Ailsa’s ‘ExPhDition’ — why a PGR illustrated her route to a research degree

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Ailsa Naismith is a volcanologist in the School of Earth Sciences who’s approaching the end of her research degree. In July 2020, Ailsa created an illustrated map of her PhD journey that received over 400 likes on Twitter. Below, she shares some of the map’s ‘points of interest’ — and explains how drawing the ‘ExPhDition’ helped her to reflect on her experiences as a postgraduate researcher.

Hello! I’m Ailsa Naismith. Since 2016, I’ve been researching volcanic risk mitigation — specifically, eruptive activity and human experience at Fuego volcano in Guatemala.

In practice, this means that I’ve been using a wide range of methods (including scientific reports, seismic data and interviews) to help forge a holistic impression of volcanic risk. The ultimate goal of my research (and recently completed thesis!) is to present the myriad perspectives of risk that coexist around a single volcano.

The 'ExPhDition' — an illustrated 'map' of Ailsa Naismith's journey through her research degree. Image by Ailsa Naismith

Illustrate to the point

I started making zines in January. I’ve always been interested in uniting art and science, so creating small pieces of illustrated text that communicate a concept feels instinctive to me.

I spent June toiling over my thesis: no zine-making that month! But then my good friend Bob suggested I illustrate my PhD journey. It was a fantastic idea, and once I agreed, the image coalesced almost instantly in my head.

Central America is both the location of my research fieldwork and an apt metaphor for the narrowing of focus during the course of a PhD. However, my course has often felt much less than focussed! I’ve met many diversions and setbacks along the way, hence the winding path I follow in the ExPhDition above.

Illustrating the journey has provided a great opportunity to reflect on these diversions, and those who helped me through.

Notes from an ExPhDition

1. FFT swamp / valley of shit

In my first year, I seized on a research idea which seemed both novel and certain to give good results. I invested a lot of time on it, gained a lot of input from other people, and realised around five months in that it wasn’t going to produce fruit. This culminated in a comment in my second-year assessment that I was a whole year behind on my research (yikes!).

The difficulty here is that you have to follow the diversion in order to retrace your steps. Even though such diversions seem like a waste of time, ultimately they helped me because they motivated me to seek help from more experienced academics. I also learned the value of having a mentor in-house who has experienced such diversions before. I was fortunate that I already had a mentor in the form of my supervisor Matt (major thanks!).

In the situation where your supervisor can’t offer this role, I suggest seeking the support of a sympathetic older student, postdoc or academic in your field. If not available in-house, perhaps look outside your department, or even beyond Bristol.

2. 3rd June 2018

Not many people can say “my volcano erupted in the middle of my PhD”. Fuego erupted on 3rd June 2018 with devastating consequences. I found it hard to process. Whatever your discipline, it’s likely that you will invest a lot of emotional capital in your PhD. Some people would say this a bad idea, but I disagree: you should own it.

For me, work is easier when you care, although caring can hurt when things don’t turn out as planned (see 1). In my case, I found that investing emotional capital was easier when I collaborated with other people that cared. Then, when I felt demotivated in my work, I could rely on discussion with those colleagues to reinvigorate my desire to contribute something towards our shared passion. And that contribution would be achieved through my PhD.

3. Chile

Geologists are suckers for an international conference, and I am no exception. I’d planned to attend a conference in Chile in November 2019 when demonstrations nationwide cancelled it. I read the cancellation email while in transit through the Bogotá customs queue.

Another piece of generic PhD advice is “Welcome the unexpected”. It’s true! If you can, when an unexpected twist places you in a new environment, search for opportunities for collaboration in your new environment. Perhaps this will show you a new career direction. For me, it kindled an interest in disaster risk reduction policy.

Drawing to a close

Reading this over, I can see this is ridiculous — how could this advice be useful for anyone except “past me”?! The PhD process is so individual.

Really, the advice I have given (follow diversions, own your emotional investment, welcome the unexpected) is quite generic. It has to be, because the specific experience that a PhD student learns cannot be generalised to others’ journeys.

But you may find that during the course of your own ExPhDition you agree with my advice, because any PhD is really an experience in gathering anecdotal evidence to support the clichés.

If you are also near the end of your journey, I encourage you to make a map of your own. It was a wonderful way of finding resolution to this huge chapter of my life.

Find out more about Ailsa’s research on the University’s Research Portal — and follow her on Twitter at @AilsaNaismith.

How do you support postgraduate researchers during a global pandemic?

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The BDC team on a zoom call
The Bristol Doctoral College team on a Zoom meeting.

During the Covid-19 pandemic, the Bristol Doctoral College team have been working to provide our postgraduate research community with the support, tools and information they need to stay well, progress and adapt.

This blog post outlines a number of areas where we have adapted our provision. We hope our activities might provide inspiration for others; we also encourage our postgraduate researchers (PGRs) to engage with the changes we are making. If you have any questions or suggestions please do get in touch.

PGR Hub: from a physical space to a virtual place 

With campus closed, we have had to adapt activities that would have been run at our PGR Hub to digital-only formats.

Sarah Kelley
PG Researcher Development Advisor, Sarah Kelley, introducing an online Writers’ Retreat.

Our Personal and Professional Development programme was swiftly transferred to online platforms. Since lockdown began, there have been 369 participations in 14 online  sessions, from ‘Getting Started with Academic Publishing’ to ‘Seven Secrets of Highly Successful Researchers’. PGR feedback has been positive: 

“The course online worked really well and it was possible to interact with other students in the chat groups.”

“Thank you. Very appreciative of the time/effort put in by the facilitator and support staff to swiftly move this to a webinar format under difficult circumstances.” 

We even moved our popular Writers’ Retreats to Zoom, providing those writing up with some structure and companionship during a day of typing at home. These retreats have been well received and demand has been so high that we increased the capacity and frequency of these sessions. 

However, whilst online training going out live (synchronously) serves a useful purpose, there are other varied approaches to bringing the community together. Recorded resources that can be accessed by the PGR community in a more flexible manner are now high up in our priority list. We recently converted our popular “Thesis mapping: planning your PhD in its entirety” workshop to a recorded webinar, with complementary resources. We are also in the process of creating a Sharepoint site for PGRs, which will provide materials and opportunities for asynchronous peer interaction.

Enabling our community 

Midnight Traveller
An online film screening of Midnight Traveller, directed by Hassan Fazili, and organised by postgraduate researcher Jáfia Naftali Câmara, with funding from the PGR Community Fund. Screening with permission of Dogwoof.

During lockdown, we adjusted promotion of our Community Fund to focus on digital events led by PGRs. We’ve seen nearly 200 attendees at community-building events since lockdown began, including virtual quizzes, our online Three Minute Thesis (3MT) competition, film screenings and PGR Book Group. 

As well as funding these events, we’ve been developing a range of tips and tools to enable our postgraduate researchers to adapt to the new normal: see our tips and tools webpage. 

Virtual Pub Quiz
A virtual pub quiz hosted by postgraduate researchers Ailsa Nailsmith and Jacob Wood, funded by the PGR Community Fund.

