In this post, Dr Claire Haggett emphasises the profound impact of building academic relationships between staff and students. Stressing the requirement for sustained interaction, personal engagements, and proactive outreach, she discusses how these efforts not only aid academic success but significantly enrich the university’s learning environment. Dr. Haggett teaches at the School of Social and Political Science and serves as the Cohort Lead for Honours Sustainable Development students at The University of Edinburgh. This post belongs to the Oct-Nov Learning & Teaching Enhancement theme: Engaging and Empowering Learning at The University of Edinburgh

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If I start off this blog by talking about the theme song to the US sitcom ‘Cheers’, it will likely both age me and baffle some of my students (an issue I am facing with increasing regularity). But the idea that you could be at a place where ‘everybody knows your name’ has always resonated with me when thinking about academic relationships between staff and students. Of course, not everybody can know the name of each student – but I think someone should. There should be an academic who knows you, who is interested in you, and who will always be pleased to see you.

I think building these academic relationships takes three things.

Firstly, they need to be based on more than ‘one-off’ interactions. We know that students value ongoing academic support and advice; and as an internationally renowned academic institution, providing this should be absolutely fundamental to what we do. Course organisers, lecturers, tutors, and supervisors provide specific advice.  All of this is important. But it’s the ‘ongoing’ bit that can be so crucial. This means getting to know our students, valuing them as learners, and being able to support them through their academic journey.

Secondly, it means working one-to-one. Building relationships means doing something in addition to the cohort events that are the main way in which academics and students interact in the new Student Support Model.  We know that group events are valuable, peer support really matters, and that feeling part of a community is vital; but we also know that turn-out is often very low. Cohort events are important, but are never going to meet the needs of every student, no matter how much work or planning or pizza goes into them. They don’t – and can’t – provide the academic support for students that they deserve.

Thirdly, it means staff providing students with a reason to engage. We know that engagement matters. In my subject, we’ve been analysing some data on this – and in the simplest terms, and probably fairly unsurprisingly, students who engage more do better. If they turn up to classes, they get higher marks. But engagement matters outside the classroom too. If students turn up, we can also take steps to promote their wellbeing, check in with them, and make sure they have the support that they need.

The new Student Support Model doesn’t facilitate this – students now need to recognise that something may be wrong, know who to contact, and be in a position to be able to reach out; and of course, those difficulties themselves may make it extremely difficult to be able to ask for help. Students are no longer mandated to meet even infrequently with an academic – at an academic institution. We only chase the ones in real trouble, and there’s no process to catch those who are starting to struggle with their studying, could do with a boost, or who don’t know where to turn to try and do better.

Building academic relationships

This is why an ongoing academic relationship matters so much. It can provide overarching and continuing and tailored advice. It can provide a reason to engage – having a known contact, a friendly face, a place in which you will be welcome and will be valued.

Building these academic relationships is both simple and difficult. What is needed is very often straightforward – being approachable and willing. Having the resources to deliver this is more challenging. It means providing the time and space to be available. It means creating opportunities to be in contact. It means being proactive and reaching out to students. If we need to get students to engage, then it has to be in a way that they will feel is worthwhile, meaningful, and in which they feel comfortable.

But building academic relationships isn’t just about supporting students in need and trying to reach them before things get really bad; for many staff, it’s the most positive and worthwhile and rewarding part of our jobs. Because we get to talk to students. We get to hear about their ideas, their ambitions, their vision. We get to discuss what they might want to explore in their dissertation, the reading they found really interesting, the course they loved. We can talk about what’s working, what could go better, and try and provide some wisdom (or what we’ve learnt and wish we’d known).  And we get to be inspired.  My students bring me such hope – their energy, their enthusiasm, their belief that things can and should get better – is so encouraging, invigorating, and humbling. The diversity and depth of experience that students bring means not viewing teaching as a hierarchy but a mutual way to learn. Building an academic relationship means an enriched learning and teaching environment – for everyone.

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Claire Haggett

Claire is a Senior Lecturer in Sociology and Sustainability in the School of Social Political Science, and Cohort Lead for Honours Sustainable Development students. She was hugely honoured to win the EUSA Teaching Award for Cohort Lead of the Year in April 2024 (and still feels chuffed to bits).

In this extra post, Colette Revadillo, David Geddes, and Anya Tan showcase  APEX 7, an upcoming student-led medical research expedition to Bolivia that seeks to advance the field of high-altitude medicine. Colette, David and Anya are currently undergraduate Medical Students at the Edinburgh Medical School and are all part of the APEX Committee

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What can medical students achieve during their time in medical school? It’s easy to assume that our journey is all about mastering anatomy, perfecting clinical skills, and keeping up with exams. But what if we could go beyond this? What if, during our time as students, we could lead international research expeditions, contribute to groundbreaking discoveries, and push the frontiers of global health—all while balancing our studies?

This is precisely what Altitude Physiology Expeditions (APEX), a Scottish charity founded by University of Edinburgh medical students, has made possible for over two decades. Established in 2001, APEX has organized six successful high-altitude research expeditions, with the seventh—APEX 7—scheduled for the summer of 2025. Each expedition is student-led, giving participants an unparalleled opportunity to engage in research, build leadership skills, and make tangible contributions to science while still in medical school.

