All projects within this Directory have already been completed in the Academic year 20-21.

Faculty of Engineering

Aeronautics: Incorporate research into advanced MSc module on structural integrity and health monitoring

Summary

One PhD student who has experimental expertise with guided wave based acquisition and sensing and Labview in particular would be required to set up the equipment, and code the interface for the students to run the programme. The benefit to the student will be hands on experience with designing an experimental work, and set up equipment in the lab.

The second student will help develop the course work. This will be more based on signal processing and analysis, using programmes such as Python/MATLAB. Course work material will be generated with Jupyter notes. The students will analyse different data and generate the course work (with solutions) so it is parametric and can easily be changed for each student and also help with the assessment. The benefit for the PhD student will be to hands more hands on experience in teaching and I would also like to engage the student as GTA during the carry out of the course. This will help with preparation for an academic career.

Project lead

Zahra Sharif Khodaei, Reader in Structural Integrity

Further Details/Experience Required

Two students already selected upon collaboration. 

Chemical Engineering: First class from day one

Summary

For many of our students the first year of undergraduate studies is perhaps the toughest of the course.  Upon probing further it becomes clearer that the major challenge of the first year is the transition to the University learning environment. For many students this is the first time that they have lived independently, often in a foreign country with very different cultures from their own. Whereas previously they were used to being the top student they now find that they are working with other students of similar capabilities and that some of their peers appear to be far in advance; negatively affecting their confidence .

This project, proposed by several of our 2nd year students, aims to provide a student led resource to help student wellbeing and promote cohort building between the years. Put simply, they want to develop a “self help guide” giving the information that “we wished we had” in a manageable, easy access format.
The self-help guide that is being proposed is complimentary to the existing information provided within the Department and elsewhere. The intention is for it to collate advice from more senior students and key staff on:
   • how to approach different work formats (e.g. strategies for keeping up with lectures, preparation tips for getting the best from tutorial sessions, study buddy tips and revision strategies, group working pointers and how to get the best from group projects)
   • how to get the most from the University experience (e.g. Quick and easy recipes, places to eat in South Kensington, where to get student discounts, things to do in London, Societies, where to access accommodation advise)
   • what to do when things aren’t going as planned (e.g. simple tips for dealing with stress / depression, where to find additional help within the Department/ University including key contacts , how to arrange remedial tutorials, the practicalities of applying for mitigating circumstances and key contacts to help with this. )
   
   An important aspect of this project is that it is focusing on the delivery of key information from the student perspective. Much of the information is available, but if students are unable to find these resources quickly they often get overlooked. This frequently means that stressful situations become further exaggerated by the frustrations of being unable to find help / advice at critical times. The main aim of this project is to ensure that the student relevant information is presented in a single source that is easier to navigate.
   A key source of input will be from the student cohort that have already experienced the challenges of finding key information so that they can help to provide what they “wished they had been given.”

Project lead

Colin Hale, Senior Teaching Fellow

Further Details/Experience Required

Two students already selected upon collaboration, for seven weeks full-time over the Summer break. 

Dyson School of Design Engineering: Cohort building interventions for stronger student communities

Summary

While the world has adopted remote teaching and assessment practice, greater emphasis has been placed on a crucial part of student life cannot be re-created remotely: Sense of Belonging. The aim of this 3-week workshop is to invent, develop and test dozens of methods of teambuilding interventions (including remote interventions) to foster cohort building. The outcomes of this workshop will be converted into a compendium format and made available throughout college for staff and students of all programs.

Approaches could include analysis how this is done quantitatively across college, benchmarking within the creative industries, talking to experts, and drafting own interventions using gamified approaches such as Gathertown or Among us (APP).

Students and staff will work together in the project though students will be full time. Students will receive some training but will be expected to co-own the project development. This project involves five sprint phases: Research, Invent, Validate, Design, Deploy

Project lead

Elena Dieckmann, Teaching Fellow, Weston Baxter, Lecturer

Further Details/Experience Required

8 students from any Department, working full-time over summer break for three weeks.  2 of these students will have the opportunity to continue for a further two weeks. 

