Anna Stodter, Genevieve Williams, Alison Northrop, Dan Gordon, Claire Rossato, Itay Basevitch, Charlie Nevison, James Johnson, Justin Roberts Dept. of Life Sciences Enhancing student engagement, experience and academic achievement through involvement in research projects Funding: ARU LTA project Award 2015/16

To develop UGs into critical, applied and independent thinkers who are satisfied with their university experience Key Problem = poor lecture attendance and engagement with research methods Department AMRs suggest students do not feel that they have the full employability skill-set and have too few practical sessions. Background – the problem

Benefits of research experience: understanding of the scientific process engagement critical thought and deeper learning reflection on these approaches proactive use of communication and personal-transferable skills (Healy et al., 2010; Heinrich, 2014; Seymour et al. 2004). higher motivation levels and feelings of autonomy (Heinrich, 2014). Background – what research says

Background – ARU LTA strategy “increasing student engagement within the curriculum… to support their academic success… and giving them a distinct edge in the jobs market” “develop as independent learners and researchers” “engage students though research internships that boost graduate attributes”

Aim: to investigate the effect of student involvement in extra-curricular research projects on UG satisfaction, engagement and performance. Purpose: to promote student engagement, improve academic performance and the quality of the UG experience. Background – aim, purpose

Pilot study with focus group informed Q Ethics and SEPS Q Pre and post and experimental group (n = 25) level & course matched control group (n = 25) Experimental group take part in CCSES staff research 6-10 hours working with a researcher in the field over 2-4 separate days Methods

Student discussion forums, outcomes included: positive engagement in class developed academic discussion better understanding of the wider context of LS research reflection on their experience confidence and quality in the practical setting forming study groups an increased their sense of ‘belonging’. Pilot study

I feel involved with research in Sports and Exercise science at our university I am satisfied with my undergraduate course I understand how I would go about doing research in my subject I often study outside of lectures I am interested in further study after my undergraduate degree (ie masters) My experience at university has helped me to present myself with confidence My communication skills are good as a result of my experience at University As a result of my university experience, I feel confident in tackling unfamiliar tasks SEPS Questionnaire strongly disagreedisagree undecided agreestrongly agree Student satisfaction (NSS) Performance (academic, employment bureau) Engagement (pilot and MER)

SEPS Questionnaire Planning a research project Very LowLow Moderate HighVery High Collecting scientific data Very LowLow Moderate HighVery High Readiness to accept responsibility in work or academic situations Very LowLow Moderate HighVery High Readiness to improve performance based on feedback of others Very LowLow Moderate HighVery High Cooperating with others in a work environment Very LowLow Moderate HighVery High Contributing to discussion in class Very LowLow Moderate HighVery High Analysing facts and situations and applying creative solutions Very LowLow Moderate HighVery High Setting goals to help you be successful at university Very LowLow Moderate HighVery High Rate your confidence in your ability to in the following skills:

Equine Research Experiences Sports Physiology Sport Psychology

Significant increase (T-test, p < 0.05) in scores for: Satisfaction I am satisfied with my undergraduate course Engagement I feel involved with research in Sports and Exercise science at our university I am interested in further study after my undergraduate degree (ie masters) Performance I understand how I would go about doing research in my subject As a result of my university experience, I feel confident in tackling unfamiliar tasks My experience at university has helped me to present myself with confidence Relating to confidence Collecting scientific data Readiness to accept responsibility in work or academic situations No sig diff: I often study outside of lectures I attend all of my lectures !! Results - SEPS * *

Provided a new experience in LS, ‘buzz’ Improved facets of SEPS ≠ ↑Attendance and out of lecture study but not a decrease either! Was a fantastic experience for students (and staff) Sustainable and scalable? Discussion & Conclusion

Use the resources gained through the LTA project to continue to build a culture of UG research experience Change staff mind-set towards building working relationships with students What now…

Thank you to LTA Project Award for this opportunity Thank you to all the staff and students involved Thank you for your attention

Healey, M., Jordan, F., Pell, B. and Short, C., The research- teaching nexus: A case study of students’ awareness, experiences and perceptions of research. Innovations in Education and Teaching International, 47 (2). pp Healy, M., and Jenkins, A., Developing Undergraduate research and enquiry. The higher Education Academy. Heinrich, E., Towards using relevant collegial contexts for academic development. Active learning in Higher Education, 15, pp doi: / Seymour, E., Hunter, A.B., Laursen, S.L., and DeAntoni, T., Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three ‐ year study. Science Education, 88(4), pp References