Learning & Teaching

Title of case study	Guest speaker - individual sessions
School / subject	MVLS Graduate School, MSc Science Communications
Lecturer	Dr Ana Da Silva Costa
Course	BIOL5412 Digital Media
Student Level	PGT
Class size	8
Location	Gilmorehill campus

Brief summary

BIOL5412 Digital Media is a highly specialised course which has been running as a core component in the MSc Science Communications for 2 academic years. Due to its specialised nature, we have invited a few guest speakers who specialise in the field. The course focusses on digital media use to share science. We understood from the early days of development that the course could and should be enhanced by having social media managers and content creators involved in course delivery. Our programme trains communicators in science specifically. As such, we recruited, a social media manager who has worked with charities and other industries. We also invited a press release communicator, amongst other roles. These guests deliver the content we would otherwise be unable to deliver in such depth. These speakers are from personal contacts and also from people wanting to engage with the programme.  Some of the speakers are motivated to meet future student talent. 

 

Objectives

The objective of this collaboration is to: 

• Provide real-life experience to the students 

• Create scenarios for problem-solving 

• Career advice and networking 

What is done?

Yearly, no later than 3 months prior to the start of the course, both parties meet. In this first meeting, both parties agree on the content and how it aligns with the course ILOs and assessments. Both the guest speaker and the lecturer must agree with changes, dates and sessions. This is done to ensure all ILOs are delivered in full, the students have enough knowledge and support to complete assessments and that everything is taught in accordance with PGT expectations. It must be added that the staff member is involved in determining some of the content to ensure there is no repetition with other courses under the same programme. 

The lecturer emails the guest speaker before the start of the course to go over final details, where there may be accessibility needs. 

What works well?

• The lecturer attends the session with the speaker to ensure it meets the ILO.  

• The guest speaker brings valuable real-world experience from their ongoing work in the field, enabling them to present realistic scenarios and problem-solving opportunities that enhance student engagement and practical understanding. 

• Guest speakers may also invite colleagues or professional contacts to contribute to specialist sessions, providing additional expertise and support. 

Benefits (students & staff)

• Greater exposure to real-life scenarios for students to engage with 

• Guest speaker can speak to what goes into pitching an article, writing, editing and publishing  

• Students value other guest speakers who offer valuable insights 

• Students have the opportunity to explore career options and begin building their professional network from an early stage 
• Staff can also network and form new professional relationships 
• Staff can benefit from teaching being delivered to a high standard 

Challenges (students & staff)

• We are still learning - as each cohort offers unique feedback. Future lecture improvements are guided primarily by comments on content, such as how well it aligns with assessments, rather than on individual personalities or logistical details. 

• Students have commented that, because lecturers runs assessments and formative assessment feedback, sometimes what they receive goes against what the guest speaker has said, we are now working more closely together to ensure there is no disparity. 

• Previously students had commented that lecturers repeat across different courses, hence why we now meet and go over content before the course is delivered. 

What did you learn?

• Clear communication is essential. Staff must ensure the speaker understands the intended content of the session and how it aligns with the intended learning outcomes (ILOs). In my experience, it's easy to feel so delighted that they have turned up and infer confidence in a speaker's expertise that you may overlook the need to clearly define expectations and content from the outset.  

• When working with research-focused speakers, it’s important to encourage them to share broader insights and key learnings beyond just their own research, as there can be a tendency to focus solely on their specific work. 
• Depending on the cohort, encouraging students to ask questions throughout the session can help engagement and participation; this is not always possible especially with large classes and tight timings. 
• Speakers should be encouraged to outline the session structure at the beginning, including details such as break times. 
• Both lecturer and guest speakers should remain open to feedback from one another, from students. This can be gathered through formal channels, such as staff-student liaison meetings, as well as informally, for example, during follow-up sessions without the guest speaker present to allow space for reflection and constructive discussion. 
• The lecturer must be informed of what the course content will be ahead of time to ensure no repeated sessions. 
• While discussing fees and costs may feel uncomfortable, addressing them early helps prevent confusion or misunderstandings later on. 
• Assessment requirements should be clearly defined so that guest speakers can support students in alignment with the goals and expectations set by UofG staff.

What advice would you give to others?

• Discuss costs as soon as possible, as well as the payment process  

• The lecturer should be clear in explaining the aim of the session and how it fits into the overall course and assessments  

• Clearly communicate the expected level of depth and complexity required for PGT teaching to the speaker