Earth Science and Engineering: Mineral and Rock identification

Summary

The key aim of this project is to work with a student partner to create a web interactive application that students can use to develop/strengthen their practical skills in identifying various mineral species and rock samples. The principle of the app is to present students with an unknown mineral that they need to identify by analysing clues provided by the app (e.g. pictures, mineral properties, key characteristics etc.). Importantly, the aim is to train the users to recognise the key properties of minerals and use them effectively to identify minerals correctly. One of the app’s advantages is its accessibility since web applications run on a web browser, so they can be accessed from any device with internet connection. Also, there is no need to download any files on the hard disk for the app to work properly. Additionally, the app is highly interactive so that users will be able to choose their preferred level of difficulty and what kinds of minerals they would like to be tested on (based on mineral category or abundance). The users will also be able to use a custom selection where they can choose individual minerals from all mineral species available. Another app’s feature will be a comparison table, where users can compare 2 minerals side by side for a better recognition/characterisation of differences between the 2 varieties.

Project lead

Valentin Laurent, Senior Teaching Fellow

Further Details/Experience Required

1 Undergraduate ESE student with coding skills, working across 32 weeks part-time, during term-time. 

Mechanical Engineering: Software for mathematical questions and feedback

Summary

The long term benefit for the department, the College, and the wider teaching community, will be a teaching tool that automates 'low level' feedback improving timeliness, granularity, personalisation, and accuracy, all of which will improve the student experience directly, while also potentially freeing teachers for more high quality discussion with students.

This project is framed around collaborating with students to identify the key features, in software for maths learning, that add the most value for students. The scope is to appraise the current state of the art, including Mobius and other software (WebWork, STACK, Graide), and identify features, benefits, and limitations. We would then pursue the creative process of exploring new ideas, and consolidating them into a list of desirable features. Each feature would have a justification from the student- or teacher-user point of view, and we would likely rank the features.
   
The project is targeted at improving feedback, specifically providing, more, finer, timely, personalised feedback - all of which aligns with the Learning and Teaching Strategy

Project lead

Peter Johnson, Mechanical Engineering

Further Details/Experience Required

2 students from any Faculty or Department, working full-time over the summer break for six weeks. 

Earth Science and Engineering: Modernisation and integration of low temperature geochemistry *recruitment ad included*

Summary

The aim of this StudentShapers project is for a group of ESE students to work alongside the instructor of the Low Temperature Geochemsitry course and a GTA from that course, and the instructors from the other courses relevant to chemistry in the department, to review and improve the existing Low Temperature Geochemistry.

The goals are to:
   i) identify which part of the course needs to be improved most, removed, or what topics should be added, so as to improve the student experience, streamline the curriculum and reflect latest developments
   ii) help develop material for practicals and homework sets that cater better to the interest of our student community, better train students and link to other courses more effectively.

Project lead

Yves Plancherel, Lecturer

Further Details/Experience Required

4 students; 2 student partners that have taken the Low Temperature Geochemistry course this year and 2 from more advanced third - and fourth-year students who have taken either of Paleoceanography or Biogeochemical Cycles. 

Working full-time over Summer break for five weeks. 

'Low Temperature Geochemistry' recruitment ad

Aeronautics: Developing student-centred learning aids for industry standard design software

Summary

As part of the undergraduate curriculum review, one of the changes to the first year curriculum was to adopt industry standard Computer Aided Design (CAD) software specifically relevant to Aeronautics. Consulting with external industry professionals as part of the Curriculum Review process revealed that these software skills are a sought-after requirement amongst graduate employers in aeronautics.
   
This student shapers project aims to develop digital learning aids for first year undergraduates to support their development of their CAD software skills as part of the Engineering Practice 1 module. The content of the learning aids is to be determined by the student partners through engagement with the student body, but will likely include video tutorials and other interactive content to support the delivery of the module using active learning techniques that are suitable for both in person and remote delivery.

Project lead

Roderick Lubbock, Senior Strategic Fellow

Further Details/Experience Required

Four students from the 2nd and 3rd years of the undergraduate MEng Aeronautics programme.  Working full-time during summer break for eight weeks. 

Chemical Engineering: 'Bridging the Gap': designing bridging questions and resources *recruitment ad included*

Summary

In the Chemical Engineering Department, we had implemented an online assessment platform (WeBWork) which has a similar concept as edX. This platform was used to deliver pre-sessional content to incoming 1st year students as well as assignments to the 1st and 2nd year students for the AY2020-21. Although students have provided highly positive reviews for this platform, several suggestions were also recommended via a voluntary survey of students.

