WEBVTT 00:00:00.020 --> 00:00:03.560 Tim Roe: What we're trying to say is make sure that it's student led and it's coming from those students. 00:00:03.560 --> 00:00:11.669 Those thoughts and feelings, those questions get answered, but they also get aired and talked about and normalized as part of everyday kind of conversations. 00:00:13.500 --> 00:00:18.300 Neil McPhedran: Welcome to Continuing Studies, a podcast for higher education podcasters to learn and get inspired. 00:00:18.360 --> 00:00:24.819 I'm Neil McPhedran, founder of Podium Podcast Co, where we work with higher education podcasters. 00:00:24.909 --> 00:00:29.589 Jennifer-Lee: And I'm Jennifer-Lee, founder of JPod Creations, podcasting is broadcasting. 00:00:29.590 --> 00:00:31.009 We want you to know you're not alone. 00:00:31.039 --> 00:00:35.780 In fact, there are many of you higher ed podcasters out there and we could all learn from each other. 00:00:36.229 --> 00:00:46.380 Neil McPhedran: Jen, as we talk about before we get started with this episode, we want to encourage you to join the higher education podcaster community at HigherEdPods.com. 00:00:46.570 --> 00:01:02.180 And for our Higher Ed PodCon in Chicago in July, we have a website up and going so you can pre register that it's HigherEdPodCon, HigherEdPodCon.com. 00:01:02.314 --> 00:01:04.175 Jennifer-Lee: Oh, I'm excited for that. 00:01:04.175 --> 00:01:05.724 Can't wait for July. 00:01:05.765 --> 00:01:17.190 And HigherEdPods.com as you mentioned as well for the podcast network, we actually, when we talked to this next guest, we talked to them about the network. 00:01:17.240 --> 00:01:21.450 And it's interesting because they have found other podcasts throughout that. 00:01:21.450 --> 00:01:34.130 So they were thinking that they need to join this type of thing as well, because they've kind of started like a miniature network for what they're doing, because One in Five is also associated with, uh, the Uni Taster Guide. 00:01:34.130 --> 00:01:36.160 So, they're expanding. 00:01:36.300 --> 00:01:36.640 Neil McPhedran: That's right. 00:01:36.690 --> 00:01:43.820 We talked with Tim and Matthew from the One in Five podcast. 00:01:44.280 --> 00:01:50.079 If you recall in our previous episodes, we interviewed and chatted with, 00:01:50.619 --> 00:01:51.450 Jennifer-Lee: Jon Cheek. 00:01:51.469 --> 00:01:52.860 Neil McPhedran: From UniTaster Days. 00:01:52.880 --> 00:01:56.570 One of his producers on that is Tim Roe. 00:01:56.995 --> 00:02:02.785 We chatted with Tim and Matthew Whiteman of the One in Five podcast. 00:02:02.825 --> 00:02:06.425 The One in Five is a university support podcast. 00:02:06.839 --> 00:02:09.920 Created for disabled students by disabled students. 00:02:09.930 --> 00:02:12.410 It's for those that are considering university. 00:02:12.780 --> 00:02:19.180 And the name One in Five represents the One in Five people in the UK that have a disability. 00:02:19.430 --> 00:02:24.059 That's tens of thousands of students with a disability go to university each year. 00:02:24.630 --> 00:02:27.620 Great conversation we had with both Tim and Matthew. 00:02:27.860 --> 00:02:32.930 Jennifer-Lee: This is a really unique podcast and I hope more institutions do something like this. 00:02:32.930 --> 00:02:34.180 So let's get into it. 00:02:35.380 --> 00:02:36.660 Neil McPhedran: Welcome Tim and Matthew. 00:02:36.660 --> 00:02:37.879 It's so great to have you here today. 00:02:38.220 --> 00:02:45.079 Tim Roe: Brilliant to be here, really looking forward to, to talking about podcasts and what we do and some of the experiences that we want to share today. 00:02:45.359 --> 00:02:46.229 Matthew Whiteman: Thank you for having us. 00:02:46.489 --> 00:02:47.220 Neil McPhedran: Let's start with you, Tim. 00:02:47.259 --> 00:02:53.949 You work on a lot of podcasts, but maybe just sort of a quick little intro, if you can share with us and a bit about your background. 00:02:54.229 --> 00:02:54.909 Tim Roe: Yeah, sure. 00:02:54.950 --> 00:02:55.799 Thank you very much, Neil. 00:02:56.220 --> 00:02:57.679 Yeah, so my name's Tim, Tim Roe. 00:02:57.950 --> 00:03:01.440 Um, I'm currently working as a podcast producer, I suppose. 00:03:01.440 --> 00:03:07.620 I kind of use that as a kind of Swiss army knife of all different things, um, that go around supporting people with their podcasts. 00:03:07.620 --> 00:03:10.600 I'm working on about five or six podcasts at the moment. 00:03:10.750 --> 00:03:12.999 Um, but I'm really excited to talk about the One in Five. 00:03:13.089 --> 00:03:14.039 Bit of a brief overview. 00:03:14.730 --> 00:03:20.060 My experience is I've been working kind of higher education for just over ten years now and teaching. 00:03:20.250 --> 00:03:22.410 I've done lots of different kind of bits and pieces. 00:03:22.460 --> 00:03:26.330 What we call over in the UK, wide anticipation of being working in different roles. 00:03:26.490 --> 00:03:30.160 So increasing access for young people to access higher education. 00:03:30.160 --> 00:03:33.649 So now that's not just university and there's higher degree apprenticeships. 00:03:34.059 --> 00:03:37.260 There's lots of different routes in as well as university degrees and things. 00:03:37.260 --> 00:03:43.639 And I guess my background was working within community groups, working in community development and wide anticipation that. 00:03:43.790 --> 00:03:48.540 Kind of accidentally fell on a podcast podcasts through there, through working through projects. 00:03:48.540 --> 00:03:55.689 And now three or four years later, I'm really proud to produce several of them, but that's kind of a bit of an overview of what I do and how I got there. 00:03:55.850 --> 00:03:56.309 Matthew Whiteman: Hi, yeah. 00:03:56.350 --> 00:03:57.329 My name is Matthew. 00:03:57.699 --> 00:04:01.559 I'm a camera assistant that works in film and television at the moment. 00:04:01.619 --> 00:04:03.649 I'm trying to sort of break into that industry. 00:04:04.079 --> 00:04:11.850 But when I was studying at university was how I got involved with the One in Five podcast as a member of the student sort of team that we've recorded for the podcast. 00:04:11.850 --> 00:04:14.720 And we all had our own creative input on it as well, which is quite nice. 00:04:14.920 --> 00:04:23.799 So I'm just, you know, happy to be here and quite proud that, you know, the podcast has got out there and that someone else has seen it, listened to it and wants to talk to us about it. 00:04:23.809 --> 00:04:24.619 So really great. 00:04:24.619 --> 00:04:25.129 Thank you for having us. 00:04:25.580 --> 00:04:26.020 Neil McPhedran: Good stuff. 00:04:26.060 --> 00:04:27.969 Jennifer-Lee: We're glad to have you guys on. 00:04:28.340 --> 00:04:30.770 We had Jon on, of course, from UniTaster Days. 00:04:30.800 --> 00:04:38.069 And so I was listening to the podcast and, um, what I really enjoyed about it is that it is very unique. 