Abstract
In this afterword, I reflect on my involvement in one element of Warwick’s pandemic contingency work and how PGR tutors made a significant contribution. I consider this in light of the pieces in this inaugural JPPP issue, looking at what this tells us about the value of working with postgraduate researchers who teach, with reference to recent activities, events and surveys and through the lens of persistence in learning.
Highlights
As has been so ably reflected in the pieces in this journal issue, we faced many disorienting truths about our teaching practice just over 18 months ago
We encountered a sudden shift in our perception of higher education learning and teaching
Decisions had to be made in haste; decisions as educationalists we would all rather have spent longer considering, planning and enacting
Summary
As has been so ably reflected in the pieces in this journal issue, we faced many disorienting truths about our teaching practice just over 18 months ago. I returned to thinking about the importance of persistence, a concept which has shaped my understanding of how my various cohorts of students have learned over the years at Warwick.
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