APEX: A unique blend of education and innovation

The core mission of APEX is to study the effects of hypoxia—reduced oxygen levels at high altitudes—on the human body. While this may seem relevant only to mountaineers or elite athletes, hypoxia research has far-reaching applications in healthcare, especially for conditions like chronic obstructive pulmonary disease (COPD) and heart failure. By understanding how the body adapts to low-oxygen environments, we can develop better treatments for patients suffering from oxygen deprivation.

What makes APEX truly exceptional is its commitment to student leadership. Medical students organise every aspect of the expeditions, from research design and fundraising to logistics and safety management. This level of responsibility gives us the chance to take what we learn in the classroom and apply it in a high-stakes, real-world setting.

APEX 7: The most ambitious expedition yet

APEX 7, planned for June and July 2025, promises to be the largest and most ambitious expedition in APEX’s history. With a team of 80 to 100 volunteers from the University of Edinburgh, we will travel to Bolivia, where we’ll spend 16 days conducting research at high altitudes. The journey will take us to La Paz (3,800 meters) for acclimatisation before moving to the Huayna Potosi Base Camp at 4,700 meters, where most of the research will occur.

One of the most exciting aspects of APEX 7 is its scale – it will be the largest controlled ascent ever conducted in medical research. The expedition is being led by eight senior medical students who previously participated in APEX 6. Balancing their academic commitments with the demanding task of organising this expedition, these students have been working for months to plan research projects, secure funding, and ensure the safety of all participants.

Among the student leaders are:

• Ben Harrison (Head of Funding, Grants, and Sponsorship)
• Ella McElnea (Head of Volunteers and Well-being)
• Cami Maezelle (Head of Funding, Grants, and Sponsorship)
• Anya Tan (Head of Research)
• Cameron Norton (Expedition Leader)
• David Geddes (Expedition Leader)

As part of this team, I can say firsthand that organising APEX 7 has been an incredible learning experience. We’ve gained skills in project management, teamwork, and research that go far beyond traditional medical training.

Research at high altitude: A hands-on learning experience

The heart of APEX lies in its research. Some of the exciting research projects planned for APEX 7 include:

• Gene expression at high altitude: This study will analyse how certain genetic variants regulate gene expression in response to hypoxia. By identifying these genetic markers, we can better understand why some individuals are more susceptible to altitude sickness or hypoxia-related conditions.
• Altitude and eczema: This project will explore whether high-altitude environments can alleviate symptoms of eczema, a condition often worsened by allergens and humidity. We will compare eczema severity in participants at different altitudes to see if there’s a correlation.
• Cortisol variation: Using a novel device to measure cortisol levels in the interstitial fluid over 24 hours, we will study how hypoxia affects the body’s stress response. Understanding this could lead to better management of stress in patients experiencing hypoxia.
• Cognitive performance under hypoxia: We will also assess how cognitive abilities are affected by altitude, testing participants at various points during the expedition to determine how decision-making and problem-solving skills are impacted by reduced oxygen levels.

These projects not only allow us to contribute to cutting-edge medical research but also give us hands-on experience of the scientific process—from study design and data collection to analysis and publication. It’s a rare opportunity to be directly involved in research that could have real-world medical applications, all while still in medical school.

What APEX teaches us: Lessons beyond the classroom

APEX is more than just a research expedition; it’s a powerful learning experience. Organising and leading an expedition of this scale requires skills that we don’t always develop in traditional medical education—leadership, problem-solving, and interdisciplinary collaboration. These are the kinds of skills that will serve us well throughout our medical careers, whether we pursue clinical practice, research, or other paths.

Being part of APEX also reminds us that medical school is about more than just learning from textbooks and lectures. It’s about exploring new areas of interest, taking on challenges, and pushing ourselves to make meaningful contributions to the field of medicine. Through initiatives like APEX, students have the chance to take ownership of their education and create opportunities that will shape their future careers.

Getting involved: A call to action

If you’re a student at the University of Edinburgh interested in medical research, global health, or expedition medicine, APEX is an unparalleled opportunity to get involved. Recruitment for APEX 7 volunteers will begin this autumn, with information sessions and workshops available for those who want to learn more. Whether you’re interested in scientific research, logistics, or volunteer coordination, there’s a role for you in APEX. Please email: apex7@altitude.org to register your interest!

In short, APEX 7 is a testament to what medical students can achieve when given the opportunity to lead, innovate, and explore. We’re not just learning medicine—we’re making discoveries that could change it. And that, I believe, is what makes APEX so special.

Read previous Teaching Matters blog posts on APEX expeditions:

• The APEX 5 Expedition: The Peak of Altitude Research
• APEX 6: Student-led learning in the Andes

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Colette Revadillo

Colette is a 5th Year Medical Student, and Head of Communications of APEX 7.

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David Geddes

David is a 4th Year Medical Student, and Expedition Leader of APEX 7.