00:04:38.090 --> 00:04:48.200 We have never interviewed anybody taking the look at what it's like to have a disability and navigate this post secondary world. 00:04:48.210 --> 00:04:52.270 And I was listening to episodes today and I think, you know, we take a lot of things for granted. 00:04:52.270 --> 00:04:53.570 We take our health for granted. 00:04:53.820 --> 00:05:02.760 Things that are more simple for a lot of others to do, like just an application process into a post secondary education. 00:05:02.980 --> 00:05:06.639 You don't realize it's like there's a lot of people that struggle with this stuff. 00:05:06.680 --> 00:05:13.595 And there's a lot of things that do need to change in just getting into university when it comes to a disability. 00:05:13.615 --> 00:05:18.675 Can you talk a little bit about why you guys started this podcast? 00:05:19.579 --> 00:05:20.819 Tim Roe: Yeah, I'll, I'll just start off. 00:05:20.840 --> 00:05:28.180 So it's the One in Five podcast and our strap line is basically by disabled students for disabled students. 00:05:28.570 --> 00:05:30.580 I myself, I have ADHD. 00:05:30.620 --> 00:05:34.620 So that's into the fold of a kind of a learning disability as well. 00:05:34.620 --> 00:05:41.125 So essentially statistically, one in five people in the UK are listed as having a disability. 00:05:41.205 --> 00:05:56.285 Obviously there's many different ranges there, but the whole point of the miniseries is that it focuses five students who all have a range of different disabilities from physical to neurodiversity, to anxiety, to depression, to many different things. 00:05:56.724 --> 00:06:02.005 And it follows all of their lived experiences as you access university. 00:06:02.005 --> 00:06:12.585 So we start off with the diagnosis, what it is and their experiences and the identity of having that disability, and then how they access university and some of the key points as you go along. 00:06:13.034 --> 00:06:19.344 We're working for this project that myself and John were very much in the background and we want it to be about the students. 00:06:19.395 --> 00:06:21.665 It's about their lived experience solely. 00:06:22.355 --> 00:06:30.805 Thousands of disabled students apply for university back here through UCAS, which is kind of a university colleges admission service, if anyone was wondering what that was. 00:06:31.100 --> 00:06:37.680 Currently host the miniseries for other disabled students to take part in, but really quickly shout out to Jon and Joanie. 00:06:37.730 --> 00:06:42.060 There's two different partnerships that's part of a massive kind of national project. 00:06:42.130 --> 00:06:48.785 I'll try and do this as succinctly as possible, but basically there's a massive national project that's going on at the moment called UniConnect formerly called NCOP. 00:06:48.805 --> 00:06:56.324 And there's twenty-nine different partnerships strategically put around the UK in different locations, different universities, colleges, and schools in those areas. 00:06:56.475 --> 00:06:59.015 And essentially they have target students that they work with. 00:06:59.085 --> 00:07:07.655 So students that will have the ability to go on to university, but don't necessarily access university, so they have the, the grades to do so for many different reasons. 00:07:07.765 --> 00:07:09.245 And those two partnerships. 00:07:09.255 --> 00:07:13.655 So we had one in Yorkshire where Matthew was from and studying, and then we had one from Kent. 00:07:13.850 --> 00:07:23.340 Anyway, these two partnerships worked together and put a bid in because they wanted to do a miniseries that does just that, basically captures the lived experiences of five disabled students. 00:07:23.679 --> 00:07:30.319 Matthew Whiteman: I got involved through, I remember seeing an email when I was at university and they were looking for students with disabilities. 00:07:30.390 --> 00:07:35.620 No matter what year or course they were doing or what year of study they were in, uh, to be involved in this project. 00:07:35.990 --> 00:07:51.170 So I kind of emailed back to say that I could, you know, I'd be a good fit for the podcast to talk about my experience with dyslexia, how that impacts it, my application for university, how it impacts my studies and how the university helped me get an official diagnosis for that as well. 00:07:51.250 --> 00:07:53.245 And I was lucky enough to get involved with it. 00:07:53.245 --> 00:08:00.625 And as Tim said, the other four students were all from Kent, so it was kind of a nice partnership between Kent Medway and the team in Yorkshire as well. 00:08:00.795 --> 00:08:14.284 But yeah, so we did six episodes talking about the different steps of university, whether that was considering it after your A levels, applying, studying whilst you're there and getting through exams and things like that and it was just a really rewarding experience. 00:08:14.344 --> 00:08:14.835 Neil McPhedran: That's great. 00:08:15.219 --> 00:08:20.570 So it always was intended to be this limited mini series, correct? 00:08:20.580 --> 00:08:23.539 That was sort of always the intention going into it. 00:08:24.900 --> 00:08:25.289 Tim Roe: Yeah. 00:08:25.289 --> 00:08:29.740 I mean, it was kind of like, we want to do a podcast and that was cool. 00:08:29.740 --> 00:08:31.120 It was coming from the two partnerships. 00:08:31.539 --> 00:08:32.799 We have these students like Matthew. 00:08:32.799 --> 00:08:34.839 So I'm just going to give a shout out to all five students here. 00:08:34.839 --> 00:08:36.549 So we have obviously Matthew who joined us today. 00:08:36.549 --> 00:08:38.760 We have Dominique, Jessica, Alice, and Kyle. 00:08:39.010 --> 00:08:43.819 They all represent different lived experience of having disabilities and access in university. 00:08:44.490 --> 00:08:46.150 But it was basically just a kind of an idea. 00:08:46.550 --> 00:08:47.390 What can we do? 00:08:47.839 --> 00:08:54.689 Myself and Jon, because of the work that we did on the Uni Guide podcast, we were approached by those two partnerships because they liked that we were very student focused. 00:08:55.110 --> 00:08:57.620 We put our students front and center and it was all about their experiences. 00:08:57.629 --> 00:09:03.410 So really what we did was we got all the students together, essentially got to know and find out what they wanted to do. 00:09:03.930 --> 00:09:07.665 And from gathering kind of their experiences come out with a logical thread. 00:09:07.695 --> 00:09:17.755 So it actually follows and mimics almost how students enter university, get on, study with university and then end university with a bit more of a kind of like reflectfulness. 00:09:17.755 --> 00:09:20.724 So there's that kind of that synergy, that journey of going through. 