The Sheffield Undergraduate Research Experience (SURE): the value of a vacation bursary scheme in improving employability Lucy Lee, Martina Daly University of Sheffield Medical School
What is it? A summer scholarship programme that allows undergraduate students to experience “life as a researcher” Launched in the Medical School, Summer 2009 and open to undergraduate students in Sheffield undergraduate students in Sheffield and elsewhere in the UK Supervisors must be Early Career Researchers Parallel scheme run by CILASS
Early Career Undergraduate Researchers Students Why? Why? Medical School National Guidelines Research Strategy
Undergraduate Students Early experience of research in “real” research environment Gain an understanding of how knowledge is created, laboratory experience, develop analytical skills, learn the value of objectivity Improve networking and communication skills and work collaboratively as part of a research group collaboratively as part of a research group Assist with career planning Increase employability
Supervisors (Early Career Researchers) Professional development Experience of grant writing, supervision and project management Better equipped for applying for research grants and career development fellowships Completion of short research projects which might otherwise not be possible Increase employability
Internal Drivers: Medical School PGR strategy Early identification of high calibre students for PGR programmes, in sufficient time to allow potential supervisors to plan ahead The Medical School does not have an undergraduate feed of students from the basic science disciplines students from the basic science disciplines Identification of students from outside of Sheffield
External Drivers: Research Careers in the UK: A Review Prof. Nigel Thrift, Nov 2008 Research careers not seen as attractive to high calibre graduates Supply and development of researchers affected by initial attractiveness of research careers and retention and attractiveness of research careers and retention and advancement of the most talented researchers at subsequent levels “Brain drain” from the UK continues to be a danger “Research councils should work with universities, research institutes, charities and industry to develop a national Research Experiences Programme for undergraduate students.” The Thrift Report, Nov, 2008
Budget Student bursary, £180 per week (for 6 weeks) Research costs, £1,000 per project Catering (welcome, coffee morning, presentation day) Training for supervisors Training for supervisors Publicity Prize for best student presentation (£50) Temporary secretarial support
Funding in Year 1 Skills Training Development Grant (Roberts funding) Funding for all costs except student bursaries Learning and Teaching Development Grant Funding for 4 student bursaries for Sheffield Undergraduates Devolved Funds from Department Research Committee Funding for 6 student bursaries (unrestricted)
Process and Administration Nov Advertise Scheme internally Recruit Projects Internally 2008 Proposals to Review Board Notify successful candidates Advertise Scheme across UK Recruit Students Create application review framework Applications reviewed by supervisors and panel Adm Interview Training Interview Training dministrative Support Supervisor Training Supervisor Training “How to be an effective researcher” = project management Developed interview criteria Student Interviews Timetabled 60 interviews over one afternoon Notify successful candidates Stipend Payment organisation Pre Project Admin Consumable account organisation Create Induction pack Ongoing monitoring of project pairs 6 week projects Evaluation Analysis
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Evaluation – for both Students and Supervisors Method: 1. Theory of Change Document created 2. Pre-Scheme Questionnaire • Questions included: • Skills • • Experience Experience • Used as a baseline to benchmark changes against 3. Post-Scheme Questionnaire 4. Focus Groups Analysis: • Compared post with pre questionnaire for changes in skill levels • Matrix analysis of focus group transcripts
Results: Undergraduate Students All 36 skills improved over the course of the project 77% (7/9) improved in at least 16 skills General research skills showed the greatest improvements The most improved skills (mean increase 1.4 – 1.8; scale 1-5) The most improved skills (mean increase 1.4 – 1.8; scale 1-5) were: � Give a clear oral presentation with appropriate level of detail � Explore more than one solution in order to solve a problem � Understand reasons for experimental failure, suggest solutions and implement them � Propose sensible new experiments to extend recent findings � Adapt procedures and protocols to new circumstances
What the Undergraduates said…. “I found that the working environment suited me well. I loved the feeling of finally getting something to work. I felt excited that I was contributing something new to science and that nobody had done the exact thing I was doing. I made use of the opportunity to speak to people who have had long research careers and to ask their advice people who have had long research careers and to ask their advice about applying for PhD's etc” “It has definitely made me more certain on pursing a career in research . Has made me more confident in my own ability, giving me confidence in carrying out my masters project this year.”
Results: Supervisors 14/16 skills improved over the course of the project 67% (6/9) improved in at least 7 skills The most improved skills (mean increase 0.9; scale 1-5) were: � Understand process of funding and evaluating research � Support the learning of others when involved in teaching, mentoring or demonstrating � Show an insight into the transferable nature of research skills to other work environments and a range of careers (e.g. communication, supervisory and analytical skills)
What the Supervisors said…. “The thing I was most surprised that I got out of the scheme was organising someone else’s work had a good effect on my own organisation of my work. I now prioritise my workload better on what needs to be done today.” “ Time management was one of the major things I got out of it, it needed perhaps more of my time than I expected, I think I’ve gotten needed perhaps more of my time than I expected, I think I’ve gotten much better at managing my own time now after having to manage someone else’s as well. It was difficult at first but has now definitely improved.” “ Interview skills without a doubt, its something I’ve never had the opportunity to go through before, to go through CVs and conduct interviews I think was a major benefit of the scheme from my point of view.”
Year 2: Changes Funding for all stipends = Learning and Teaching: IBL Grant All students to be recruited from University of Sheffield Encouraging all supervisor/student pairs to apply for external summer scheme funding summer scheme funding Projects are available to the whole Faculty.
Future for SURE • Sustainability Currently no funding available for 2011 • Scalability Will other departments look to organise similar schemes? Possibility of Admin/resources pooling Possibility of Admin/resources pooling • Assessing Employability Maintain Alumni and monitor contribution of SURE on career
Discussion Questions: 1. Please list what undergraduate vacation activities your department currently engages with, and where the funding comes from. 2. What do students need and what are the costs involved? 3. What possible funding sources are available for vacation 3. What possible funding sources are available for vacation schemes? 4. How could the SURE scheme become sustainable? 5. Could the SURE scheme be used by other departments and how could departments share resources?
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