   In this project, we will do the following:
   1) Categorise the difficulty level of questions and identify gaps in progression
   2) Identify questions which can fill the gaps
   3) Identify the appropriate resources and context which can be added to the questions
   4) Code in the questions and resources on the platform
   5) Design a survey to assess the outcome of the project
   
   In this project the participating students will act truly as partners and their feedback and perspectives will be valued and implemented.

Project lead

Vijesh Bhute, Teaching Fellow

Further Details/Experience Required

Three students from the Chemical Engineering 1st of 2nd year, working full-time over the Summer break, for six weeks. 

'Bridging the Gap' recruitment ad

Chemical Engineering: Continuing the Chem-Eng Wiki story by developing accessibility and peer learning components

Summary

This project is a continuation of an existing staff-student partnership that began in July 2018, initially supported by a £600 StudentShapers grant. At that time, the project was aimed at developing a repository of student notes that could be freely shared between the Chemical Engineering cohort to further foster peer learning. 
From this initial project, a work-in-progress Student-Led Chem Eng Wiki was trialled and rolled out for second-year students in January 2020 to review, reflect and discuss the material taught in lectures within a virtual space (https://wiki.imperial.ac.uk/display/CESYD/). The Wiki was first developed by two aspiring students (Pierre Walker and Thomas Nok Cheng) with progressive support from staff. It was aimed at consolidating course content into a single location to make it easier for students to retrieve information and to better understand how modules are aligned to achieve overall learning outcomes.
The project aims to further develop the Chem Eng Wiki and build on its success. There are three (3) main project objectives which include:
   1) Content Production which will include
   o Updating the current content for Years 1 – 3
   o Creating and uploading selected Year 4 material (8 modules)
   2) Adding accessibility features to the Wiki
   o We hope to provide the best experience for our students and other users of the Wiki by providing an inclusive environment and identifying and removing barriers to information. A part of this project therefore aims to meet WCAG 2.1AA compliance so that the Wiki is compliant with the Accessibility Regulations 2018. To do this, we will undergo Accessibility Testing and work with ICT and use automated testing as per the guidance here (https://www.imperial.ac.uk/staff/tools-and-reference/web-guide/policies-and-guidance/accessibility-standards/testing-tools/)
   3) Including Wiki structures to increase peer learning (e.g. including discussion boards and blogs)
   o This intends to complement what is already done in the Department by offering increased support both in a synchronous and asynchronous manner to our students who may be located in different time zones and geographic locations.

Project lead

Marsha Maraj, Senior Strategic Teaching Fellow

Further Details/Experience Required

Two undergraduate student partners from the Department of Chemical Engineering (one student partner must have completed Year 4).  Working full-time over the Summer break for six weeks. 

 

Aeronautics: Gender and Mental Health - creating an inclusive environment *recruitment ad included*

Summary

The student shapers and wellbeing adviser will work together to send out a survey, help run a focus group facilitated by wellbeing adviser at start of week 2 on the barriers to support, allowing an opportunity for students to Investigate the barriers to men seeking mental health support and difficulties women may be experiencing in a STEM environment and how this may or may not be contributing to higher levels of stress.
Student shapers and wellbeing adviser will consider the themes identified and formulate a set of standardised questions and a conversation starter resource based on the common themes.
In the second half of the project, the planning for the gender and mental health in STEM event will start, including adding the anonymous research findings, questions, and convo starters into a presentation to form the context of the presentation and promote to students the use of the resources during the event and next academic year. If successful, the event could be added in the following year as a compulsory skills passport requirement. In the final weeks, the focus will be on wrapping up the project, collecting feedback from student shapers, and promoting work done via reps and MS teams wellbeing channel.

Project lead

Amy Picton, Wellbeing Advisor

Further Details/Experience Required

Four students from the Aeronautics department, one from each year group (1-4).  Open to all genders- encouraging applicants from a range of backgrounds and experiences- including but not limited to BAME, LGBTQ+, non-binary students.

Engaged for four weeks full-time during the Summer break.

'Gender and Mental Health' recruitment ad

Earth Science and Engineering: Optical Mineralogy: a practical toolkit for modern geoscientists *recruitment ad included*

Summary

This project aims to work with student partners to:

  1. Critically review lecture materials to create a suite of student-led “how-to” videos, which will expand the current archive and create a repository of teaching material for the future.
  2. Create an ongoing “open-book” assessment datasheet for optical mineralogy, by developing new supplementary exam materials
  3. Contact recently graduated alumni (via LinkedIn) who are undertaking further study/working in industry, to supply current examples of ways that they are using classic mineralogy practical skills in their research/work, to give the subject more real-world context

You will have the opportunity to use your skills and experience to shape how this course looks for future learners, working in collaboration with your lecturers.