We have also been hosting online drop-in sessions to provide help and technical advice for PGRs running digital events and webinars.

 

Research without Borders  

RWB showcase
Research Without Borders virtual showcase entries

With all mass gatherings across the university cancelled, our flagship festival of PGR research, Research without Borders was adapted in a number of ways:

  • The Research without Borders Showcase became an online virtual showcase.
  • Our 3MT competition was conducted via Zoom and then screened on Facebook Premiere and YouTube. 
  • Our evening discussion events are currently being adapted into online events or podcasts. 

Partnerships and scholarships 

We’ve also been supporting our scholarship cohorts to continue with their research, sustain connections with their peers and stay in touch with their supervisors. Kennedy Kipkoech Mutai, a Cotutelle PhD Student based at the universities of Bristol and Cape Town said:

“The university has been greatly supportive in the course of this pandemic.  The support from my supervisors (and Infectious Disease Modelling group) has been immense. The team managing the Cotutelle Programme led by Professor Robert Bickers, Associate Pro Vice-Chancellor Postgraduate Research, Dr Kevin Higgins, and Alex Leadley have been of enormous help. The team relentlessly scheduled meetings with our cohort of Cotutelle students, where several aspects of our PhD life were discussed. My fellow Cotutelle students have become a family, with weekly catch-up meetings! To this point I am grateful, to all who have ensured a seamless continuation of my PhD during this globally challenging times!”

Looking to the future 

Whilst the circumstances are challenging and have been exceptionally difficult for so many of our PGRs, we hope that the work we’ve undertaken over the last few months will mean we can support a wider pool of PGRs beyond lockdown. Focusing on digital resources means we can provide better support for our part-time students, those on other campuses and those working remotely or with caring responsibilities.

This crisis has handed us an opportunity to support more of our PGRs and change the way we work, while continuing with our core offering. 

Remote supervision: 7 tips for successful and productive supervision during lockdown (and beyond)

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With supervision via videolink now the status quo, how do you keep your supervision meetings running smoothly? The Bristol Doctoral College asked Dr Jonathan Ives  (Bristol Population Health Science Institute) and Dr Ben Pohl (Department of History) for their tips for supervisors and postgraduate researchers alike. 

1. Have an (ongoing) conversation about touchpoints

You may now have been working remotely for several months (or longer if you are on a distance learning programme). However long it’s been, ensure you keep a dialogue open about the effectiveness of your supervision meetings: 

  • Should you be meeting more or less regularly?  
  • What time of day seems to work best?  
  • Are differences in time zone making things difficult?  

Don’t be afraid to keep returning to these questions.   

Supervisors: Depending on their approach to work, your PGRs might find the idea of a fortnightly phone or video call stressful, or on the other hand they may feel abandoned without regular contact. Make sure you have the conversation and find out what is right and realistic for you both. 

 2. Find time for informal conversations

Without corridors, common rooms or coffee machines available, we’ve lost the chance to bump into each other in an informal context. Try and compensate for this by making time for an informal chat. Don’t be afraid to stay in touch with each other, but find an approach that works for you.  

Supervisors: you may want to set up a weekly online drop-in session for discussions about more practical challenges such as access to resources, hitting targets or motivation; this could be a chance for students to share their experiences and troubleshoot issues. 

3. There are some upsides to remote supervision! Embrace them. 

It might be difficult at times but try and make the most of the circumstances. For example, you may have struggled to coordinate a time to meet both of your supervisors together – with more flexible schedules, now could be the opportunity to get everyone together. 

4. A well-structured supervision session is always important 

Whether in person or online, the importance of a focused and well-structured supervision is critical. Make sure you have an agenda agreed beforehand, send any items for review in advance and have all the materials ready to go through together. Follow up by sending your supervisor an email to confirm what was agreed and what the actions are. STaR can be a useful tool for keeping records, but email or Sharepoint also work fine. 

5. Set small and manageable tasks

Work with your supervisor to set some smaller goals as well as the bigger ones – these could be informal or formal, such as a mock or actual book/monograph review. Tasks like this are supplementary to your main research but emulate the critical engagement with scholarship that will help keep your brain active. 

6. Get used to screen-sharing

It’s a really helpful way to look at the same thing at the same time. 

7. There are lots of formats for virtual supervision

BlueJeans, Skype, Zoom and Teams are all words we’ve become very familiar with, but what about if your internet is slow or you don’t have a quiet space to have a conversation? Don’t be afraid to go back to basics and explore whether telephone or email would work better for you. Be flexible and don’t be afraid to ask your supervisor if you need help, financial support or equipment to make your supervisions possible. 

Student perspectives on remote supervision 

“For me, the most valuable thing during Covid-19 has been regular contact with my primary supervisor and his valuable guidance. I made use of remote supervision to communicate my concerns and work together on solutions. For example, I was worried about not being able to collect data for the research project, about me not being productive as before and about the Covid-19 situation in general, etc.  In this case, my supervisor supported me a lot to adapt to the situation.”

Krishani Vithana Pelpita Koralalage, Population Health Sciences Institute

“I think remote supervision has been useful in some respects, as it seems that supervisor and student are now usually working to the same sort of schedule and in the same manner (ie. working digitally). I have found this means both my supervisors have been very accessible and easy to contact.  

“My advice to other students would be to use supervisions as waypoints to keep you working as best you can and build a routine (they’re also great opportunities for just catching up and general human interaction!). Also, keep a record of each meeting and what you talked about, as these discussions might become useful or relevant to later work.” 

Dan Booker, Department of History 

 

Picture this — a virtual showcase of postgraduate research

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8 images from the 'virtual showcase' competition. Clockwise from top-left: an Action Man in military gear; a clock with a question mark on its face; a toy submarine; a Miffy toy dressed as a healthcare worker; a toy penguin on a sheet of ice; a bag of runes; an X-ray of a mouth; a painting of a heart.

Since its inception, our annual Research without Borders festival has been an opportunity for Bristol’s postgraduate researchers to set aside familiar communication formats like posters and PowerPoint presentations, and to consider how they can share their pioneering projects using methods that are a bit more … ‘outside of the box’.

When this year’s Research without Borders exhibition had to be cancelled due the COVID-19 pandemic, it seemed that May 2020 would come and go without us being able to put the spotlight on any inspired and imaginative displays of PGR research. However, the BDC team had an idea: what if we devised a challenge that encouraged PGRs to find crafty and creative ways to tell the story of their research — with scope to use everyday materials from around the house?

The result was our first-ever Research without Borders ‘virtual showcase’ competition — and, below, you can take a self-guided tour of all 22 exhibits. We hope you agree that the entries are as ingenious as they are entertaining, and that all of the PGRs who participated deserve a huge amount of credit (and thanks) for taking the time and effort to create such compelling project pics.

We’d also like to thank our competition judges: Professor Robert Bickers (Associate Pro Vice-Chancellor, PGR), Sarah Bostock (Head of Marketing) and Doctor Jen Grove (Public Engagement Associate). You can read their comments on the winning entries by scrolling to the end of the page — although we’d recommend that you take the full tour.

