Researchers in Residence

This scheme closed in January 2012

This scheme placed PhD and postdoctoral researchers in secondary schools across the UK to develop a programme of activities with teachers. The aim was to make school science, technology, engineering and maths more relevant and exciting for young people.

The scheme is funded by Research Councils UK and supported by the Wellcome Trust.

Since introducing the scheme in 1995, over 3500 researchers took part.

Dr Adélia de Paula, Science Communicator, Rothamsted Research explains: "Several Rothamsted Research PhD students were involved in the 'Researchers in Residence' initiative in the last 3 years. Being involved in the scheme provided our young researchers with an opportunity to make a difference to the process of teaching and learning of science in schools. They improved their communication and time management skills, as well understanding of others. But most importantly, researchers also benefited from sharing their knowledge and experience with the younger generation and acting as a role model for students."

Visit the Researchers in residence website for more information (see external link).

Case study: Taking structural biology into the classroom - a researcher's perspective

Alexander Lawson, Biosciences, University of Birmingham

What was the aim of your placement?

"When I met with the school staff (at King Edward), they were keen for me to cover topics that were linked to the curriculum. Therefore, I focused on areas of my research that I felt would complement the work the students were already studying."

What did you hope to get out of the placement?

"The course I'm doing covers structural biology, which involves a lot of public speaking and demonstration to undergraduate students. I thought doing Researchers in Residence would be a good way of getting teaching experience and presenting to a wider audience."

How did you determine the structure of your placement, was it a joint effort with school or your own decision?

"I met with my placement teacher and discussed what we wanted out of the placement. We agreed I would teach part of the sixth form biology course as well as highlighting some of my own work and possible career choices in science. My placement was spread over a week, doing double periods in the morning and afternoon with different groups of upper and lower sixth form students."

Did you have any apprehensions prior to beginning the placement?

"Not really, as my research involved a lot of demonstrations and talks, I was used to presenting. For me, the placement was more about learning how to make my research resonate with a wider audience and present it in such a way that it would make sense to non-academics."

How was this different from the reality?

"I was quite surprised by how many of the students, especially those in the upper year, were interested in my life as a researcher. A lot of them were quite surprised that I had an active social life and knew many people of my age, male and female, studying science. Shattering stereotypes wasn't high on my agenda when I applied for the programme. However, it felt good to be able to provide a realistic representation of young scientists and I'd like to think it made a career in science look more attractive to the students."

Highlight of the project?

"I think the best thing was seeing the students becoming interested in science. It was heartening to see them enthused about basic concepts and have them respond to my questions with earnest, well-thought-out answers."

Best thing about being a researcher in residence?

"It was a rewarding experience; having students take an interest in the work you do and take on board what you say. It felt good to think that I had contributed to their learning and had been able to offer insights into what university life was really like."

What did you learn/get out of the experience?

"My confidence in public speaking definitely increased after completing my placement. It was useful to practise presenting to a non-technical audience and it forced me to really think about my own research and what messages I was trying to get across."

Life after Researchers in Residence, what have you been up to since finishing your placement?

"I'm currently in my final year of research and although I am planning a career in clinical science, I would relish the opportunity to teach science to undergraduates after I have qualified. All in all, I think my communication and presentation skills definitely benefited from the Researchers in Residence experience."

Would you recommend Researchers in Residence to a fellow researcher?

"I'd definitely recommend Researchers in Residence to anyone who wants to get experience of presenting to different audiences or public speaking. It's great for confidence building and improving presentation skills. It's also great for people interested in teaching because it provides a good taster without being completely full on. It's a good way to explore, but within your comfort zone, in that you're communicating topics and concepts you're already familiar with.”

Contact

Tristan Bunn, Inspiring Young Scientists Co-ordinator, Norwich Research Park
tristan.bunn@bbsrc.ac.uk
tel: 01603 255017
fax: 01603 255168