Neurodivergence and the PGR experience
Season 1, Episode 5, Dec 10, 2024, 10:00 AM
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In this episode, Matthew Sillence meets Cassia Hayward-Fitch, a PhD student in American Studies at the University of East Anglia, who is currently the institution's EDI Ambassador for the CHASE DTP. Cassia is joined by Jess Jasper, a Learning Enhancement tutor at the University of East Anglia. Jointly, they discuss the findings from a recent conference on neurodivergence and the postgraduate research experience, and how consider how institutions and individuals involved in postgraduate research can better understand and support neurodivergent researchers.
In recent years, discussions of equality/equity, diversity and inclusion (EDI) have emerged across the higher education sector. Recent surveys, reports and conferences have explored how EDI can be fostered in postgraduate research degree programmes.
Doctoral Training Partnerships (DTPs), which fund and support many postgraduate researchers, have taken up the challenge within their universities. In this episode, Dr Matthew Sillence meets Cassia Hayward-Fitch, a PhD student in American Studies at the University of East Anglia. Her research focuses on comics cultures, LGBTQ+ communities, and media reception. Cassia is also the University's EDI Ambassador for the CHASE DTP, whose student conference on 6 November 2024 focused on Neurodivergence and the PGR Experience.
Cassia is joined by Jess Jasper, a Learning Enhancement tutor at the University of East Anglia. Her role involves empowering learners with a specific learning difficulty such as dyslexia, dyspraxia and autism to achieve their potential through using a combination of creative, person-centred and structured teaching methods.
In this conversation, our guests discuss the findings from the recent conference and how consider how institutions and individuals involved in postgraduate research can better understand and support neurodivergent researchers.
Doctoral Training Partnerships (DTPs), which fund and support many postgraduate researchers, have taken up the challenge within their universities. In this episode, Dr Matthew Sillence meets Cassia Hayward-Fitch, a PhD student in American Studies at the University of East Anglia. Her research focuses on comics cultures, LGBTQ+ communities, and media reception. Cassia is also the University's EDI Ambassador for the CHASE DTP, whose student conference on 6 November 2024 focused on Neurodivergence and the PGR Experience.
Cassia is joined by Jess Jasper, a Learning Enhancement tutor at the University of East Anglia. Her role involves empowering learners with a specific learning difficulty such as dyslexia, dyspraxia and autism to achieve their potential through using a combination of creative, person-centred and structured teaching methods.
In this conversation, our guests discuss the findings from the recent conference and how consider how institutions and individuals involved in postgraduate research can better understand and support neurodivergent researchers.
- What do we mean by neurodivergence, and how does this relate to neurodiversity?
- What are the aims of the CHASE DTP EDI Ambassador role?
- What have you both learnt from the recent Neurodivergence and the PGR Experience event?
- How could a deeper understanding of neurodivergence affect postgraduate research culture?
- What kinds of changes can individuals and institutions make to better support neurodiversity and neurodivergence?
Links
- Neurodivergence at a Glance – Imagine | Johns Hopkins University
- What is Neurodiversity? - NHS Norfolk
- UKCGE | Equity, Diversity, and Inclusion in Postgraduate Study 2022/23
- EDI Ambassadors — CHASE Doctoral Training Partnership
- Brian Irvine Profile | University College London
- Explore Neurodiversity (MyUEA resource for current staff and students)
- UEA’s SpLD Screening Service (MyUEA resource for current students and staff)
- Inclusivity Network (IN) TV Channel on YouTube – bite-sized practical guidance
- Legault, M., Bourdon, JN. & Poirier, P. (2021) "From neurodiversity to neurodivergence: the role of epistemic and cognitive marginalization", Synthese 199, 12843–12868.
- Peters, L. A., (2023) "Embracing neurodiversity to enhance the post-graduate researcher experience: Reflections from a doctoral student", Fields: journal of Huddersfield student research 1(1).
- Neurodiversity: Sage Journals