Jess delivers Early Career Researcher Keynote for Freshwater Biological Association

This year’s Annual Scientific Meeting for the Freshwater Biological Association (FBA) – held on 11 June at Edinburgh Napier University – explored the theme of “Emerging approaches for freshwater science”.

Across many parts of the world, freshwater habitats – which host 10 times the biodiversity per area than the land or sea – remain at critical risk from climate change. Freshwater vertebrate populations are declining (at a rate almost double that of those on land and in the sea) and rising levels of water pollution are combining with this widespread degradation in freshwater ecosystems.

But advances in robotics, biotechnology, AI, and remote sensing are all expanding the amount and the quality of data available to academics and policy makers exponentially.

The challenge now – and the opportunity – is immense; and the FBA works internationally to reverse the decline in freshwater biodiversity.

This year’s meeting explored a range of new approaches to freshwater science, including bio/hydro acoustics, eDNA, citizen science, drones and the emerging role of machine learning for pattern recognition.

The event shone a spotlight on these cutting-edge methodologies, which are driving action-focused, independent science to help understand and conserve freshwater habitats globally.

The event included keynotes from Jennifer Dodd, Associate Professor from Edinburgh Napier University’s Centre for Conservation & Restoration Science (CCRS); Bernd Hänfling, UHI Inverness; Brian Hayden Atomic Ecology; and the prestigious early career researcher keynote: delivered this year by Jess Lister, a PhD student in Edinburgh Napier ’s School of Applied Sciences.

PhD Jess Lister with Dr Jennifer Dodd
ENU PhD student Jess Lister with Dr Jennifer Dodd at the Freshwater Biological Association Annual Meeting

Jess (pictured with Dr Dodd) presented her ground-breaking research, which examines the impact of human noise on freshwater soundscapes and animal communication, through a talk entitled: ‘The Plecoptera’s Paradiddle – Advancing acoustic approaches to uncover stonefly behaviour’.

For more information on the issues raised and how our academics in the Centre for Conservation and Restoration Science can help, contact us through the University’s Innovation Hub

Understanding and Promoting Ethnic Minority Communities’ Public Engagement in Scotland’s Net Zero Transition

Understanding and Promoting Ethnic Minority Communities’ Public Engagement in Scotland’s Net Zero Transition is a project designed to develop an initial understanding of the current levels and forms of ethnic minorities’ engagement in climate and environmental initiatives in Scotland.

A recent workshop invited participants from community organisations, local/central public organisations, and universities across Scotland working with ethnic minorities, especially on climate and environmental issues,  to:

1) identify the ecosystem of ethnic minorities’ engagement in climate and environmental action, including policy factors, key stakeholders, rural-and-urban dynamics, challenges, and opportunities; and

2) initiate a collaborative network to support ongoing collaboration in this area, particularly actions and policy development towards inclusive and just Net Zero Transition.

The workshop

To learn more about the workshop watch our video

Outcome

At the end of the workshop, participants strongly agreed that there remains a significant gap in translating community experiences and practices into effective and equitable policymaking within Scotland’s just transition to net zero. There was a shared enthusiasm to support the development of a close-knit network to address this gap, bringing practitioners, researchers, and policymakers together to support future action and impact.

Towards Inclusive Climate Action (TICA) is a new research project, led by Dr Guanyu Jason Ran, Lecturer in Sociology and Social Policy at Edinburgh Napier. It is jointly funded by SAS Knowledge Exchange and Innovation Fund (25/26) and British Academy Early Career Researcher Network Seed Fund (25/26).

Participants

The workshop participations were from the following organisations: Networking Key Services (NKS), Edinburgh & Lothians Regional Equality Council (ELREC), SCOREscotland, Edinburgh Communities Climate Action Network (ECCAN), Council of Ethnic Minority Voluntary Sector Organisations (CEMVO), Mobilising Community Action Scotland (MCAS), Ethnic Minority Environmental Network (EMEN), 2050 Climate Group, Women’s Environmental Network, Active Inquiry, Global South Voices Project, Environmental Rights Centre for Scotland, Zero Waste Scotland, The Welcoming Association, Royal Botanic Garden Edinburgh, University of Glasgow, University of Edinburgh, Edinburgh Napier University.