00:09:20.725 --> 00:09:24.824 So I thought a mini series really was probably the best way to capture that. 00:09:25.744 --> 00:09:27.695 But it was very much a decision that came as a group. 00:09:28.195 --> 00:09:31.890 Matthew Whiteman: I remember when it finished, we were all kind of sad that that was kind of the end of it. 00:09:31.890 --> 00:09:35.840 And I think you did have a brief discussion as a group of like, could we push for a second series? 00:09:35.840 --> 00:09:42.569 But it just kind of seemed more natural to keep it where it was, you know, maybe in the future they might do another series with a different group of students. 00:09:42.570 --> 00:09:49.520 I think that'd be quite good to get a wider range of people involved from different year groups and across the country, across the UK. 00:09:49.880 --> 00:09:59.750 But yeah, the miniseries element, that was how it was pitched anyway when we were all brought on board, which was quite nice knowing that we weren't restricted to being like having to do twenty or thirty odd episodes. 00:09:59.750 --> 00:10:04.590 It was just a nice small chunk of time where we got to record together and chat about stuff. 00:10:04.630 --> 00:10:13.349 Jennifer-Lee: I wish you guys would keep going because I do feel like there are other disabilities that you did not explore that probably have some barriers to entry. 00:10:13.349 --> 00:10:27.120 Like I have a friend that's in a wheelchair and I would assume that there's kids with more physical disabilities that probably when they're looking for universities feel like, am I going to be able to travel around the campus? 00:10:27.190 --> 00:10:30.720 Are there some online learnings that are able to accommodate me? 00:10:30.890 --> 00:10:41.760 And even hearing the episode, and you guys did touch upon somebody that had fibromyalgia, and it was Kyle, and he was just saying like how much pain he was in all the time. 00:10:41.760 --> 00:10:51.685 So I feel like people could really relate to that, that, that do have chronic pain or maybe a more physical disability, like being in a wheelchair or something. 00:10:52.385 --> 00:10:53.194 Tim Roe: Absolutely. 00:10:53.225 --> 00:10:55.875 And try and get all those different experiences and different disabilities. 00:10:55.915 --> 00:10:56.615 Absolutely. 00:10:57.084 --> 00:11:01.284 There's lots of things that I became aware from this podcast through Kyle, as you mentioned, kind of co morbidity. 00:11:02.175 --> 00:11:08.985 So, you know, fibromyalgia and ADHD, and there was links there to mental health and moods. 00:11:09.230 --> 00:11:22.369 And how other things kind of affect that, because that's, you know, people usually go, oh, I've got this, I've got that potentially, I've got this as a diagnosis, but there's a whole way of how different disabilities can kind of react with each other and how that kind of affects a student. 00:11:22.429 --> 00:11:24.640 If you think, you know, concentration levels. 00:11:25.025 --> 00:11:26.535 It's the first time away from home. 00:11:26.905 --> 00:11:27.955 It's that social element. 00:11:27.965 --> 00:11:29.405 You're almost, you're an adult, aren't you? 00:11:29.415 --> 00:11:31.505 You're choosing when you get up, you can go to lectures. 00:11:31.505 --> 00:11:41.855 It's not like school where you have to come in at, you know, a set time in the morning and all them kind of things I think would have been fascinating to do and drill down to, but we had to kind of a set amount of time and we'd love to do more. 00:11:41.975 --> 00:11:43.645 Um, we'd definitely love to do more. 00:11:44.114 --> 00:11:57.620 I think a little bit more on that is as the process went on, we really wanted it to be by students for students and not just have that as a buzzword, from what I saw as a producer wanting to capture everything they come up with their own questions. 00:11:57.620 --> 00:11:59.600 They came up with the content that they wanted to share. 00:11:59.970 --> 00:12:09.615 And then it was very much like, I'm sure you have this with your podcast yourself, we wanted to make them as comfortable as possible, but it does take time for them to feel that they own that space. 00:12:09.615 --> 00:12:13.535 And then as the episodes went on, there was more confident, there was more kind of back and forth. 00:12:13.874 --> 00:12:17.215 And Jon, who was kind of the host at the time, went more into the background. 00:12:17.215 --> 00:12:22.135 And it was just like, okay, we're talking about this, we'll just go over, Matthew start talking about his experience of dyslexia. 00:12:22.385 --> 00:12:23.755 And then Alex would come in. 00:12:23.965 --> 00:12:29.775 And then it basically they would take over and it was trying to capture the lived experience in a very natural way. 00:12:30.130 --> 00:12:35.620 Matthew Whiteman: Yeah, I mean, I definitely want to reiterate that you and Jon did a great job making us all feel really comfortable. 00:12:35.850 --> 00:12:39.610 It didn't feel like we were all there to just answer questions you were throwing at us. 00:12:39.660 --> 00:12:47.949 You made it feel very kind of like, informative, and the three of us or four of us on each episode were actually having the conversation, which felt really nice. 00:12:48.009 --> 00:12:51.040 It felt kind of like you said, student led, which is really good. 00:12:51.630 --> 00:13:01.810 And like I said, I was the only student not from Kent, so at first I did feel a bit like the outsider, but very quickly I got to know everyone, and everyone was really welcoming to me, so that was quite nice. 00:13:01.850 --> 00:13:10.690 And I think in the future, if you were to bring it back, maybe do it with students from across different universities across the country, maybe with different uh, lived experiences dealing with different disabilities. 00:13:10.740 --> 00:13:15.560 Because I could only really talk about my own perspective, but it was really interesting to hear from other people what their experience was. 00:13:15.590 --> 00:13:17.700 And you kind of gain a new insight from that. 00:13:17.730 --> 00:13:21.909 And I hope that that was, you know, informative for a lot of people that chose to listen in. 00:13:22.159 --> 00:13:28.690 Tim Roe: It would be great to kind of maybe think about collaborating across different countries, different experiences, different continents, you know, what is the shared experience here? 00:13:28.690 --> 00:13:29.740 How are things different? 00:13:29.850 --> 00:13:33.170 Can we get together and look at the positives and negatives of experiences? 00:13:33.210 --> 00:13:36.610 And then maybe learn from that and, you know, take things away from it. 00:13:36.610 --> 00:13:42.629 Because I guess that in terms of one in five, that statistics in the UK, I don't think the world statistics are much different. 