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Our program offers rigorous EPQ mentoring, providing academic guidance and support to school students. We have developed a comprehensive methodology for delivery, including extensive recruiting, preparatory work, safeguarding training, and 1-2-1 interactions. This program benefits PhD/early career researchers, teachers, and school students by fostering networking opportunities, building relationships, enhancing time management skills, and improving research abilities.
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Inspiring the Next Generation of Researchers • Mentoring of students taking the EPQ qualification • Developed a methodology for delivery of EPQ mentoring • Including • Rigorous recruiting – LU wide advertising to generate student interest, interviews with an academic and a teacher- required preparatory work by the student, facilitating DBS clearance, safeguarding training by teachers • 2. PE training by NCCPE • 3. 1-2-1 conversations between mentors and mentees at LU • 4. E-interactions via school Moodle site
Q - How to evaluate the experience/value for both the pupils and the PhD /early career researcher? • For ECRs • Joining a new community/ networking with PhDs from different disciplines – generating new opportunities • Building relationships • Time management and dealing with time constraints • Managing their supervisor or PI • Adding value to the cv • Learning new/different communication skills • Building confidence e.g. 1st year Engineering student, lives locally, first degree from UCLAN and now LU - “I’ve not been anywhere”
For Teachers • An understanding of the variation in experience and knowledge of research ability depending upon the stage of the PhD student – gained? • Matching ECR with school student for maximum benefit- how important is this? • Reflection on how project topics for EPQ are identified and developed – does this change with ECR input?
For School Students • Academic advice from someone who is not their teacher and has no knowledge of their prior attainment – is this helpful? • Better understanding of research ethics - achieved? • Better understanding of unbiased data collection- achieved? • Increased % of completion and submission? • Do students attain a different grade to that envisaged prior to the intervention?