Virtual showcase ‘exhibitors’

 

Khalid Al Mallak and Sarmad Ozan,
School of Computer Science, Electrical and Electronic Engineering and Engineering Maths

Can you sit normally on your chair without slouching or leaning forward?
Working in an office or from home has the disadvantage of sitting for prolonged periods. Therefore, to maintain our correct posture, we built a device that detects any improper lean to our posture while we are sitting to perform our work and notifies us with a light indicator. By keeping the right posture of our bodies, we would protect our necks, shoulders and lower back from getting exhausted.

Two images of circuit boards and LEDs - one labelled 'right posture' and the other labelled 'wrong posture' | Two men sitting at desks - one sitting upright, and the other with a visible slump

Merihan Alhafnawi,
School of Civil, Aerospace and Mechanical Engineering

Using a swarm of robots can be more efficient than using just one robot in applications like firefighting missions and environmental monitoring. A human interacting with one robot sounds complicated enough, so how about interacting with 100 robots? “Expressive swarms” researches how humans can interact with a whole swarm of robots! If the robots can work together to express themselves in an intuitive and meaningful way to the humans, then the interactions become natural, almost like working with a friend.

Merihan Alhafnawi with dozens of small swarm robots

Lujain Alsadder, Bristol Medical School

Remodelling from different perspectives: what the heart can tell us?
Blockage of a coronary artery will deprive certain areas of the hearts from oxygen and nutrients, leading to cells death and substantial changes, known as remodelling, in structure, function and integrity of the heart. My research explores ongoing remodelling which involves cellular components like mitochondria, and major constituents including heart proteins, as well as regional and blood metabolites. The aim of my work is pinpoint key changes to better understanding the process of heart remodelling and identify possible therapeutic targets.

Two square paintings of hearts. Between them is an assortment of stones, earplugs and drawing pins.

Linda Bassett, School of Humanities

‘Nothing Like a Dame’: Womanhood and Feminine Experience in the Work of Laura Knight
Today a forgotten name of Art History, Laura Knight was a pioneering artist. Her paintings from the first half of the 20th century chart the progressive role of women through a period of social and cultural change. Her sophisticated images rely on familiar subjects, yet confront traditional stereotypes and challenge the attitudes of the time. Still relevant in our modern age, Knight’s work deserves a reappraisal.

A classical bust and an 'Action Man' toy (holding nail varnish) on top of a map of Cornwall. Behind them is a the sleeve of a vinyl record: Tchaikovsky's Swan Lake Ballet Suite.

Dora Bonini, School of Cellular and Molecular Medicine

Streptococcus pneumoniae and Staphylococcus aureus are two dangerous bacteria, causing high mortality worldwide. They are resistant to antibiotics and we need new drugs to treat them. They have several molecular “tools” that allow them to attack humans. Both bacteria include a variety of subgroups, with differences in their DNA. Some subgroups are better than others at attacking humans. My research wants to find the DNA differences between groups, understand why they make some groups more successful and target them to make new antibiotics.

A small pink-haired toy. Beneath it is selection of everyday tools. Beneath the tools are two drawing with labels: Streptococcus pneumoniae and Staphylococcus aureus. Between the two drawings is a pill.

Daniel Chukwuemeka, School of Humanities

That African Prince That Keeps Sending You E-mails: E-fraud Economy in Postcolonial Nigeria
Internet fraud is a global digital practice, yet Nigeria is one country that is nearly generally associated with e-fraud by a greater number of people. My research explains the reason behind this collective assumption: the exchanges that obtain in fraudulent transactions are similar to the political and economic exchanges that constitute the Nigerian state; just as the scammer impersonates a real character, Nigerian government officials hide behind state legitimacy to convert public wealth to private use.

A MacBook laptop. On top of it is a novel ('I Do Not Come to You by Chance' by Adaobi Tricia Nwaubani), an iPhone and a pair of sunglasses.. To the left of the MacBook is another novel: '419' by Will Ferguson.

Jessica Cross, School of Chemistry

Cells and the City:  Driving Transport in the Cell
Just like our cities, inside our cells things are constantly in motion. Careful control over these transport processes is essential for us to stay healthy. The “roads” are a network of filaments called microtubules and the “cars” are motor proteins which pick up their cargo and walk along the tracks to deliver them to their destinations. We are developing new tools to ‘drive’ these motor proteins when they go wrong in human diseases.

A balloon (labelled 'cargo'). Beneath it are pipe cleaners (labelled 'motor protein') and a cardboard tube ('labelled microtubule'). To the left of these items is a toy car on a road.

Anca Dobrescu, School of Psychological Science

Exploring the associations between parent’s ideal portion size, the amount a parent serves their child and child’s self- selected portion size
In the first few years of their life, children are dependent on their parents to offer them food. However, parents are given little sex- and age-appropriate guidance about the portion size of food suitable for children. Parents report using estimates of their own portions of food when deciding how much to offer their children. As a result, we predict that the amount parents serve themselves is correlated with how much food they serve their children and with the amount children self-select. Understanding these associations will help support parents, and provide new insights into the prevention of childhood obesity.

A large Iron Man toy holding a sign. The sign says 'What is your ideal portion size of pasta with tomato sauce?'. In front of this toy are four discs, each covered in wool - an effect designed to look like plates of food. The discs are labelled 'parent's', 'parent serves for child', 'child's' and 'bow;l of pasta with tomato sauce'. Next to the child's disc is a LEGO Iron Man.

Tamsin Dobson,
School of Civil, Aerospace and Mechanical Engineering

Hot, Wet, Slimy and Broken
Your submarine is sinking because a part has failed where it was previously repaired by welding! Why did it fail? The weld? Corrosion? Biofouling? My research aims to answer these questions for a metal that is used extensively in submarines and ships: Nickel Aluminium Bronze. I weld the metal, use special microscopes to look at it, drop the metal into the ocean (and the lab) and then try to break it. I call it my “hot, wet, slimy and broken” method!

A toy boat with a towel beneath it. On top of the towel, which is intended to look like the sea, are: a lighter (labelled 'weld'); a toy frog (which is saying 'biofouling is the attachment of marine organisms (like me) and sea slime!); some toy fish; a metal gear; a toy submarine; a shell. Next to the submarine is a match (labelled 'weld').

Isolde Glissenaar, School of Geographical Sciences

Mapping sea ice in a warming climate: how satellites measure sea ice thickness
This project uses data from satellites to study the thickness of sea ice. The satellites that we use shoot laser beams towards the surface of the sea ice and measure the time until the reflection of the beams return. Over time the satellite returns to the same location. If it takes longer for the reflection to return now, we know that the ice is thinner than before.

Two toy penguins on a frozen surface. Above them is a cardboard satellite.