00:13:42.630 --> 00:13:45.430 I think it's one in five, one in six, you know, around that kind of point. 00:13:45.460 --> 00:13:50.449 But obviously that comparison or getting people together would be an interesting thing to do. 00:13:51.374 --> 00:13:52.374 Neil McPhedran: That's really interesting. 00:13:52.444 --> 00:14:01.454 We'll be putting your contact, uh, information in the show notes, so if anyone's listening that wants to reach out to Tim and talk to him about that, that would be great. 00:14:01.464 --> 00:14:19.870 But I want to go back to a couple minutes ago when you were explaining how you embarked on the project, which is really interesting of, you did a call out for students and then you had your five and then you didn't try to control it, it sounds like. 00:14:19.959 --> 00:14:27.900 As you said, you pulled everyone together and you let who showed up to participate and what they wanted to say, kind of shape shift and direct where you were going with it. 00:14:27.900 --> 00:14:30.049 I think that's an interesting angle. 00:14:30.049 --> 00:14:32.850 I think, as podcasters, and you work on a whole bunch of podcasts. 00:14:32.850 --> 00:14:40.639 So probably an initial feeling of you want to kind of like control it a little bit more, drive it a little bit more and direct it a little bit more. 00:14:40.639 --> 00:14:42.549 So tell me about that. 00:14:42.550 --> 00:14:50.229 'Cause I think that's really interesting to sort of give up a bit of that control to the students, which I think totally makes sense for what you're doing. 00:14:50.229 --> 00:14:51.759 But I just, I really liked that approach. 00:14:51.809 --> 00:14:57.429 Tim Roe: We had several conversations with the students, collected as much kind of experience and content, what they wanted it to be. 00:14:57.640 --> 00:14:58.850 What they felt comfortable with. 00:14:58.850 --> 00:15:14.319 So what I would gather from that is, they would come up with their own questions or I would come up with, say, a maximum of four or five questions and then see how much content we could get to answer that in different ways and different experiences, whether that's a physical disability or neurodiversity, et cetera. 00:15:14.725 --> 00:15:15.795 And that was it. 00:15:15.825 --> 00:15:20.075 We basically shaped that and we made sure that we agreed the questions that would, that would take part. 00:15:20.615 --> 00:15:22.935 We kind of planned this in August, 2023. 00:15:24.294 --> 00:15:26.774 And then we started releasing in February, 2024. 00:15:26.825 --> 00:15:32.135 They basically, yeah, we got the students together and they controlled the destiny of the podcast really. 00:15:32.165 --> 00:15:34.785 We agreed rough kind of duration of how it would be. 00:15:35.855 --> 00:15:37.675 And WhatsApp, I have to say it was a massive thing. 00:15:37.675 --> 00:15:38.135 Wasn't it Matthew? 00:15:38.285 --> 00:15:39.735 I'm sure annoyed you a lot. 00:15:40.095 --> 00:15:41.525 Can you do this at six thirty? 00:15:41.545 --> 00:15:45.495 And I'm praying going, can we at least have three of the five or two of the five? 00:15:45.595 --> 00:15:50.305 Can I get a good contrast of the different disabilities that, you know, to get that lived experience in there? 00:15:50.565 --> 00:15:53.945 So the WhatsApp was going constantly through August and September. 00:15:54.365 --> 00:16:00.104 And then we've had to think about in the UK, it'd be the same with you with different kind of academic calendars, there's pressures there. 00:16:00.104 --> 00:16:01.755 So we're thinking, when do we do a release date? 00:16:02.305 --> 00:16:04.315 The students wanted to have it out as soon as possible. 00:16:04.315 --> 00:16:05.545 They were proud of what we were doing. 00:16:05.545 --> 00:16:06.415 There was momentum there. 00:16:06.415 --> 00:16:07.525 We wanted to keep that going. 00:16:07.585 --> 00:16:11.425 But at the same time, we've gotta think about things like they've got exams, they've got their work. 00:16:11.785 --> 00:16:17.155 In the UK, in terms of the academic calendar, there's things like, we have a careers week in March, which was huge. 00:16:17.365 --> 00:16:23.995 We didn't want it to get lost in that different kind of phases of the year in the January period and, and then obviously exams in summer. 00:16:23.995 --> 00:16:25.765 So they're all kind of things that we had to think about. 00:16:25.765 --> 00:16:30.814 The students perspective taking part, but also, the listener as well, thinking about the listener. 00:16:30.814 --> 00:16:33.435 When they're going to shoot it, when can we maximize the best time? 00:16:34.135 --> 00:16:37.045 There's all sorts of different kind of awareness days and different months. 00:16:37.225 --> 00:16:38.395 So that was a consideration. 00:16:38.395 --> 00:16:41.165 But you know, we were just keeping in constant contact through WhatsApp. 00:16:41.875 --> 00:16:43.925 Matthew Whiteman: Uh, WhatsApp was totally a lifesaver. 00:16:43.945 --> 00:16:51.484 It was just the easiest way to kind of keep in communication with each other and share ideas in a group space rather than having to like contact each other separately. 00:16:51.855 --> 00:16:52.845 So that was quite nice. 00:16:52.845 --> 00:16:55.695 And it kind of added to that space of feeling very comfortable. 00:16:55.695 --> 00:16:57.375 And like everyone was just on the same page. 00:16:57.375 --> 00:17:02.374 And it wasn't like they were all sort of apart from, even though we were all physically different places across the country. 00:17:02.444 --> 00:17:07.655 We felt like we were together in both the planning and the recording as well, which was nice. 00:17:08.065 --> 00:17:11.795 And I remember we had a big discussion about how we'd release the podcast. 00:17:12.325 --> 00:17:15.194 I remember some of us wanted it to go out straight away. 00:17:15.194 --> 00:17:16.084 Some of us wanted to wait. 00:17:16.084 --> 00:17:24.915 And then there was that pressure and deadlines of like, well, this award season is coming up or this event's coming up or whatever, that maybe it'd be good to get out beforehand. 00:17:25.415 --> 00:17:35.725 And we had a big, long discussion as a group, not just Tim and, and Jon, which is quite nice that all, all seven of us had a chat about how are we going to release this and what's the best way to go about it. 00:17:35.735 --> 00:17:44.695 So again, adding to that feeling like it was student led, but we were all involved together and it wasn't just like we were having to hit this box, hit this box, hit, like talk about this. 00:17:44.695 --> 00:17:48.030 We, it was all very sort of, we kind of led it together. 00:17:48.379 --> 00:17:59.289 Jennifer-Lee: I love the fact though that you guys really thought about awareness days and you thought about different events because that's the one thing that when we work with people, we really stress that like a lot of people don't think about that type of stuff. 