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Anya Tan

Anya is a 6th Year Medical Student, and Head of Research of APEX 7.

Welcome to Oct-Nov Learning & Teaching Enhancement theme: Engaging and Empowering Learning at The University of Edinburgh

In this inaugural post of our blog series, Kirsten Cowan, co-editor and passionate advocate for transformative educational practices, delves into the pivotal themes of engagement and empowerment at The University of Edinburgh. This series, a collaborative effort among a diverse group of staff and students, aims to highlight the dynamic and innovative ways we are advancing learning toward the ambitious goals of Strategy 2030. Join us as we explore how these foundational principles are shaping the future of education and fostering a community of inspired, empowered learners.

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As The University of Edinburgh advances towards the goals set in Strategy 2030, we remain steadfast in our mission to reshape the world through our esteemed research, robust civic contributions, and trailblazing educational practices. At the core of our educational philosophy is an unwavering commitment to the well-being of our students—a pivotal aspect of our approach to teaching and learning. Recognising the crucial role that engagement and empowerment play in the academic experience, we are dedicated to cultivating a learning environment that wholeheartedly embraces and enhances these themes.

Under Strategy 2030, our educational practices continually evolve to meet diverse learning needs, ensuring that every student benefits from innovative, personalised educational approaches. Our efforts are bolstered by leading-edge research, advanced facilities, and a dynamic curriculum designed to prepare students for the challenges and opportunities of today and tomorrow. By fostering collaborative and inclusive learning spaces, we empower students to take active roles in their educational journeys, transforming them into discerning leaders and innovators equipped to drive progress.

Moreover, our strategy recognises the importance of extending our impact beyond university walls—combining global influence with local engagement. In this way, The University of Edinburgh aspires to continue being a luminary of knowledge and innovation, committed to enriching societies through an educational practice that prioritises student empowerment and welfare.

Why engagement and empowerment matter

True engagement in education extends beyond simply capturing students’ interest. It means motivating students to participate actively, thus sparking a genuine desire to learn. Achieving this requires a blend of cognitive challenges, emotional support, and encouraging students to behave in engaged ways. On the flip side, empowering students involves creating settings where they can take charge of their learning journey, thereby building essential skills, confidence, and independence. By enriching traditional methods with innovative approaches—advanced assessment tactics, interactive technology integration, and diverse student-centred strategies—we open new avenues for learners to excel.

Extending impact beyond classrooms

Our commitment to engagement and empowerment transcends physical spaces and conventional teaching methods—it nourishes the broader dynamics of today’s varied and vibrant educational landscape. Strategy 2030 emphasises a comprehensive view, fostering an atmosphere of inclusivity, interdisciplinary cooperation, and strong community bonding. Thus, transforming education at The University of Edinburgh means communicating with learners who are curious, self-reliant, resilient, and well-equipped to tackle future challenges. Our goal is not just to keep pace with educational trends but to actively influence them, paving new pathways for our students to succeed and flourish in an ever-changing world.

Launching the blog series

When the call for contributions to a 9-blog post series on engaging and empowering learners opened, we received an overwhelming response from The University of Edinburgh community. As such, it’s clear that the topic is highly resonant among our staff and students. This inspired us to structure our reflections in a four-part series. This ensures a thorough exploration of these critical themes from a community and class perspective. The first instalment, running from October through November, will focus on establishing environments that make students feel both capable and secure—an essential foundation for engagement and empowerment.

Exploring key themes of ‘setting the stage for engaging and empowering learners’ with experts

In the inaugural post of the instalment, Noel Entwistle, a well-known educational psychologist, describes how research into teaching and learning in this university, and elsewhere, has changed its focus over the years, with the balance moving from how to lecture to give the student the ‘right’ knowledge, through a form of ‘enlightenment’ that brought the student experience into the picture, and onto the current situation where students are expected to engage with both the subject matter and life as a whole within and outside the university.

The next three blogs in this series will demonstrate the impact of community efforts on student empowerment and confidence. We will explore the Ambassadors for Student Carers Scheme, examine extracurricular events that celebrate linguistic and cultural diversity, and delve into the crucial role of developing academic relationships. Following these, four more posts will challenge the traditional limits of education, illustrating how their re-evaluation has not only fostered a greater sense of inclusion and diversity but also amplified student voices. These entries will cover topics such as English language courses, student-led projects from various societies, reforms in the Student Representation scheme, and strategies for democratizing educational dialogue.

Join us on this journey

Stay tuned in as we explore these compelling facets of student life at The University of Edinburgh. Each post aims to not only inform but also inspire, contributing to a dialogue that empowers and engages all members of our community.

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Kirsten Cowan

Dr Kirsten Cowan is a Senior Lecturer in Marketing in the Business School. She has been working at The University of Edinburgh for the past six years, teaching mostly undergraduate students. Her research explores how immersive technologies can influence consumer decision-making by changing the way that people think and remember. This research has led to the creation of a book entitled ‘The Reality of Virtuality’ and several articles published in top marketing journals. Her research has also led her to integrate virtual reality in the classroom to facilitate student learning. She has a PhD from The University of North Texas.