“Bringing sport to life for young people is at the heart of effective coaching”

Bringing sport to life for young people is at the heart of effective coaching, and a recent initiative delivered in partnership with Active Schools Edinburgh did exactly that. Organised by Dr Cedric English and Dr Gordon Dunlop, P6 and P7 pupils from three local primary schools—Gylemuir Primary School, Murrayburn Primary School and Broomhouse Primary School—were invited to take part in a series of engaging, two-hour coaching sessions designed to inspire participation, build confidence, and introduce new sporting experiences.

The sessions were delivered by third-year Sports Coaching students from Edinburgh Napier University (ENU) as part of their Practical Coaching and Development module. This provided a valuable opportunity for students to apply their learning in a real-world setting, developing their coaching skills while making a meaningful impact in local schools.

Each session was carefully structured to expose pupils to four different activities: volleyball, pickleball, boccia, and a sports science testing station. For many of the children, these were entirely new experiences. Volleyball and pickleball offered fast-paced, skill-based games that encouraged teamwork and coordination, while boccia introduced a more inclusive activity, emphasising precision, strategy, and teamwork.

One of the highlights of the programme was the sports science station, where pupils had the chance to test their physical abilities in a fun and interactive way. Measuring their fastest 10m sprint, highest jump, and quickest reaction times, this element sparked curiosity and excitement, allowing children to engage with the science behind sport. It also encouraged a sense of personal challenge, as pupils (and often teachers!) aimed to improve their own performances.

The value of this varied and inclusive approach was reflected in feedback from participating schools:

“The staff and students were welcoming and inclusive of all learners. The rotations gave children enough time to develop their skills while keeping their interest throughout. The sports science section was a particular highlight, with pupils fascinated by the equipment and enjoying the competitive element. I would be delighted to attend similar sessions with future classes.” Lynsey Joyce, Gylemuir Primary School

From a coaching perspective, the initiative was equally impactful. ENU students were responsible for planning, delivering, and adapting sessions to meet the needs of diverse groups of young participants. This required clear communication, creativity, and the ability to think on their feet—encouraging them to become more reflective and agile practitioners, key attributes for any developing coach. Working across different schools also exposed students to varied environments and learner needs, further enhancing their experience.

Importantly, the sessions fostered a positive and supportive atmosphere where enjoyment was prioritised. Smiles, laughter, and enthusiastic participation were clear indicators of success, and for many pupils, this initiative may represent their first step towards ongoing involvement in sport and physical activity, reinforcing the longer-term value of creating positive early experiences of sport.

This positive experience was also reflected by Amy Maclennaghan from the Active Schools Forrester Hub, who said:

“It was an amazing experience for our pupils from start to finish. They were impressed with the outstanding facilities and enjoyed having so much space compared to the standard gym hall size they are used to. The variety of activities on offer was excellent, and the students’ sessions were engaging and fun.”

Madison Downie, from Murrayburn Primary School was thrilled to share that:

“Murrayburn P7’s thoroughly enjoyed the coaching session at Napier University. The children took part in sports many hadn’t even heard of. It was a fantastic way to introduce the new sports and all coaches were very enthusiastic and friendly, meaning all of our pupils took part and put lots of effort in. The children particularly enjoyed the sports science station at the coaching session, giving them insight into an area of science they hadn’t studied in primary school. I would say the children put more effort into their typical PE lessons, maybe due to the new sports introduced, space to play the sports properly or enthusiasm from the coaches involved. Thank you very much for the opportunity!”

Overall, the programme highlights the value of partnerships between universities and local schools. It not only enriches the learning experience of coaching students but also provides young people with access to high-quality, engaging physical activity opportunities. Initiatives like this demonstrate how coaching can extend beyond performance, contributing to community engagement, education, and lifelong participation in sport.

Written by: Dr Gordon Dunlop and Dr Cedric English

 

Meet graduate Jack Carberry, PGDE Biology

Jack graduated in 2025 and is currently completing his probationary year in Stirling.

“Completing the PGDE in Biology at Edinburgh Napier University was a really important experience that shaped me into the teacher I am today. Before starting the course, I was extremely nervous about the idea of standing in front of a class and teaching for the first time, but the structure and support built into the programme helped push me out of my comfort zone. Each module and school placement gradually built my confidence and helped me find my voice and develop my own teaching style.

What stood out to me was that the course not only taught me about education theory but also how to apply that knowledge in real classroom situations. For example, exploring topics like cognitive load theory and the wider context of learning gave me a much better understanding of how pupils process information and how thoughtful lesson planning can make a real difference to pupils’ learning and understanding.