00:17:59.289 --> 00:18:00.930 And we add it into the strategy. 00:18:01.039 --> 00:18:03.689 People just want to launch it, but you got to launch it the right way. 00:18:03.690 --> 00:18:05.899 So I really applaud you for doing that. 00:18:06.090 --> 00:18:23.394 Besides doing a lot of work, and podcasting work, why do you think other people in the academic space, why do they not do a similar podcast with people with disabilities or talking about how disabilities are affected throughout the university process? 00:18:23.395 --> 00:18:26.424 From the beginning to application to being a student? 00:18:26.494 --> 00:18:27.734 Tim Roe: Yeah, it's a really good question. 00:18:27.865 --> 00:18:29.624 It's something that needs to be worked on. 00:18:29.714 --> 00:18:36.705 I mean, we have things in place in the UK in terms of like UCAS when you apply for university, you have to kind of declare which disability you have. 00:18:36.735 --> 00:18:41.015 But to do that, you know, you may need a diagnosis in order to get support. 00:18:41.105 --> 00:18:48.994 And I guess in a way, kind of university and the support that our universities provide students has almost kind of categorized and help disability. 00:18:48.995 --> 00:18:56.414 So for example, you know, five, ten years ago, people would have thought a physical disability, so in a wheelchair, for example, but it's breaking them things down. 00:18:56.414 --> 00:19:04.854 And now we have a whole range of different understanding around kind of neurodiversity, ASD, ADHD, anxiety, dyspraxia, dyslexia, et cetera. 00:19:05.225 --> 00:19:10.735 And there's a lot of money in the UK that goes to support these students in terms of laptops and time and things like that. 00:19:10.894 --> 00:19:16.535 To go back to your question, I think people don't like talking about challenges and barriers sometimes. 00:19:16.605 --> 00:19:18.374 They like to think about, this is how you do it. 00:19:18.374 --> 00:19:19.024 You apply. 00:19:19.075 --> 00:19:23.614 Maybe we don't have the best kind of representation of the population, the students. 00:19:23.624 --> 00:19:31.910 So for example, where in one in five of the population will have a disability, but, you know, tens of thousands of UK students every year with disabilities apply. 00:19:32.120 --> 00:19:37.549 And they must have these thoughts that run through your head, like, you know, will I be supported for this and that? 00:19:37.549 --> 00:19:38.600 And how do I adjust? 00:19:39.200 --> 00:19:45.200 So I think we need to be more honest and we need to think about, particularly if our audiences are students. 00:19:46.040 --> 00:19:47.040 What are those questions? 00:19:47.040 --> 00:19:50.590 And if you don't know the answer to that, go out and find it through the students. 00:19:50.590 --> 00:19:52.200 What are the challenges that people are having? 00:19:52.520 --> 00:19:59.240 Have those conversations as early as possible in schools and colleges before, you know, they reach seventeen, eighteen to apply for universities. 00:19:59.240 --> 00:20:07.270 But really, I guess what we're trying to say is make sure that it's student led and it's coming from those students, those thoughts and feelings, those questions get answered. 00:20:07.270 --> 00:20:13.050 But they also get aired and talked about and normalized as part of everyday kind of conversations. 00:20:13.530 --> 00:20:29.009 Matthew Whiteman: Yeah, I remember when I was applying for university, I didn't see anything like this, any kind of platform like this at all, which was aimed at kind of building more awareness, but also being a nice, you know, guide for students that have a disability trying to go through that process. 00:20:29.229 --> 00:20:36.199 I remember when you, you read on a website or on UCAS's website, as Tim said before, about, you know, what does each university offer? 00:20:36.199 --> 00:20:43.610 There would always be a section where they'd say, this is the support you might get if you're a student with a disability, but it never felt that clear and concise. 00:20:43.649 --> 00:20:50.269 And it just felt like this big, even though they were showcasing it, they maybe weren't showcasing it enough and it still felt like a barrier. 00:20:50.590 --> 00:20:55.799 So I think if I had something like this going into university to support me through the process would have felt a lot better. 00:20:56.159 --> 00:21:06.260 I mean, I didn't even know about the one in five being a statistic beforehand, which is quite, it's crazy how many people that kind of affects across the whole country and over the world as well. 00:21:06.640 --> 00:21:16.029 So yeah, I mean, maybe there were other podcasts or mini series or TV shows that kind of delve into these issues, but the fact that we couldn't really easily find one is telling. 00:21:16.029 --> 00:21:18.089 That if they did exist, more light should have been shown on them. 00:21:18.180 --> 00:21:28.260 And so making more things like this podcast, like the One in Five, sort of help to get that message out there a bit more and make it a bit more in the public consciousness, which I think was good. 00:21:29.060 --> 00:21:36.850 Jennifer-Lee: Well, and I applaud you guys for being so honest on the podcast, because it's not easy to open up about disabilities either and let people know what you're going through. 00:21:36.850 --> 00:21:50.490 And I remember one of the episodes I was listening to, and they said they got admitted into the university, but to be believed that they actually had, I think it was ADHD, they had to wait for their, like a test. 00:21:50.750 --> 00:21:53.919 And then the test didn't actually even happen to like their second semester. 00:21:53.919 --> 00:21:59.679 And I was like, it's already difficult dealing with this stuff and being able to do the classes. 00:21:59.699 --> 00:22:02.269 And then you've got to wait to prove that you have it. 00:22:02.279 --> 00:22:03.699 That's got to be hard too. 00:22:04.719 --> 00:22:05.569 Tim Roe: Absolutely. 00:22:05.610 --> 00:22:10.090 And then obviously with, you know, things with attention, time management, et cetera. 00:22:10.489 --> 00:22:22.925 All those things and pressures and filling in forms, admin, going online, you know, collecting all the proof and qualifications you need and obviously having to wait whilst other people are applying for university as well. 00:22:22.925 --> 00:22:24.165 That's another factor as well. 00:22:24.384 --> 00:22:29.024 Matthew, I know the answer to this because we've shared this before, but in terms of yourself, like you had dyslexia. 00:22:30.225 --> 00:22:34.885 You knew you had dyslexia going into university, but, like, how did you find that process of, like, applying? 