PGR teaching STeP (Student Teaching Pathway): A multi-prong approach to enhancing research culture

This blog was co-authored by students and staff: Emma Jelves (EJ), a Biomedical Science undergraduate student; Ibemusu Otele (IO), a postgraduate research (PGR) student; and Neenu Singh (NS), a Senior Lecturer.

Leicester School of Allied Health Sciences, Faculty of Health and Life Sciences, De Montfort University, Leicester, LE2 7BY

NS: An essential element of research culture that is often unintentionally overlooked is research that should be disseminated, discussed, and valued by both postgraduate research (PGR) students and undergraduate (UG) students, the future of our research community. As described by Healey and Jenkins (2017), a key strategy for academics to mainstream undergraduate research involves engaging, promoting, and encouraging undergraduates in research and inquiry. These could involve learning about current research in a relevant discipline, developing skills and techniques to conduct research, or participating in research discussions.

In accordance with this, I developed ‘PGR teaching: a STeP (Student Teaching Pathway)’, a session featuring research talks by PGR students for undergraduate students within the second year ‘Emerging Technologies’ module, which I lead under the Biomedical Science programme.  The aim was to achieve multi-prong benefits: 1) For UG students, a deeper understanding and appreciation of the biomedical techniques covered in the module, linking to real-world research. Questions were encouraged, and an informal and welcoming environment was provided for students to ask questions.  2) For PGR students, confidence to deliver research in front of a large (> 100) student audience and develop the ability to present complex research in a simplistic manner, focusing on clarity, engagement and effective learning by UGs. 3) Insights into the criteria of various PGR pathways, potential research-study-based degrees and entry requirements for continued research-led academic engagement.

My role as one of the Institute Heads of PGR students, driven by my enthusiasm for research, I also wanted PGRs to share their passion and excitement for research with UG students, providing an opportunity for them to be inspired to research studies. I requested that the PGR students share their educational and professional backgrounds, as well as how they became interested in research and discovered their passion for it, using a storytelling approach. I believe that such an approach to communicating research is very important; it is about making it meaningful and relatable to UG students. We need to consider the needs of UG students and their current level of understanding, which will genuinely spark their interest, rather than overloading them with the most complex aspects of research that PGR students are perhaps accustomed to tackling daily.

The UG students appreciated this initiative, with 88% of students enjoying the session, as reflected in the feedback survey below (Fig. 1A). A significant 76% of students agreed or strongly agreed that they gained insight into the applications of various research techniques (Fig. 1B). It was promising to know that the students are successfully understanding the practical side of research. Even more encouraging, a strong majority of students (69%) also indicated they would now consider pursuing a research degree (Fig. 1C). This suggests our approach is not only clarifying what research involves but also actively inspiring the next generation of researchers. Furthermore, a high percentage (78%) of students also understood what a research degree looks like, which is crucial for making informed decisions about their academic future (Fig. 1D).

Figure 1: Undergraduate student survey: Feedback based on PGR teaching STeP (Student Teaching Pathway) session

EJ: As an undergraduate student in my second year of BMS degree studies, I attended a series of postgraduate research degree talks by the current Master's and Doctoral students, in which they shared their personal research and educational journeys and research projects, offering first-hand perspectives on postgraduate research experiences. The project talks were fascinating and insightful, linking the research techniques learnt in the module to real-world research applications and showcasing the diversity of the postgraduate research community pursuing research degrees. The PGR student body comprised international and home students, those with industry experience, students from varied educational and cultural backgrounds, and part-time technicians. I could appreciate the diverse options available for pursuing a PGR degree, ensuring that the postgraduate research community is inclusive and caters to everyone, regardless of personal responsibilities and time constraints. This allows PGRs to choose a part-time mode of study or pursue an MSc by research in areas of interest. I always thought I would go straight into a job, but after the PGR talks, I am considering a PhD after graduation, whether immediately or in a few years. The talks were also very educational, as many students, including myself, were unaware that a PhD could be undertaken straight after an undergraduate degree, thereby removing misconceptions regarding the entry requirements.