I really valued the balance between theory and practice. Spending time in labs developing Biology and BGE Science teaching skills, as well as practising teaching in front of peers, giving and receiving feedback, and practising marking assessments, gave me the hands-on experience I needed. These sessions were challenging but incredibly worthwhile, and they made me feel much more prepared for teaching in real schools, especially when it came to probation.

The peer support throughout the course was also something I really appreciated. Everyone was so willing to share ideas and encouragement, and that sense of community made such a difference during the more demanding parts of the year. The lecturers were also extremely supportive, and their enthusiasm for each subject and aspect of the course made a huge impact by making it a more enjoyable experience.

Overall, the PGDE was a demanding but rewarding year. It gave me the confidence, knowledge, and mindset I needed to start my probationary year feeling ready, supported, and excited about my future in teaching. I highly recommend Edinburgh Napier for PGDE because it provides an excellent balance of academic study, practical experience, and personal support, all of which prepare you for the classroom while inspiring you to become the best teacher you can be.”

Written by: Jack Carberry, PGDE Biology

Edinburgh Napier University offers a PGDE in specialisms such as Maths, Physics, English, Biology & Chemistry, both full-time and part-time.

CASES first chair of Teaching and Learning Enhancement Division

We congratulate Dr Mel Leggate, Associate Professor in Exercise Physiology and Head of Sport, Exercise and Health Sciences at Edinburgh Napier University, on her appointment as the inaugural chair of the Teaching and Learning Enhancement Division at the Chartered Association for Sport and Exercise Sciences, CASES.

A delighted Mel said, “I have learned a great deal through my involvement with the Education and Teaching Special Interest Group (E&T SIG), under the excellent leadership of Professor Joanne Hudson FCASES, and I am excited to take this next step as we establish ourselves as a newly formed Division.

“This is an important time for teaching and learning in Sport and Exercise Science. Educators across the sector face unprecedented sector pressures, and how students learn and engage with their studies has evolved significantly. The Division will promote excellence through scholarship in teaching and learning, support evidence-informed practice, and provide practical support that helps to deliver quality education.

“I am passionate about creating a Division that brings people together, shares good practice across diverse settings, and ensures CASES provides tangible value for members at all career stages. I look forward to working with the Division Committee and the Board to identify our priorities and support teaching and learning excellence in Sport and Exercise Science.”

Meet graduate Kate Wood, PGDE Biology

Kate Wood is proudly working at Speyside High School in Morayshire after graduation.

“Choosing to complete my PGDE (Biology) at Edinburgh Napier University was one of the best decisions I’ve made, and I would wholeheartedly recommend the programme to anyone considering a career in teaching.

I first approached the university a couple of years before applying, when I was considering a career change and exploring becoming a teacher. Dr Eric Easton generously took the time to review my transcript and offer thoughtful advice. That early compassion and professionalism turned out to reflect the ethos of the entire programme.

Once on the course, I found the staff to be deeply experienced, supportive, and genuinely committed to shaping well-rounded, reflective practitioners. The tutors complemented one another exceptionally well, offering different strengths and perspectives that created a dynamic and holistic learning experience. I particularly enjoyed learning about inclusivity delivered by Dr Heather Earnshaw. This wasn’t a flat, “2D” approach to teacher education; it was nuanced, thoughtful, and rooted in real classroom practice.

One of the aspects I valued most was the space the tutors created for thoughtful discussion of the current issues affecting education today. They were able to guide us through complex and sometimes sensitive matters with compassion and expertise. These discussions broadened my understanding beyond the individual child or class, helping me to consider the wider, interconnected factors influencing education — from local community contexts to national trends and challenges.

Throughout the year, we were exposed to the full breadth of what it means to be a teacher: child development, theories of learning, pedagogical approaches, interdisciplinary learning, contexts of learning, assessment strategies, understanding additional support needs, inclusivity, and differentiation, the list goes on! Weekly subject-specific sessions were invaluable, and I draw upon the experience gained from these sessions daily in my role.

Despite the intensity of the one-year course, everything was delivered with clarity, purpose, and an evidence-informed foundation. We weren’t just taught what to do — we were taught why we do it, learning to ground our decisions in relevant research and current literature. This strong theoretical base has been invaluable now that I am in my probation year.

Placement experiences were organised with great care. I felt supported not only by my school mentor but also by the university tutors, who maintained support throughout. Their guidance helped me translate what we learned at university into real, practical teaching skills in the classroom.

I can genuinely say that the PGDE at Edinburgh Napier has equipped me with the skills, understanding, and professional values I rely on every day as a practising teacher. It is a course delivered by educators who embody the very best of the profession, and I am incredibly grateful for the experience.