Mark Gormley, Bristol Medical School

Spotlight on Mouth Cancer
The world’s 6th most common cancer is found in the mouth and throat. This disease is predicted to increase by a third over the next 10 years. Known risk factors include cigarette smoking and alcohol, as well as the human papilloma virus, which is thought to be sexually transmitted. While the majority of cases of are linked to smoking and alcohol, using genetics we can better understand the contribution of less well known causes. My research analyses large genetic datasets of people with mouth and throat cancer and studies cell lines to identify new potential targets for prevention or therapy.

An X-ray of a mouth; negative images of a pint glass and an ashtray in a jar

Eleanor Haines, School of Economics, Finance and Management

Root-ing for Community
How can Community Farms encourage people to engage more with the environment? Or to care for others in their community? This research examines how volunteering on a Community Farm can physically involve people producing their own food, helping us to think about where our food comes from, and its impact on the environment. It will explore how they can bring people in communities together, and form relationships between farmers and customers.

Four people standing in a circle, photographed from above. Their arms are crossed in an 'Auld Lang Syne' style. However, instead of holding each other's hands, they hold objects. The objects are (clockwise from top): a leek; a trowel; a carrot; pruning shears; yarn.

Amy Holt, School of Cellular and Molecular Medicine

Using labelled nutrients to understand cancer cell (or cat) metabolism
To find new ways to treat cancer, we need to know what makes cancer cells different from healthy cells. Like all living things, cancer cells (and cats) metabolise nutrients to survive and grow, but cancer cells do this differently to healthy cells. In the lab we can give cancer cells labelled nutrients, which allow us to ‘see’ how their metabolism is working. This can help to design new treatments, or to work out how to use existing treatments more effectively.

A cat eating from a bowl. Next to the cat is a transparent container labelled 'Cat food ingredients: for experiments only'. Diagrams featuring interconnected circles and rectangles are attached to both the cat and the container.

Hernaldo Mendoza Nava,
School of Civil, Aerospace and Mechanical Engineering

Bioinspired sound production using instabilities
The annoying sound of crushing a can or squeezing a plastic bottle is produced by buckling! Likewise, ermine moths buckle a striated membrane in their wings to produce distinctive sounds to ward off bats. In engineering, buckling can lead to structural failure but nature provides us examples of how to exploit it. This research takes inspiration in ermine moths to develop structures with adjustable acoustic and dynamic response to enhance the design of sensors and actuators.

Four images of a hand holding a paper 'wing'. Beneath this set of images is a larger image: a cartoon bat hovering over a crushed plastic bottle. To the right of the bottle is a cartoon mosquito. An arrow next to the mosquito points down to a rectangular image of a reflective surface.

Olivia Morris-Soper, School of Humanities

Magical Objects in the Medieval Period: Tools of Cunning Women, Seers and Sorceresses
This thesis explores connections between Arthurian magical women and their historical predecessors in Anglo-Saxon England. Magic and supernatural landscapes lie at the heart of Arthurian literature and there is a close connection between magic and Arthurian female characters. Anglo-Saxon cunning women were established magical practitioners and can be seen in the archaeological record. This project combines archaeology and literature to consider the similarities and differences between these women, thus shedding new light on British medieval magical women and their tools.

An antique book open on an illustration of a woman. On top of the book are a selection of objects: candles, an open bag of runes; a large, opaque crystal sphere; a transparent crystal skull.

Shahd Mostafa, Bristol Medical School

Bio-Fabricating Constructs Suitable for Pulmonary Valve Replacement Therapy in Paediatric Patients with Congenital Heart Defect
Children born with a structural defect in their heart struggle to survive given the current procedures and repair methods that fail to grow with the child’s heart. Therefore, the child needs several open-heart surgeries throughout their life leading to increased death rates and a reduced life quality. To solve this issue, I obtain the amniotic membrane from the placenta, process it, and use it to fabricate a biomaterial that has the ability to grow along the child’s heart as well as encourage the heart to regenerate. This material would potentially eliminate the multi-step repair process since only one procedure is required to repair the heart, increasing the quality of life and survival of children born with congenital heart disease.

Three rows of baked cookies on a flour-covered surface. Top row: a cookie labelled 'amnion + placenta + baby'; a cookie labelled 'heart defect'. Middle row: a cookie labelled 'amniotic membrane'; a cookie labelled 'defective heart'; a cookie labelled 'baby patient'. Bottom row: a cookie labelled 'repaired heart using amnion; a cookie labelled 'healthy baby'.

My Nguyen, School of Physics

How can we optimise membrane protein crystallisation?
The cell uses membrane proteins (MP), which are located at the cell surface, to communicate with their outside world. Studying MP structures can improve drug design and the diagnoses of many diseases. We determine the structure by shooting X-rays through MP crystals. Finding the right crystallisation conditions is like straying in a maze without a map. My research focusses on providing phase diagrams (PD) as ‘crystal maps’ to find the right crystallisation conditions.

A small wooden maze. 'Temperature' is written on one of the the outer walls. On another outer wall is written 'protein concentration'. A stick figure stands at the entrance, and it has a light bulb over its head.

Helen Smith, Bristol Medical School

Artificially intelligent (AI) powered systems have been developed to aid clinical decision making; some have been deployed into healthcare. Determination of ethical and legal responsibility is necessary to ensure stakeholders are fully aware of their duties and obligations to patients, thus aiding the goal of preventing harmful consequences of AI use.

A toy Baymax facing a toy Miffy. The latter is dressed as a healthcare worker. The Baymax is saying 'It's your fault'. The Miffy is saying 'No, it's your fault'. Beneath them is a caption stating: 'Artifical intelligence to inform clinical decision-making: the challenges of attributing ethical and legal responsibility.'

Alex Willcox, School of Physiology, Pharmacology & Neuroscience

Motor Adaptation allows us to adjust our movements in response to changes in our environment. However, with age, adaptation becomes slower and less effective- possibly explaining the increased incidence of trips and falls amongst older adults. By training rats to reach for a food reward, motor adaptation can be induced by a sideways shift in reward position. Alongside behavioural studies in humans, this rodent model is hoped to identify possible causes of the age-related decline of motor adaptation.

[Find out more about animal research at the University of Bristol.]

A rat grabbing a piece of food with its paw.

Carissa Wong, School of Cellular and Molecular Medicine

Boosting the immune system to shrink tumours

Cells: building blocks of our bodies,
Immune system cells protect us from disease,
Cancer happens to be one of these,
Key immune soldiers are called “T-cells”
Theoretically they can kill cancer pretty well.
But in a solid lump of cancer which we call a tumour,
Cancer cells have a malicious sense of humour,
Cancer acts upon its defensive will
To take away T-cells’ ability to kill
I’m decoding cancer’s defensive strategies
To give patients more anti-cancer options to succeed.

