). Posters require us to change our communication approaches, writing habits and style. We will learn to write and design with clarity, conviction and impact by using design-thinking methods and understanding what does, and does not, work on a wall and on a PC.

The aim is to explore your untapped creative and personal communication strengths through a well-designed and beautifully communicated message on a poster: potentially your CV on a page! There is an optional follow up workshop 'Presenting your Poster Pitch' which gives you the opportunity to practice presenting your poster.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1. Identify the key elements of a good poster presentation

2. Identify your own strengths in communication and presentation

This creative and innovative workshop is for PhD researchers who are preparing their academic poster for presentation at conference or seminars. In this workshop we explore key visual design and communication skill guidelines to focus on layout, visual impact and powerful writing (text).

Posters require us to change our communication approaches, writing habits and style. We will learn to write and design with clarity, conviction and impact by using design-thinking methods and understanding what does, and does not, work on a wall and on a PC.

The aim is to explore your untapped creative and personal communication strengths through a well-designed and beautifully communicated message on a poster: potentially your CV on a page!

List of Learning Outcomes. By the end of this workshop, students should be able to:

1. Identify the key elements of a good poster presentation

2. Identify your own strengths in communication and presentation

Publications are central to the success of individuals and departments, but the route to getting your work published can be perplexing. This workshop aims to demystify the publication process by breaking it down into stages, providing information and pointers for each one. We will look at developing a publication strategy; checking whether research material is publishable; choosing a journal; preparing a manuscript; working with editors; and making the most of the review process.

Pre course information:

Please bring with you to the workshop some material that you are planning to develop into an article, such as draft paper, a thesis chapter or some notes

Workshop Facilitator: Mimo Caenepeel

Publications are central to the success of individuals and departments, but the route to getting your work published can be perplexing. This workshop aims to demystify the publication process by breaking it down into stages, providing information and pointers for each one. We will look at developing a publication strategy; checking whether research material is publishable; choosing a journal; preparing a manuscript; working with editors; and making the most of the review process.

List of Learning Outcomes. By the end of this workshop, students should be able to:

1.Understand the stages of the publication process

2.Understand how to develop a publication strategy

3.Learn how to revise material for publication

Pre course information:

Please bring with you to the workshop some material that you are planning to develop into an article, such as draft paper, a thesis chapter or some notes

Blogging is turning into a popular format for communicating research processes and results to different audiences. It may seem straightforward compared to other academic writing platforms, but taking the leap into publishing blogposts can be daunting. If you would like to start blogging, or blog more frequently, this workshop is for you. We will explore what blogging can add to your academic practice; how to use it to support your research; and what will get (and keep) your readers interested.

Workshop Facilitator: Mimo Caenepeel

Please note:  This workshop is also open to Research Staff, however booking is only available via the People & Money Learning App.  Please book a place via the People and Money Learning App. More information and details on how to book can be found here: https://edin.ac/3Ad7oxP

This workshop is for Masters by Research students in the CMVM

This workshop will cover the key issues that you need to address when writing up science, for masters course assignments, research theses or academic papers.

Workshop content includes:

• What readers, examiners and referees are looking for

• Basic statistics and presenting quantitative data

• Writing up a scientific research project (diagrams, style and structure)

Workshop Facilitators: Richard Weller, Jamie Davies & Martin Simmen

This workshops is suitable for PhD students in the School of Informatics who are about to start writing up their thesis. 

In the short workshop, we consider the task of writing an Informatics PhD thesis, discuss the different approaches that can be taken in terms of creating this document (possibly involving already published papers).   We will present some example theses and discuss their layout and structure, and we will also discuss the Examiner forms (filled by Internal and External examiners) and the considerations that the Examiners must make.   There will be a discussion of how to structure and flesh-out a thesis, with some basic writing tips.

The session will also include a breakout session where students can discuss their own thesis structure with others.  It will then finish with a Q&A.

Workshop Facilitators: Peter Bell, Mary Cryan