This sparked my interest in undertaking a research experience during the summer. My experience working with NS and some of her postgraduate researchers during the summer break has been invaluable. It has been a great opportunity to develop my skills and learn new techniques. The one-to-one interaction with PGRs has allowed me to receive personalised feedback on improving or adapting techniques to become more accurate. The PGRs are very supportive, ensuring I understand what’s happening and explaining the molecular and cellular techniques as well as the protocols for various experiments. This experience has not only improved my technical skills but also my confidence in the research field. One of the unique advantages of shadowing PGRs is the opportunity to witness complex experiments that I would not have seen during my degree. This hands-on experience gives me a head start in my research project for the final year of my studies, as I’ve already observed many of the experiments we learn about, such as separating and analysing proteins in Western blot, in action.

Throughout the talks and my time working with the PGR students, I have noticed that their passion and dedication towards their research are evident and very inspiring. Listening to them develop and learn from their failures and successes is what the research culture is all about. It is how we learn and develop as a research community. Working with them helped me learn about professional work environments and the ethical considerations of research. They shared their research and results with me, which made me feel so included and valuable, and I was always encouraged to ask questions and share ideas. Their research work has inspired me in what I would most likely pursue. It was an invaluable experience that will benefit me throughout my future career.

IO: As a PhD student in the Biomedical Science programme team and working on a research project in the area of cellular and molecular nanomedicine, my experience of participating in the Student Teaching Pathway (STeP) program was an incredible opportunity that helped shape my skills as a lecturer and researcher. In this program, I developed and honed key skills that have strengthened my ability to engage with students, communicate complex scientific ideas effectively, foster an inclusive and research-driven learning environment and supported me in applying for the Fellowship of the Higher Education Academy.

One of the major skills I gained was my ability to break down complex research concepts into layman’s language for undergraduate students. By presenting my research findings to undergraduate students in a clear, engaging, and structured manner, I enhanced my science communication skills, ensuring that students understood my research and appreciated its application in the scientific community. This experience taught me the importance of preparing my materials to suit my audience. It also taught me how to adapt my explanations to different knowledge levels—an essential skill for teaching and research.

Furthermore, through this program, my presentation skills were greatly refined. Addressing a large cohort of students helped me to build confidence, manage my stage presence, and deliver my research in an engaging manner.  Encouraging students to ask questions in an informal and welcoming environment also helped me develop the ability to think on my feet and respond to inquiries more effectively, strengthening my teaching techniques.

Apart from teaching, my involvement in the program has allowed me to reflect on my research journey and how I have grown as a researcher. Sharing my academic and professional journey through storytelling has helped me connect with students on a personal level, demonstrating that research is not just about data collection and experiments, but also about passion, curiosity, and perseverance. This experience has made me more skilled at mentoring and advising students interested in postgraduate research.

Overall, this experience has played an important role in my development as a lecturer and researcher. It has reinforced my commitment to making research more accessible and engaging for students, while also strengthening my teaching and communication skills. As I progress in my academic career as a lecturer and an independent investigator, I will continue to apply these skills to enhance research-led teaching, mentor aspiring researchers, and foster an inclusive academic environment that bridges undergraduate learning with postgraduate research.

NS: The STeP initiative highlights its relevance to both UG students and PGR students, capturing the essence and providing encouraging evidence that engaging UG students in such research sessions significantly facilitates their enhanced learning, research career exploration, networking, and skills development. While mentoring PGR researchers demands significant time and support in shaping their content and delivery, this collaboration is a vital investment. When PGRs step into a guiding role, it cultivates a rich research culture among UGs – one that embraces positive interaction, open communication, and understanding of research norms, as well as enhanced retention in science and research.

Acknowledgement: NS would like to thank Dr Abu-Bakr Abu-Median, UG students, and PGR students for their support of this session.