Three rows of objects. Top row: a ball in a net (labelled 'live cancer'); pieces of netting (labelled 'cancer defence'); a crumpled piece of blue paper ('dead cancer'); a small piece of paper (labelled 'T-cell army'); a packet of pills (labelled 'medicine'). Middle row: a cartoon face with an uncertain expression (labelled 'T-cell mood'); a ball in a net covered in smaller faces with the same expression; an arrow pointing right; a ball in a broken net covered in smaller faces with the same expression. Bottom row: a cartoon face with a happy expression and a small packet of pills; a red ball covered in smaller happy faces and some broken netting; an arrow pointing right; pieces of blue paper and small happy faces on top of a red ball.

The runner-up

Sophie Chambi-Trowell, School of Earth Sciences

Tiny chompers: What do the diets of the earliest mammals and reptiles tell us about modern ecosystems?
We can learn a lot about an animal’s diet simply by observing what it eats, but with a species that has long gone extinct we must instead rely on their bones. This project aims to bring together multiple cutting-edge techniques to analyse both the jaws and teeth of fossil reptiles and some of the world’s earliest mammals, which lived on the same group of islands, thereby giving us insight into some of the world’s earliest modern ecosystems.

A selection of toy lizards enjoying a picnic.

What the judges said:

 

  • ‘Best title. Knew immediately what the project would be about from image, and it was well supported by the text.’ — Professor Robert Bickers
  • ‘This simplified well, what is actually a complex and sophisticated project. Picture is appealing and links well to the summary and project.’ — Sarah Bostock

The winner

Octavia Brayley, School of Biological Sciences

How does light pollution affect the behaviour of crabs?
Humans create light pollution from; house lights, streetlamps, and lights along beaches. This has huge negative effects on animals because they get confused from the artificial light at night which can block-out the moon, meaning they don’t know what time it is, and this can disrupt feeding patterns and make it difficult to find a mate. My research looks at how detrimental this pollution is to the behaviour of crabs and how we can minimise these effects to preserve animals.

Two cartoon sea creatures standing in front of a cardboard house (lit from inside) and a clock (with part of its face covered by a question mark). Behind this arrangement is a poster featuring a night sky. The left-hand creature is saying 'I can't find any food'. The right-hand creature is saying 'Where is my soulmate?'.

What the judges said:

 

  • ‘Really great picture and interesting topic, unique and thoughtful, real-world impact is clear and I liked that it’s so niche.’ — Sarah Bostock
  • ‘Very creative image, which is fully relevant to the research. The caption is really clear with accessible language.’ — Dr. Jen Grove
  • ‘Wonderfully engaging composition and clear explanatory text.’ — Prof. Robert Bickers

Research without Borders 2020 Virtual Showcase: online competition

Posted on by Doctoral College

Research without Borders 2020

We are inviting postgraduate research students to share the story of their research in one image for the chance to win a prize in our online competition. 

Whether you get creative with paper, pens and glue, draw us a picture or use items found in your kitchen, your challenge is to create and photograph something that tells the world about your research through one image. The more creative and unusual the better! 

Due to the Covid-19 pandemic we have had to cancel our annual Research without Borders 2020 festival of postgraduate research, which was due to take place in venues around Bristol in May 2020.  We hope that by holding this online competition, our wonderful community of postgraduate researchers have the chance to share their fascinating research with the wider world in a different way.  

The challenge 

How can you bring your research to life through an image? We invite you to submit an image that you think helps share the story of your research, with a short, accessible description. Here’s a few ideas of how to participate: 

  • Get crafty: We know you can’t get to shops to buy special craft supplies. Instead, we encourage you to get creative with what you have around you at home – pens, paper, glue or tape could be used to create a model of your work. 
  • Grab some objects from around the house: What items can help tell the story of your research? This could be something literal or a more abstract interpretation. For example, perhaps a colander represents a molecular structure, some fruit and veg could stand in for your research participants or you could create a costume to reflect the period in history you are researching using bits and pieces from around the house. 
  • Got some kids’ toys lying around? Perhaps you have some Lego that you can use to recreate your work? 
  • Dig out some existing photos or visuals: You can also use existing images of you working on your research project — e.g. a photo of you in the lab or on a field trip — although we would encourage you to think of imaginative ways that you can combine or adapt these images.

All entries will be featured on our Bristol Doctoral College social media channels. 

How to enter 

The competition will run between 9am on Monday 11th May and midnight on Sunday 24th May. All entries will be collated and featured in an online gallery the following week.  

To take part, please share your image, a title and a short description (up to 80 words) that explains how this image illustrates your research and why it is important. Please don’t use technical jargon if possible, instead think how you could explain what you do to a friend outside of academic or a member of the public.  

Ways to share: 

Judging 

Submissions will be judged by a panel of staff from the BDC, Public Engagement and Communications teams (to be confirmed), on the following criteria: 

  • Overall, how engaging is the entry? Does it clearly communicate the relevance of the research to the public? 
  • How visually effective is the image? Does it make viewers want to know more about the research? 
  • How effective, clear and accessible is the description? We are looking for a clear description using non-technical English which grips the reader and highlights the relevance of the research. 

Prizes 

  • First prize: £50 Netflix or Spotify voucher 
  • Runner up: £20 Netflix or Spotify voucher 

Example entries

Conny Lippert - RWB online entry
Gothic Topographies: New England and other Spaces in the Work of H. P. Lovecraft and Stephen King. In the gothic genre, the past tends to encroach on the present, and, harking back to the country’s history, H. P. Lovecraft’s and Stephen King’s fiction engages with wider American societal anxieties via their own geographical roots in New England. This research shows how their gothic topographies provide the setting for crises of identity and authenticity, feelings of guilt, and the fear of transgression.
[Research by Conny Lippert]
Elizabeth Mamali - RWB entry
How do same-sex couples engage with wedding rituals that are grounded in heterosexual meanings and traditions? This project looks at the motivations behind same-sex couples’ decisions to replicate, appropriate or entirely reject well-established wedding rituals that are underpinned by the heterosexual norm: the belief that people fall in two complementary genders (female and male) with natural roles in life. The research aim to challenge stereotypes and simplistic assumptions that people make about same-sex relationships, gender identity and sexuality. [Research by Elizabeth Mamali and Lorna Stevens]

See also some examples on Twitter:

Terms and conditions

  • You must be a current postgraduate research student at the University of Bristol. 
  • The competition is open until on midnight on Sunday 24th May 2020. 
  • Entries to the competition must present work conducted as part of your research degree.
  • Photos can be taken on any device and can be colour, black and white.
  • By entering, you give the Bristol Doctoral College permission to feature the photo on their website and social media channels.
  • We will assume that all submissions have the permissions of anyone featured in the photo (this is the responsibility of the applicant).
  • Added 13 May: You must have copyright to reproduce your image and have created it yourself. You also need to have permission to use and edit any stock imagery that forms part of your submission (for example a photograph taken by a third party which you may have edited). If you are unsure about permissions, please contact research-without-borders@bristol.ac.uk.

Any questions? 

Contact us at research-without-borders@bristol.ac.uk. 

7 tips for creating a successful online presentation

Posted on by Doctoral College

If you’re taking part in a communication contest like Three Minute Thesis (3MT) — or even just sharing your research with an audience of non-specialists — how can you ensure that your presentation is accessible and engaging? And how can you adapt your approach for virtual environments?