00:22:34.985 --> 00:22:52.095 Matthew Whiteman: Yeah, I mean, I knew I had dyslexia beforehand, because in high school and college they do kind of some minimal level tests to see if students have ADHD or dyslexia or other learning disabilities, because then that might affect their exams, so you're given extra time and support in that way to complete them. 00:22:52.615 --> 00:22:57.055 Um, but when I went to apply for university, I didn't have any official documentation. 00:22:57.055 --> 00:23:00.165 So it wasn't really enough to prove, oh, I have dyslexia, can I get the support? 00:23:00.185 --> 00:23:01.835 So I had to go through the process again. 00:23:02.264 --> 00:23:09.995 And the Uni did give me, by going through the tests and the official process, I did get the official diagnosis, which I now have forever, which is really nice. 00:23:10.345 --> 00:23:12.905 But it did take, I remember I started in September. 00:23:13.225 --> 00:23:16.045 I didn't have the test until early December, I think. 00:23:16.105 --> 00:23:19.535 And then I didn't get the actual diagnosis till after Christmas. 00:23:19.535 --> 00:23:20.985 So maybe around mid January. 00:23:21.314 --> 00:23:24.804 So I was already four months into my course before I actually got that. 00:23:25.224 --> 00:23:34.815 Um, again, great that they supported me through that and got me that diagnosis, but the fact it took so long was quite frustrating and I can imagine it's frustrating for a lot of other students out there. 00:23:35.205 --> 00:23:47.875 Um, I know that even outside of university, like if people are trying to go for a diagnosis for ADHD or any other kind of neurodivergence, it can take months, even years to get through that process in the UK. 00:23:47.885 --> 00:23:49.895 So it's, it's frustrating for a lot of people. 00:23:50.185 --> 00:23:57.155 And I think that was good that we highlighted that on the podcast and that hopefully something will be done to reduce those waiting times for future students. 00:23:58.315 --> 00:23:59.085 Tim Roe: Yeah, absolutely. 00:23:59.105 --> 00:24:03.315 Like, since COVID, ADHD diagnosis has gone up seven hundred percent in the UK. 00:24:03.445 --> 00:24:08.235 So, different counties vary because the support and the size and the money they get from the government and et cetera. 00:24:08.575 --> 00:24:13.895 But some places are waiting up to five to seven years to get that diagnosis confirmed through the tests. 00:24:14.275 --> 00:24:25.389 And what's strange in a way is, at university, if you came into that, didn't get diagnosed, you could be diagnosed maybe quicker because you'll have access through the medical team or the mental health team, that can speed things up. 00:24:25.770 --> 00:24:32.750 Because you're not going through maybe the same channels, but that's just an example of the crisis, I guess, of diagnosis and things that are going on. 00:24:32.750 --> 00:24:35.460 So even more reason to talk about these things to normalize it. 00:24:35.520 --> 00:24:44.745 The more you're normalizing those struggles or challenges, hopefully they get listened to by people who make the decisions and how you apply, how you get funding and how you get your support as well, so. 00:24:45.175 --> 00:24:52.135 Neil McPhedran: As a limited mini series how does this and where does it live so that students can have access? 00:24:52.604 --> 00:25:04.919 Earlier this morning we were chatting with another podcaster with a limited series and I was struck by the podcast apps and are really set up for new and inertia. 00:25:04.959 --> 00:25:08.239 Like publishing, keeping going, and, and like how the charts work. 00:25:08.239 --> 00:25:14.450 And then everything as far as discovery, is really all about pushing out new episodes and just sort of keeping that going. 00:25:14.460 --> 00:25:16.490 In this case, that's not what this is about. 00:25:16.810 --> 00:25:26.595 So where does the miniseries live so that it gets discovered, and this is such a fabulous resource, so that it can be accessed? 00:25:27.185 --> 00:25:30.964 Tim Roe: So the first place we put it on, because like we said, we've worked with Jon for UniTaster Days. 00:25:30.964 --> 00:25:35.025 If you go to the UniTaster Days website, it is hosted there for one. 00:25:35.555 --> 00:25:37.134 But we've, we've done it through Acast. 00:25:37.134 --> 00:25:42.865 That means through that hosting, it's out on Spotify, it's on Apple, it's on all the major podcasts you can get. 00:25:42.894 --> 00:25:44.135 So it's available through there. 00:25:44.525 --> 00:25:50.480 And then what we've done is we've invited colleges, schools, universities to basically embed the link as well. 00:25:50.550 --> 00:25:52.920 Even I think Matthew, you've got it on your website as well. 00:25:52.990 --> 00:25:54.660 That got a lot of kind of traction as well. 00:25:54.980 --> 00:25:59.390 But the main one is one of the big successes we didn't really think about this when we started, but it's really logical. 00:25:59.410 --> 00:26:01.520 We've talked about UCAS and applying for university. 00:26:01.759 --> 00:26:03.690 It's actually embedded in UCAS website. 00:26:03.690 --> 00:26:05.530 So that's the national website that all students. 00:26:06.360 --> 00:26:06.970 Neil McPhedran: Oh fabulous. 00:26:07.035 --> 00:26:10.865 Tim Roe: Going on to higher education, university, apprenticeships, et cetera, will go on and access that. 00:26:10.865 --> 00:26:15.295 So it's embedded there on their web pages under disabled students, information and things like that. 00:26:15.745 --> 00:26:17.445 And that was a real game changer. 00:26:17.584 --> 00:26:29.890 And actually, just remembering now on the last episode, when we're doing a kind of more reflective how the things need to change and the things that we've talked about, how can we continue these conversations, uh, we were joined by a woman from UCAS as well. 00:26:29.890 --> 00:26:36.009 And then it was like the students actually got to put quite pointed questions about how can we change the future for disabled students? 00:26:36.009 --> 00:26:39.580 And then she was like, yeah, we'll get this embedded into the website, which was great. 00:26:39.699 --> 00:26:40.689 And that's gained traction. 00:26:40.690 --> 00:26:47.530 So more students now using those UCAS pages can access the One in Five as a free resource. 00:26:47.540 --> 00:26:51.510 So yeah, on all channels and then embedded on those websites and things as well. 00:26:52.685 --> 00:26:56.354 Jennifer-Lee: That's so smart, because you're doing no different than what backlinking is. 00:26:56.624 --> 00:27:01.435 And the fact that you're getting your podcast embedded on other websites is awesome. 00:27:01.435 --> 00:27:14.084 You guys are hustlers, because I think a lot of times when people are doing podcasts, in general, if it's limited, or if it's not, if it's ongoing, they don't find unique ways to keep it out there, especially if it's a guide for something. 