I have not only been able to hit the ground running as a newly qualified teacher, but I have been able to engage in professional discussions with my new colleagues and be a contributing member to my team.”

Written by: Kate Wood, PGDE Biology

Edinburgh Napier University offers a PGDE in specialisms such as Maths, Physics, English, Biology & Chemistry, both full-time and part-time.

Meet graduate Hayley Guy, PGDE Chemistry

Hayley Guy graduated in 2024 and has just completed her first year of teaching in Fife.

“Having just completed my first year of teaching, I’ve had a chance to really appreciate how well the PGDE at Edinburgh Napier University prepared me for this role. The course gave me the perfect balance between theory and practice; we weren’t just learning about teaching, we were constantly putting it into action. From the first placement onwards, I felt supported and encouraged to try new approaches, reflect on what worked, and build my confidence in front of a class.

One of the things that stood out most to me was the sense of community. The lecturers were always approachable and genuinely wanted us to succeed, offering guidance and reassurance whenever things felt overwhelming. My peers were such a big part of the experience too, we shared ideas, supported each other through challenges, and celebrated the small wins along the way. This has continued throughout our probationary years and beyond.

I also really valued how much emphasis was placed on reflection. That mindset has carried through into my first year of teaching. I still find myself using the same reflective habits to improve my lessons and adapt to my pupils’ needs.

Looking back now, I feel incredibly grateful for the time I spent at ENU. The PGDE gave me the tools, confidence, and resilience I needed to not just survive my first year, but to really enjoy it. It set me up with a strong foundation, a supportive network, and the belief that I can keep growing and improving throughout my career as a teacher.”

Written by: Hayley Guy,  PGDE Chemistry

Edinburgh Napier University offers a PGDE in specialisms such as Maths, Physics, English, Biology & Chemistry, both full-time and part-time.

Meet graduate Katherine Lymer, PGDE Physics

Katherine Lymer graduated in 2022 and has completed her fourth year of teaching, with a promoted position of Principal Teacher of Communities and Partnerships.

How did the programme help you in placements?

Preparation for the placements was thorough, terrifying at times (on reflection, our insightful and structured role-playing now brings a smile to my face), and covered all the important aspects of our placements: lesson planning, preparation and reflection, learning to manage with common (mis) behaviours (hence the role-playing!) as well as hands-on practice of some of the practical elements of our subject. Professional expectations and responsibilities were clearly and appropriately set, (e.g. our progressive timetables, teaching focus (junior vs senior phase) and planning deadlines – our lecturer was open to any and all questions as we prepared for placement (even those relating to wardrobe!).

While on placement, it was reassuring to know that our lecturer was on the other end of their email or phone and while, initially, their visits were a source of anxiety, as the placements progressed, they were an exciting opportunity to share improvements in practice.

How did the programme help prepare you for your first year “on the job”?

Well, of course the first year was tough – but then we had been repeatedly warned that it would be!  Our lecturers shared their experiences of their first (NQT) year and our physics lecturer had arranged a call with a recent graduate so we could ask them about their training vs their first job.

In the second half of our programme, we needed to juggle completing our placement while also conducting a research project, a “Professional Enquiry”, (the results of which were presented on our return to university) and complete the documents for provisional registration as a teacher. To say it was intensive would be an understatement!  However, the stages of the Professional Enquiry were broken down (“scaffolded”, in teacher speak), allowing us to meet clear and staggered deadlines. In addition, we had dedicated sessions to help us navigate registration. This approach was very helpful during our first year on the job when we were required to complete another research project, a “Practitioner Enquiry”, alongside the mandatory training, alongside teaching an approaching full timetable, alongside completing all the documentation for obtaining full registration as a teacher.

How did studying at Edinburgh Napier University help progress you to where you are now?

I’m now in my fourth year of teaching, with a promoted position of Principal Teacher of Communities and Partnership, and it’s true to say that without my degree from ENU, I absolutely wouldn’t be where I am now! As a mature student, I was encouraged to use my previous life experiences to help inform my “teacher voice” – and my approach to teaching and professional development.  Without this, I wouldn’t have had the confidence to seek promotion so early in my career.

What was your experience like as a student?

In short, really positive. I applied to ENU because of their modern approach to teaching teachers, as well as their reputation in excelling in academic support and student satisfaction – examples of which I experienced before even setting a foot on campus:  My initial queries were promptly answered by the course lead and subject lecturer, and I was supported to complete a speedy and efficient application process.