Dr Elizabeth Mamali, Postgraduate Researcher Development Officer in the Bristol Doctoral College, shares her top tips in a post that originally formed part of the BDC’s training for the University’s 2020 3MT competition.

1. Your voice is your greatest strength — use it effectively

Your voice is a powerful tool in every presentation, but in a virtual environment in particular it becomes the most important part of your delivery.

Unlike face-to-face presentations, where stage presence can be an effective way of capturing your audience’s attention, in virtual presentations it is your volume, pace and pitch that are more likely to score you points for the ‘Engagement and Communication’ category of 3MT’s judging criteria.

Use volume to emphasise important parts. Quicken your pace to convey enthusiasm or urgency, and slow your pace when you introduce a new point.

Public speaking anxiety (and a burning desire to convey as much as possible about your research!) tends to make presenters talk too fast for the audience to absorb the information conveyed. Pay attention to your speech rate, a simple metric for how many words you speak per minute (wpm), and avoid going above the conversational speed of 120-150 wpm.

Lastly, avoid “ums” and instead pause. Strategic pauses prompt your audience to reflect on what you just said and enable them to follow what comes next. Used in the right way, a pause can have the same dramatic effect as a very loud noise.

2. Consider your language

You will be addressing a non-specialist audience, so opt for language that is neither subject-specific, nor replicating stilted conventions loved by academics all over the world such as Zombie nouns.

Language highbrow-ism — *pun intended* — has no place in the 3MT. As this excellent example of science communication demonstrates, it is possible to be technically accurate and accessible at the same time.

It is of course sometimes necessary and even interesting to use jargon in your presentation, but if you choose to do so you should devote time to explain the concept and why the audience should care. You may also set yourself a challenge: try to ensure that your three-minute talk is conducted within the 10,000 most-used words, which is not as easy as it sounds! Remember that language accessibility is part of the ‘Comprehension and Content’ marking category of the competition.

Last but not least, keep your sentences in active voice as this is more suitable for the spoken word and contributes towards reducing your wpm count.

3. Before you compete… warm-up!

Warming up before physical exercise is meant to prevent injuries and make the main workout more effective.

Warming up before your presentation has the same effect. If public speaking makes you anxious and you dread those minutes before you go on the stage (virtual or otherwise), one simple exercise to take you out of your misery is power posing.

Amy Cuddy, a social psychologist at Harvard Business School, argues that posing for two minutes in stances associated with confidence and power — lifted chest, arms high up or propped on the hips and head held up high —  before you give a talk produces sufficient physiological differences in your body (increases in testosterone and reduction in the stress related cortisol hormone) to improve your performance. You can also try voice warm-up exercises to get your vocal cords rolling.

4. Don’t throw jelly at people

It is a given that during the 3MT you will need to communicate the significance and purpose of your research, and this will be assessed by judges under the ‘Comprehension and Content’ category.

How to go about communicating that is not straightforward, though — and researchers do have a tendency of explaining things in a way that doesn’t necessarily correspond to how the audience wants to hear them.

Communications specialist Andy Bounds identifies the practice of saying too many irrelevant stuff as a common barren communication tactic, equivalent to “throwing jelly” at people and hoping that something will stick.

Instead of trying to convey every piece of detail about your project, focus on the bigger picture of why we should care. The Thesis Whisperer, Inger Mewburn, refers to this as the helicopter view of your work: how could your research change the way we feel/think/act in the future? What could it help us create or build? It may be that your research only makes a small contribution towards some bigger change that might occur one day, but that doesn’t mean you should shy away from explaining that connection and using it to elevate your pitch.

5. You only get a single visual aid — get it right

The 3MT only permits you a single slide as visual aid, one with no transitions, animation or sound. The slide itself is part of what you will be judged upon under the ‘Engagement and Communication’ criterion, so it is important that you make it intrinsic to the presentation. Your visual aid doesn’t have to be complicated to be impactful.

No one demonstrates this better than Rosanna Stevens, the 3MT winner of the ANU College of Arts and Social Sciences final 2014, who used an empty white slide to illustrate “white” ways of doing things that white people fail to recognise as such. What this example teaches us is that whatever is in your slide should serve a purpose. For example, it might be that your visual explains something about your research to participants that your words can’t, help you explain the story of your project through a metaphor, or induce some humour in your presentation.

6. Stage your virtual presence (before the presentation)

Stage presence can be as important as content in face-to-face presentations and the 3MT is no exception. This is another aspect that will gain you points towards the ‘Engagement and Communication’ category.

But how do you create impact when your stage is your kitchen and you are no more than a 16-inch video on someone’s screen?

For starters, consider your surroundings. A quiet room (carpeted is ideal as you will avoid echoey sound!) and a neutral background will help the audience to focus on you only. If the latter isn’t possible, just make sure your space is tidy.

You should also take care with where you place your streaming device. Use boxes or books if needed so that your webcam is at eye level, if you are presenting seated, or high enough if you are presenting standing.

The last element of staging is the lightning. If it isn’t possible to use a room that receives good natural light then consider having a desk lamp directed towards you.

7. Stage your virtual presence (during your presentation)

There are also things that you can do during your presentation to improve your stage presence.

While it is counter-intuitive not to look at your video image while talking, to create impact you should look directly into your web-camera. This will make your audience feel like you are addressing and looking at them directly.

Another aspect to consider during your presentation is you hand movements. Whether you are sitting, or standing, don’t be afraid to use your hands as you would in a face to face presentation. Research suggests that presentations where hands do some of the talking are far more popular than those featuring idle hands.

Want to find out more about the University’s 3MT competition? Visit the Bristol Doctoral College’s Three Minute Thesis page.

PGR pastimes during lockdown — a BDC competition

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#PGRpastimes during lockdown' | Nintendo Switch controllers; a book, a guitar; wool and knitting needles; jigsaw pieces; a person painting

For our latest competition, we’re asking PGRs a question: what’s the hobby or a creative outlet that’s been helping you to cope with the lockdown?

Whether it’s yoga, knitting or Animal Crossing: New Horizons, we want to hear about the activities and diversions that have been lifting your spirits during the COVID-19 situation. And taking part in our competition isn’t just a chance to win a prize (more on that below) — it’s also an opportunity to share your tips and insights with the whole PGR community.

How to enter the competition

To enter, just take a photo that illustrates a lockdown pastime and share it in one of the following ways:

  • as a comment on one of the Bristol Doctoral College’s #PGRpastimes Facebook posts
  • as a tweet with the #PGRpastimes hashtag
  • as an Instagram post with the #PGRpastimes hashtag
  • in an email to doctoral-college@bristol.ac.uk.

The prizes

We’ll pick three winners at random, and each PGR will receive a £20 Spotify or Netflix gift card. (The winners will be able to choose which gift card they’d like.)