00:27:14.084 --> 00:27:16.094 And I think that's great. 00:27:16.104 --> 00:27:17.344 You're making it happen. 00:27:17.445 --> 00:27:23.604 A lot of people just think it's luck, but really, you got to really be pushing your podcast out there in different ways. 00:27:24.334 --> 00:27:33.485 Neil McPhedran: Matthew, curious from, from you, I think what you explained is you saw this call for podcasters out there and you thought, hey, this could be interesting. 00:27:33.495 --> 00:27:39.534 And so you joined and then as you've talked about, like, you met all these other students and you talked about the experience. 00:27:39.565 --> 00:27:50.880 But coming out the other end, I, I know you said off the top you're in film, but how does this journey into podcasting affected or not affected your career choice or what you're interested in? 00:27:50.890 --> 00:27:59.239 I'm sort of curious about that, as getting students involved into podcasting, kind of curious about how that can help on the other end when you come out of university. 00:28:00.110 --> 00:28:05.100 Matthew Whiteman: Yeah, I mean, I was very lucky to be part of it and it's kind of opened more doors for me than I expected. 00:28:05.220 --> 00:28:09.740 I never really, before I did this, I listened to a lot of podcasts, but I never considered it as an option. 00:28:10.239 --> 00:28:12.780 So since then, I've done some odd things for Tim. 00:28:12.820 --> 00:28:16.999 He has his own podcast called The Hurt Locker Pod, where I've done a few edits for him. 00:28:17.269 --> 00:28:20.200 And I've taken a few pictures for some of his clients as well. 00:28:20.680 --> 00:28:25.710 And as Tim said, I have like a portfolio website where I showcase my film work and I put it on there. 00:28:26.000 --> 00:28:35.135 And I was quite surprised how many people that both I knew in, in real life, like friends and family, but also people that just came across my website, accessed the podcast through that, which is really nice. 00:28:35.534 --> 00:28:46.045 And then most recently I've been quite lucky to, I've started working as like a social media editor for this podcast called the Press X to Continue, which is like a gaming podcast based here in the UK. 00:28:46.165 --> 00:28:46.995 I managed to get that. 00:28:47.005 --> 00:28:56.975 There was like a call out for it, but the main reason when I was going through the process of getting it was I mentioned being part of the One in Five podcast and the other experience I had editing with Tim and for other podcast stuff. 00:28:57.005 --> 00:28:59.435 And that was kind of what allowed me access through to that work. 00:28:59.435 --> 00:29:01.045 So yeah, it was really great to do. 00:29:01.860 --> 00:29:07.280 It's more focused on, you know, getting this message out there and getting the podcast out to other students starting university. 00:29:07.280 --> 00:29:10.970 It's also opened a lot of doors for me as well, which has been really nice. 00:29:11.220 --> 00:29:11.910 Jennifer-Lee: I love that. 00:29:11.940 --> 00:29:22.200 I keep telling my favorite story, all the time in this podcast, because we've talked to other people like the Stanford Storytelling Project where people have gotten jobs after these types of courses or this type of experience. 00:29:22.210 --> 00:29:23.440 So I think that's amazing. 00:29:23.450 --> 00:29:24.260 So there we go. 00:29:24.630 --> 00:29:27.940 Tim Roe: We wanted to make sure that the young people were evidenced their work. 00:29:27.970 --> 00:29:29.440 It wasn't just something that they took part in. 00:29:29.440 --> 00:29:30.030 And that's it. 00:29:30.060 --> 00:29:32.430 We created a page on LinkedIn for the whole podcast. 00:29:32.430 --> 00:29:39.200 And what we did was we told you what the podcast was going to be, but we did it in installments as a teaser to try and build up an audience before, which was really helpful. 00:29:39.210 --> 00:29:43.940 So my work in kind of higher education and wide anticipation, different universities, et cetera. 00:29:44.010 --> 00:29:51.100 Some of the schools that the different students went to, some of the different partnerships, as we mentioned, those different regions, we all kind of like, so this is going to happen. 00:29:51.110 --> 00:29:55.680 We put some teaser reels out, we put some of the shorts out of some of the amazing discussions that we're going to have. 00:29:55.750 --> 00:29:59.600 And we said, this is going to come out in February, 2024, and we drip fed it. 00:29:59.640 --> 00:30:01.420 And then we got kind of likes and traction. 00:30:01.420 --> 00:30:03.170 And so they knew that it was going to come out. 00:30:03.190 --> 00:30:08.700 And then from that other people contacting us from different kind of regions in the UK, whether they were local councils or. 00:30:09.510 --> 00:30:13.440 local areas going, when is this going to come out or this is going to be a really useful resource. 00:30:13.680 --> 00:30:16.390 And then from that, Matthew's done work for myself. 00:30:16.800 --> 00:30:24.500 We've stayed in contact and we've kind of put a bit of a presence for the young people on LinkedIn, you know, what they did and how they contributed to different episodes. 00:30:24.500 --> 00:30:34.675 And it's great to follow their journeys now, even though it's almost a year afterwards, I'm seeing stuff that Matthew's taking part in and, and Jessica, Matthew, Dominic, Kyle, as their journeys progressed. 00:30:34.795 --> 00:30:38.865 As they were finishing the podcast, they were going on to finishing Uni in their third year and graduate. 00:30:38.965 --> 00:30:42.155 So it's great to have those pop ups now and again, we're all kind of connected. 00:30:42.255 --> 00:30:42.735 Neil McPhedran: That's great. 00:30:42.995 --> 00:31:03.440 We'll drop the link to the LinkedIn page in our show notes, but yeah, well, that's one of the things I always advise a lot of our podcasts we work with is to create a LinkedIn page for the show, especially in higher education, because there's a good university kind of connection, academia connection to, to LinkedIn, but then you can join it. 00:31:03.500 --> 00:31:06.290 And then anyone who works on it, it pops up into their feeds. 00:31:06.290 --> 00:31:11.690 But also when we put out a post about this episode, we'll do @ the show and then, and then that comes up too. 00:31:11.690 --> 00:31:13.020 So thank you for sharing that, Tim. 00:31:13.020 --> 00:31:14.600 That's a super smart tactic. 00:31:14.630 --> 00:31:15.710 I really liked that. 00:31:15.760 --> 00:31:19.115 Jennifer-Lee: You guys seem to be really switched on in this industry. 00:31:19.125 --> 00:31:27.885 Is there anything, if you could go back and change it, if you were to do a new podcast tomorrow, what was something that you'd want to change in your process? 