Interview by Shereen Nizari
Connar Mawer is an MRC DTP PhD student in the Centre for Inflammation and Tissue Repair, Division of Medicine, investigating the pathomechanism of lung fibrosis in COVID-19. He has advocated for inclusive learning, highlighting the strengths that people with learning differences bring to academia, both at UCL and at a national level with the AdvancedHE Disabled Student Commitment Group. His efforts in this area were recently recognised with a UCL Inclusion Award (2024) for Championing Disability Inclusion.
Many congratulations on your recent student award for Championing Disability Inclusion at UCL! Please can you tell us about your many activities and your ambitions for disability inclusion at UCL?
Thank you! My work has focused on improving the learning and research culture for postgraduate students with specific learning difficulties. I lead a UCL Changemakers Project to support these students transition from taught programmes to PGR, where it can feel like your support drops off. Also, as a member of the AdvancedHE Disabled Student Commitment Group, I am able to advocate for this at a national level. My ambition is to create a more inclusive academic environment where neurodivergent students feel supported and empowered.
As a leader of a UCL Changemakers group, what do you think are the main barriers and misconceptions students with learning differences face in academia?
The main barrier for PGR students with learning differences is the limited applicability of reasonable adjustments, leading to disparities in training and the misconceptions around their academic capability. Academics should foster inclusive environments to leverage the strengths of neurodivergent people. For instance, dyslexic individuals (like me) can excel in creativity, problem-solving, big-picture thinking, and pattern recognition, offering unique perspectives and innovative solutions – this is dyslexic thinking (which was recently added as a skill on LinkedIn). Our work with the UCL Changemaker's project aims to empower PGR students with learning differences to recognise these strengths and advocate for themselves.
You are carrying out this amazing work alongside undertaking a PhD - what is your PhD project about, and what was your journey to a PhD like?
My project examines the mechanisms underlying post-COVID-19 fibrosis, with a focus on the fibrogenic potential of SARS-CoV-2-associated viral proteins. I use amazing techniques, like alveolar organoids and a functional bioassay referred to as "scar in a jar," to investigates the functional implications of SARS-CoV-2 infection.
The route to my PhD was unconventional. At school I struggled due to undiagnosed dyslexia, which created a frustrating disconnect between my competence and my grades, except in sciences, where I excelled. I explored my aptitude in science after finishing school by working as a Medical Laboratory Assistant with the NHS. The practical application of biology reinforced my interest in a science career. I explored careers and university degrees, however, my earlier challenges at school had limited my options. I did not have the grades to complete convectional qualifications, required to attend university, so I completed an Access to HE Diploma, which is designed for people without “traditional qualifications.” Alongside the diploma, I also undertook evening courses to retake other key qualifications. Together, this allowed me to pursue a degree in Biomedical Science at the University of Edinburgh, where, despite my earlier challenges, I was awarded for graduating with the highest grade in my honours group. My interest in stem cell biology led me to pursue an MSc in Regenerative Medicine, where I graduated with Distinction. I then joined an incredible team as a Research Technician at the KCL Centre for Gene Therapy & Regenerative Medicine. Throughout my academic journey, my supervisors were a significant source of inspiration, fostering an environment where I could apply creative problem-solving approaches (dyslexic thinking) to my projects. These experiences provided a robust foundation for progressing to a PhD.
I also recently described this journey for an Athena SWAN initiative, Inspirational People in Science for International Men's Day 2024.
Do you have any advice you’d like to pass on to current PhD students?
Be resourceful and draw on the expertise around you.
Do you have a favourite quotation or memo that you would like to share with our readers?
"Life is about using the whole box of crayons." RuPaul
Drawing on a broad range of skills is how we add colour and vibrancy to our lives. I believe this is true for academia as well.
I practice this principle by applying my graphic design skills to adapt text-rich protocols into concise, illustrated formats (GIF below). This involves illustrating practical techniques (to ensure consistency in training and practice through visual representations) and simplifying text into sequential steps with embedded equations (for precise calculations).
These efforts make complex information clearer and is useful for individuals with diverse learning styles - including those with dyslexia, ESL students, and others - to understand and follow procedures more easily. Importantly, this adaptation process is time efficient, offering an opportunity to thoroughly review and understand the protocol, while adapting it.