Terms and conditions

  • The competition is open to current research students at the University of Bristol.
  • The closing date for entries is 11.59pm on Sunday 10 May 2020.
  • The winners will be chosen at random. As we’ll choose a winning individual rather than a winning entry, please note that submitting multiple photographs will not increase your chances of being selected.
  • The Bristol Doctoral College may share images from the competition in a future blogpost and on social media. Entrants who don’t want their images to be used are asked to notify the Bristol Doctoral College.
  • This competition is not held in partnership with either Netflix or Spotify.

 

7 steps for planning a successful live webinar

Posted on by Doctoral College

A virtual chat involving four cartoon PGRs

Do you have teaching responsibilities, or are you thinking about putting together a PGR-led seminar or writers’ retreat? Read our top tips for leading a live webinar.

1. Plan your content as well as modes of interaction

Keeping participants’ attention during a webinar is hard work, but a clear structure for the session and well-planned interactions can help mitigate that. Organise your content in clear themes/parts and let participants know upfront what the flow will look like.

There are many forms of interaction that you can build into your session depending on the platform you are using. Consider including opportunities for participants to ask questions via their microphones, setting them short tasks and asking them to contribute via the chat box (this encourages those that are less forthcoming to interact as well).

Through some platforms, such as Zoom, you can also put participants in smaller ‘break-out’ style web-rooms to enable small group discussion.

2. PowerPoint is your friend … most of the time

Even if you are leading a session that is not content heavy (for example, a writers’ retreat), sharing PowerPoint slides during your session is a good way of ensuring that participants know what is happening at all times. For example, you can use a PowerPoint slide to signpost that you are ready to receive questions, to specify the requirements of an interactive task, to indicate that it is break time (and at what time you will resume), etc.

However, keep in mind that sharing PowerPoint slides takes up a large portion of the screen and in some cases it might be preferable to shut it down, allowing a ‘gallery’ style view of participants’ web cameras to create a stronger sense of community.

3. Practise

Before leading a live session, you should practise managing the platform of your choice. Consider organising a test-run with a few friends or colleagues. You don’t need to replicate the full session but you should go through the key motions, including any planned points of interaction.

Alternatively, if you have access to a spare laptop, use it as a ‘faux’ participant and place it next to your main device to see how things will look like for your participants.

4. Send out joining instructions

Sending out simple joining instructions will help manage your participants’ expectation. How will they access the platform? Will they be expected to use their microphone? Will they have to put their web camera on?

You should also encourage participants to join the session a few minutes before the start time so that they can test their audio/visual.

5. Provide guidance on webinar etiquette at the start of the session

Devote a few minutes at the start of the session to taking participants through your webinar etiquette. You should explain upfront what forms of interactions they can expect, how and when you will take their questions, as well as a quick overview of the key controls of the platform you are using.

6. Get yourself a ‘wingman’

If possible, ask a fellow PGR to be your session wingman. This means that you have someone ready to step in and help if any of your participants have connection issues or if you need a hand with managing conversations in the chat box.

A wingman can also help you fill any awkward silences as you are waiting for all participants to join at the start of the session, as well as during the breaks. Initiating small talk with your wingman during downtime will encourage others to participate as well and help foster a sense of community that is much needed at the moment.

7. Follow up with participants if needed

Managing time during live sessions is a tricky business and issues with technology can also eat up delivery time. If this happens to you, then don’t stress. Tell your participants that you will follow up with some written notes on content that was not covered, or send them a voice-over-PowerPoint recording. If you didn’t have enough time to take questions then encourage participants to put their queries in the chat box or email you, and then follow up with a written Q & A.

Last but not least, remember that we have all been thrown into digital modes of learning and interacting very abruptly and making mistakes is expected. It’s all about progress, not perfection.

Stay tuned for more guidance on delivering digital content in future blog posts.

Top tips for a successful videolink viva

Posted on by Doctoral College

With current guidelines around COVID-19, vivas are being conducted by videolink where possible. What should you expect from a videolink viva and how can you prepare? The Bristol Doctoral College asked five PGRs who’ve been through the process to share their experiences and tips.  

Debbie Daniels, School of Biochemistry 


Why did you have to do your viva by videolink? 

My viva took place during the early stages of the COVID-19 outbreak – as non-essential travel was advised against and flight schedules were looking increasingly unreliable, we made the last-minute decision for my external examiner to take part via videolink.  

How did you prepare?

I was feeling a bit nervous about the prospect of a viva over videolink so one thing I did was to practise some answers to a few common opening viva questions, for example “why did you decide to do this project?” or “briefly summarise your project for us”. I think even if you don’t end up using them it makes you feel a bit more confident when beginning the viva, especially when you throw in the added nervousness of it not being in person! 

What was the main thing that stood out for you about the experience? 

Debbie Daniels
“It took a few minutes to settle in, but after that it really felt like my external examiner was in the room with me.” Debbie Daniels

How surprisingly normal it felt! It took a few minutes to settle in, but after that it really felt like my external examiner was in the room with me.  

In the end, I found it a really positive experience, despite the initial nerves! The whole process went really smoothly and my examiners even commented on the fact that they felt they were able to conduct the viva exactly as they would do in person. Overall, I would say to try not to be too nervous about the videolink aspect and to trust in your ability – you will have spent much of your PhD explaining your work to other people and doing it via videolink really feels no different. 

Any tips for someone who now has a videolink viva planned? 

Think about any aspects of your projects (for example, a complex experiment set-up) where your go-to explanation may have involved drawing a diagram or using other visual aids – this might be trickier to do via videolink so it could be worth practising some verbal explanations for these out loud during your viva prep.  

Catherine Chan, School of Humanities  


Why did you have to do your viva by videolink?  

My viva took place before the COVID-19 pandemic. One of my external examiners was supposed to come to Bristol from London but he had injured his back and had to restrict his mobility. The decision to move to videolink was quite last minute (if I’m not wrong, less than 24 hours before). 

How did you prepare and what did you learn?

Catherine Chan
“Having a set-up where you do not have to constantly worry about unnecessary details will help you focus on the exam.” Catherine Chan

Personally, there was not much I could do but to face the ‘challenge.’ I was a bit jumpy over the sudden change of plans, especially because I (and I trust a lot of others) have always found video calls/meetings awkward. I was mainly worried about the awkwardness and the possibility of glitches. Talking to my supervisor about this helped a lot, particularly because spelling out my worries in detail made me more aware of the actual issues I had with a Skype viva.   

Looking back, I wouldn’t have prepared differently.
If properly set up and with good internet connection, an online viva is not too different from an actual face-to-face examination. 

I have learned to be less wary of online videocalls/meetings and this has been extremely helpful during the current situation with COVID-19. I’ve increasingly dealt with online teaching and meetings in the last two months, and I can assure everyone that it does get easier after a few tries. 

Any tips for someone who now has a videolink viva planned? 

  • Take the videolink viva as you would a face-to-face examination. While you’re in the process, you’ll find yourself so immersed in dealing with the examiners’ questions and discussing your thesis that it feels as if everyone is physically present in the room. 
  • Make sure to do a test call (or a few test calls) to make sure that the internet connection is stable, you are comfortable with the angle of the camera, and that you’re showing only what you want to show in the background. Having a set-up where you do not have to constantly worry about unnecessary details will help you focus on the exam.