00:31:28.115 --> 00:31:31.755 Tim Roe: As you say, you'd like to have as much different experiences as possible. 00:31:32.410 --> 00:31:38.930 If we could have found students with the timeframe within those areas who are available with different disabilities to show that the different challenges there. 00:31:39.270 --> 00:31:42.480 I think it would be nice to even go back and maybe have a bit of a reunion. 00:31:42.480 --> 00:31:43.510 How are people getting on? 00:31:43.510 --> 00:31:50.310 So they've gone to university, people have gotten engaged, they've gone on to work, different graduate jobs, but yeah, that would be good to do. 00:31:50.390 --> 00:31:54.700 But I think, I don't know, I think we did it so quickly in such a short space of time. 00:31:54.700 --> 00:31:56.880 And I think, how can we improve it? 00:31:57.130 --> 00:31:59.540 Matthew, what do you think we could have done better looking back? 00:31:59.825 --> 00:32:19.655 Matthew Whiteman: I think maybe looking back to try and, obviously, at the time we had the panel of five students already sorted by the time we started recording, but I think maybe if we were to gauge more opinions and more experiences from other disabled students, maybe what we could have done is in between recordings could have gone back to the university and said like, look, we're part of this podcast now, we're recording for it. 00:32:19.805 --> 00:32:26.440 Are there any students that in the university do you think would maybe want to pass on any questions for us to answer on the podcast or things like that? 00:32:26.560 --> 00:32:33.260 Or talk about anything if they wanted to, you know, it's, don't feel like they have to, but if they wanted to share their experiences with us, we could then promote that on the podcast. 00:32:33.300 --> 00:32:35.350 I think that would have been really good to do. 00:32:35.430 --> 00:32:45.265 I think, as you said, doing a reunion as well would be really nice, but I think it's also important that if we did bring the podcast back to do, maybe just continue on with, with new people, or at least maybe not everyone. 00:32:45.265 --> 00:32:51.695 Just sort of mix up the selection a bit more because we get more of a range of experiences, support from different people as well. 00:32:51.905 --> 00:32:54.475 But yeah, that's, that's just one thing that stuck out to me really. 00:32:55.095 --> 00:32:55.565 Neil McPhedran: That's great. 00:32:56.195 --> 00:32:59.335 This has been a really awesome conversation guys. 00:32:59.395 --> 00:33:01.105 I think that we've learned a lot. 00:33:01.105 --> 00:33:12.055 I think this is really interesting to dive into having such a large role students playing, I like the, for students, by students, way you've gone about it. 00:33:12.055 --> 00:33:13.155 It makes a lot of sense. 00:33:13.275 --> 00:33:17.975 Just tackling a very focused topic like this in a limited series, I think is great. 00:33:17.985 --> 00:33:20.485 And then the way you guys did it, I think is really good. 00:33:20.525 --> 00:33:22.405 Jennifer-Lee: I want them to start on that reunion episode. 00:33:22.835 --> 00:33:24.345 And then we have a few more years. 00:33:24.945 --> 00:33:28.155 Anyways, I think this is a fantastic conversation. 00:33:28.155 --> 00:33:29.475 I'm glad that you guys joined us. 00:33:29.545 --> 00:33:29.835 Neil McPhedran: Yeah. 00:33:29.905 --> 00:33:31.825 Well, thank you so much, Tim and Matthew. 00:33:31.825 --> 00:33:38.115 It's been amazing having you on and thank you so much for sharing about your podcasting journeys and about your podcast. 00:33:38.690 --> 00:33:39.040 Jennifer-Lee: Yes. 00:33:39.120 --> 00:33:39.600 Thank you. 00:33:40.140 --> 00:33:40.610 Tim Roe: Thanks guys. 00:33:40.610 --> 00:33:41.850 It's been a pleasure to talk to you. 00:33:42.100 --> 00:33:43.170 Matthew Whiteman: Thank you for having us. 00:33:44.130 --> 00:33:48.710 Neil McPhedran: Well, Jen, that was an excellent conversation we just had with Tim and Matthew. 00:33:48.770 --> 00:33:54.010 I think it's really interesting to dig into their podcast. 00:33:54.050 --> 00:33:59.990 I really like how it's a podcast for students by students. 00:33:59.990 --> 00:34:14.170 And I, I really like sort of in general, how the UniTaster Guide with their two podcasts are leading more and more into having students have a big voice in the podcast itself, because that's who it's for, students. 00:34:14.930 --> 00:34:15.050 Jennifer-Lee: Yeah. 00:34:15.430 --> 00:34:24.320 Like the one we did with Jon Cheek, the UniTaster Guide, the UniTaster Days, what I liked about it is the fact that it's not institution specific. 00:34:24.330 --> 00:34:32.850 Again, these are things that are important because it's helping the institutions also get prospective students because they're more aware about different things. 00:34:32.850 --> 00:34:53.010 It's the same thing for this one, is with the One in Five it's talking about the different experiences people have with disabilities and how they can be accommodated, or how they can go to certain universities and, and find out different things and relate to, which is interesting because it's something that a lot of people don't think about. 00:34:53.060 --> 00:34:53.600 Neil McPhedran: Absolutely. 00:34:53.640 --> 00:34:53.870 Yeah. 00:34:53.960 --> 00:35:02.370 I think it's a great resource for students and I like their approach too, that it's, it was really created as this mini series that was evergreen content. 00:35:02.880 --> 00:35:10.130 That can be accessed over a long period of time, and it isn't necessarily, they have to keep putting out more and more episodes. 00:35:10.130 --> 00:35:11.220 I like their approach there. 00:35:11.780 --> 00:35:12.290 Jennifer-Lee: Love it. 00:35:12.780 --> 00:35:13.150 Okay. 00:35:13.150 --> 00:35:18.810 Well, thank you so much for tuning into the Continuing Studies Podcast, a podcast for higher education podcasters. 00:35:19.130 --> 00:35:22.190 We hope you found this episode informative and inspiring. 00:35:22.200 --> 00:35:28.760 If you enjoyed the show, we encourage you to follow and subscribe to our podcast on your preferred platform so you'll never miss an episode. 00:35:28.780 --> 00:35:37.110 But if you found this episode particularly valuable, please consider sharing it with your friends and colleagues who also might be interested in higher education podcasts. 00:35:37.150 --> 00:35:46.240 We also invite you to join your peers on HigherEdPods.com where you can connect with other podcasters in higher education and learn from others in the field. 00:35:46.260 --> 00:35:48.330 Thank you for being part of our community. 00:35:48.360 --> 00:35:53.810 We look forward to continuing to bring you valuable insights and conversations around higher education podcasts. 00:35:53.850 --> 00:35:55.520 See you in the next episode.