I loved having lectures as part of a much larger cohort (and relished the opportunities to bond over coffee in the cafe – honestly, I still miss those cappuccinos), while the focussed, subject-specific seminars were “gold”.  The lab where we developed our practical science skills was fantastically resourced, and there was a huge library of physics-equipment that we could access.

Written by: Katherine Lymer, PGDE Physics

Edinburgh Napier University offers a PGDE in specialisms such as Maths, Physics, English, Biology & Chemistry, both full-time and part-time.

Meet graduate Erin Lowe, PGDE English

Edinburgh Napier University offers a PGDE in specialisms such as Maths, Physics, English, Biology & Chemistry, both full-time and part-time.

The practical focus of the course, paired with the specialist knowledge from tutors, helped stand graduate Erin Lowe in good stead in her first teaching role. Having completed her PGDE in English, she has now been teaching at Tynecastle High School in Edinburgh for two years – and has even returned to mentor other ENU students.

“I absolutely loved my time at Napier and felt so supported by the entire team throughout the process. Everyone is so passionate about teaching, learning, and improving the lives of young people and this bleeds through into their engaging and inspiring lectures. It is a welcoming department, and the importance of inclusivity and equity was highlighted on our very first day. I was so inspired to see our tutors challenge assumptions and prejudices throughout the course; helping us all to become practitioners who are committed to social justice.

All of the content and concepts we learnt felt fresh, current, and relevant. Since becoming a teacher, I have gone to many CPD events where we are taught concepts and ideas that were embedded into my practice as a result of my training at Napier. Napier truly feels like a leader in teacher training and seems to be doing something quite unique. There is a real focus on effective teaching and learning with helpful strategies and ideas that become second nature by the time you go out on placement. I understand how learning happens and what I can do as a practitioner to ensure my pupils are learning as much as they can while in my classroom. I use what I was taught every single day and feel very confident in my pedagogy as a result. Of course, I am always reflecting and learning but Napier embedded this in me too!

Our time with the English cohort was inspiring, reflective and fun. I learnt so many new techniques and texts to teach and it felt truly collaborative. I met one of my now best friends on the course and now we work together and continue this collaborative approach as we continue to share ideas and reflections every day.

Of course, nothing beats being in a classroom in front of young people but being in a lecture hall with some incredible friends, now colleagues, learning from wonderful professionals was a fantastic way to start my teaching career. I wouldn’t be where I am now without Napier and I am so thankful to the incredible team that helped me take my first steps into teaching!”

Read more about Erin’s graduate success in the Edinburgh Evening News.

CIEEM first for Edinburgh Napier 

The  MSc Wildlife Biology and Conservation programme at Edinburgh Napier University has become the first Distance Learning route to be accredited by the Chartered Institute of Ecology and Environmental Management.

The CIEEM Degree Accreditation Scheme celebrates undergraduate and postgraduate courses that equip students with the knowledge, practical experience, and field skills most valued by employers.

Accredited degrees combine strong ecological and environmental theory with hands-on field experience. “We believe that real-world practice is essential to building the skills employers are looking for,” reported CIEEM’s assessors.

They also highlighted that the “enthusiasm and dedication of the teaching staff is exemplary.  Teaching materials are of excellent quality; covering the most up to date and extensive topics which ensures graduates will be excellently placed to enter the ecological profession at a graduate and even higher level of employment.  The flexibility of learning (part time, in the learner’s own time, ability to pause studies, and mix and match number of modules in any academic year) are also excellent and provides the opportunity for learners who may otherwise be unable to access postgraduate studies.”

Jay Mackinnon, the programme leader for the distance learning Masters at Edinburgh Napier said: “This is a first by CIEEM. There hasn’t been an accredited distance programme before, and because CIEEM’s focus is very much on technical competencies and practical fieldwork it was quite a bold move on our part. We are delighted that the high level of accomplishment demonstrated by our students and graduates is recognised with CIEEM accreditation of the distance learning MSc.

“We share with CIEEM a commitment to inclusion and developing high-level, relevant professional competencies in learners and being able to study an accredited programme by distance learning means that it doesn’t matter where you are, it’s what you achieve that counts.”

The distance learning programme is open for applications for January 2026 >>>

Wildlife Biology & Conservation MSc Distance learning | Edinburgh Napier University

The campus-based full-time MSc Wildlife Biology & Conservation holds prior accreditation from CIEEM.