Jon Prager, Bristol Veterinary School 


How has COVID-19 impacted on your viva? 

In a way the most unsettling thing was constantly changing plans – when COVID-19 initially became a problem I was going to join the external examiner in London (where I’m now based) and have a two-way Skype call between Bristol and London, then my internal had to self-isolate so it was going to be three-way call, with him at home. Then, a couple of days before the viva, the external’s campus was closed so we moved to four-way Skype call from home.  

What was the main thing that stood out for you about the experience? 

Jon Prager
“My external examiner afterwards commented it was great to be able to do a viva in fluffy slippers” – Jon Prager

The examiners were both really friendly. In a way, because doing it by videolink was new for everyone, it meant we were all a bit unsure how things would work and could all laugh off any teething connections issues and lighten the atmosphere. (My internal examiner accidentally disconnected – I joked he was bored already!)

It all worked much more smoothly than I expected/feared, and certainly I don’t think it had any negative impact on the viva. My external examiner afterwards commented it was great to be able to do a viva in fluffy slippers – so that’s one positive!  

Any tips for someone who now has a videolink viva planned? 

  • Check your internet connection and platform set-up. Do a test call with and without a headset to find the best approach for you.
  • Try to find somewhere quiet and without distractions. Make sure anyone around knows when you’ll be busy so you’re not disturbed. Similarly, close your emails and any other messaging apps to avoid distracting notifications.  
  • Think about how you’ll reference your thesis during the viva. I considered marking up my thesis digitally but ended up sticking to pen and paper.  
  • Check whether the examiners want you to join at the diary start time, or whether they will want to discuss first and ask you to join later.

Vivian Kong, School of Humanities 


What was your experience and how did you prepare?

Vivian Kong
“Before the viva I had a mini-mock viva with a friend over Skype.” Vivian Kong

Before the viva, I worried whether I would be able to hear everything clearly over Skype and understand my examiners’ questions. English is my second language, which also added to my concern. I also had concerns about other practical issues, such as internet speed and sound clash.  

Before the viva I had a mini-mock viva with a friend over Skype. My friend asked me standard questions about the thesis and checked if my answers were audible and clear over Skype. That really helped ease my concerns, as I knew the right speed and volume to speak at in order to convey my thoughts. 

How did it go in the end? 

There were occasions where I couldn’t hear my examiners properly, and I had to ask them to repeat. However, once my examiners started asking me inspiring questions and gave me feedback, I almost forgot we were doing it over Skype! Having done a videolink viva, I understand how one may find it trickier to prepare, but I hope my positive experience can give students preparing for a videolink viva some assurance, and hope they’d find their viva useful too! 

Hang Yee Leung, School of Education


Why did you have to do your viva by videolink?

Hang Yee Leung
“I tried to maintain a healthy body and peaceful mind.” Hang Yee Leung

My doctorate was based at City University in Hong Kong and taught by academic staff from the University of Bristol. My viva was originally scheduled to take place in Hong Kong. However, due to the spread of COVID-19, the teaching team had returned to the UK and the viva was rescheduled to take place in Bristol. Unfortunately this was also cancelled due to closure of the School of Education. I was then informed that my viva would be conducted by Zoom two days before the scheduled date, with the five attendees all dialling in from separate locations.

How did you prepare for it?

Despite the coronavirus pandemic and sudden transition from offline to online viva, I tried to maintain a healthy body and peaceful mind, which helped me turning the viva from a challenge to an enjoyable experience.

Any tips for someone who now has a videolink viva planned?

  • As well as academic preparations and getting used to the technology, take the time for a walk or listen to your favourite music when you are feeling stressed.
  • Getting enough sleep and having a clear mind are also vital for a successful viva.

What are your thoughts, looking back on the experience?

To cite a quote from Forrest Gump: “Life is like a box of chocolates. You never know what you’re going to get.” 2020 is perhaps one of the most tumultuous years in many people’s life, but we should never give up hope. Good luck to all candidates who are going to attend an online viva. Enjoy the experience and learn from it.

Find out more

‘Jump at the chance’ — 3MT advice from a Bristol winner

Posted on by Doctoral College
Rebecca Shaw presenting during Bristol’s Three Minute Thesis final (Colston Hall, May 2019)
Rebecca Shaw presenting during Bristol’s Three Minute Thesis final (Colston Hall, May 2019)

What does taking part in the Three Minute Thesis (3MT) competition really involve — and what do doctoral researchers get out of it?

Rebecca Shaw, a postgraduate researcher in the School of Humanities, shares her reflections on winning the University of Bristol’s 2019 competition.

The idea seems simple enough – write a three-minute speech about your research and present it in front of your audience. But actually, as it turns out, 180 seconds isn’t that long! Making this the perfect challenge for any doctoral student.

I entered the 3MT competition during my second year of my PhD, and it was a fantastic opportunity to gain a fresh perspective on my research, and think about it in a different way.

For while we, as doctoral students, are intimately aware of our own research projects, distilling them down to a three-minute speech that will appeal and make sense to the general public – well, that’s not as easy as it sounds.

The trick I found was to find a ‘hook’; some aspect of your research that could get your audience interested and thinking, ‘hmm, this sounds interesting’. Here, the bespoke training offered by the Bristol Doctoral College was invaluable. Discussing your presentation with the Bristol Doctoral College staff and other research students, who have no idea about your research or even your subject area, can help you find that ‘hook’.

The training also offered you a chance to practise your presentation, as on the day (yep, you guessed it!), you aren’t allowed any notes or prompts. Just one static slide that you can refer to throughout your presentation. And don’t forget about that three-minute rule – one second over and you’ll be disqualified. Timing really is everything.

The semi-final of the competition soon came around, and after a final practise in the space, I felt ready. It really does feel like everyone’s presentations are amazing – each competitor had clearly put in a huge amount of work, so the competition was tough.

What I found, though, is that it’s not just what you say, but how you say it too. Deliver your speech with confidence, as if you’re telling a story on stage – the idea is to get the audience to engage with your research and your presentation. They are never going to do that if you mumble your speech while looking at your shoes. So, perform it!

The same goes for the final. At this stage, you really are competing against the best presentations. The final takes place at the end of the Research without Borders day, which I had also taken part in. It was quite a long day, as you can imagine, but I just thought – I’ve got one chance to wow everybody, let’s do this.

When my name was announced as the winner, I was genuinely surprised and of course, thrilled. The whole experience of 3MT had been quite the rollercoaster, much like any PhD! But given the chance to hone and practice your presentation skills, conquer any fear of public speaking, and gain fresh perspectives on your research – what research student wouldn’t jump at the chance?

So give it a go, and if you do enter, good luck!

Interested in taking part this year? You only have until 9am on Monday 16 March to apply for the University’s 2020 competition, so don’t delay!

To submit your application now, visit the Bristol Doctoral College’s 3MT pages.