Project lead

Emma Passmore, Senior Teaching Fellow

Further Details/Experience Required

2 ESE UG students, from either Year 2 or 3 so that they have already completed the Optical Mineralogy module.  

4 weeks full-time over Summer break. 

'Optical Mineralogy' recruitment ad

Faculty of Medicine

Faculty of Medicine: Adapt to Postgrad (ATP)

Summary

   The Faculty of Medicine is the first within Imperial College to initiate curriculum review across all of its Postgraduate Programmes, taking place in the previous academic year and currently completing its implementation phase.  Therefore, we have developed an online, non-credit bearing online short course (Adapt To Postgrad, or ATP) designed for students in PG Medicine to complete prior to the commencement of MSc/ MRes study (launching 1st September 2020).  The StudentShapers will act as partners in evaluating Adapt to Postgrad (ATP)’s first year of release, by evaluating data analytics and feedback from the first cohort of student’s engagement with ATP. This will not only identify room to improve ATP for the next year’s cohort, but also contribute to educational research output focussing on how successful ATP is in aiding the transition between previous and postgraduate-taught study.

Project lead

Anna Maria Jones, Faculty of Medicine

Further Details/Experience Required

3 students for 22 weeks at part-time engagement. 

Faculty of Medicine: Serious Games *recruitment ad included*

Summary

Working alongside staff partners to develop a game for enhancing medical education

Project lead

Renee Ewe, Faculty of Medicine

Further Details/Experience Required

Two students at Phase 1b level in Medicine, or students from the Computing department.  Part-time work from January to the Summer of 2021. 

'Serious Games' recruitment ad

 
 
 
 

School of Public Health: Longitudinal Integrated Apprenticeship

Summary

The Longitudinal Community Clerkship (LCC) is a new Year 5 GP course currently being designed and due to launch in the academic year 2021 for 48 students, with plans for the course to roll out to the whole year group over the coming years. The course is a cornerstone of the new undergraduate curriculum following the institutional wide curriculum review as per the learning and teaching strategy. The course is based on the principle of longitudinal integrated clerkships, an evidence-based method of developing continuity through undergraduate medical placements, which in turn allows students to develop transferable skills such as empathy, clinical risk management and develop their professional identity.

We are currently in the planning stages of the LCC course, and we feel this is an ideal opportunity for a student shaper to partner with us in the development of this new course. A student shaper would be able to bring a learner experience to the project; adding unique insights that will shape the future of the course. We believe a student shaper could offer key insights into perceived curriculum gaps, challenges that may be encountered in undertaking the course as a student as well as views on adapting current teaching methods. In order for the course to be as student-centred as we envisage, we feel that student input from the earliest stages would therefore be vital.

Project lead

Vanessa Sivam, School of Public Health

Further Details/Experience Required

1 student from the Faculty of Medicine (at Year 5 or above), for 20 weeks working part-time during term-time

School of Public Health: Equality, diversity and inclusion: Shaping an inclusive primary care curriculum *recruitment ad included*

Summary

The Black Lives Matter movement has brought to the forefront the need for urgent review of our curriculum materials to develop anti-racist, antihomophobic, anti-transphobic, anti-ableist and inclusive learning materials and resources through an intersectional lens. Furthermore, it is a priority to create learning environments where all students feel they belong and are able to be their authentic selves. 

This project therefore aims to bring together Student Shapers, faculty and diverse local communities to create a more inclusive and diverse learning experience for our students which better enables them to create an inclusive, equitable and effective environment for their future patients.

Our previous Student Shapers reported that working in this way was very valuable to their learning and development. We are very aware that we cannot undertake this work without ensuring that students from diverse backgrounds play a key role in shaping our strategy and approaches - but we are also conscious of the problematic nature of expecting members of minority groups to undertake unpaid additional work. We therefore concluded this would be a situation in which the Student Shaper initiative would be more important than ever.

StudentShapers will be able to see things from a perspective that we cannot, and offer rich insights into how to create inclusive learning environments including designing learning materials which will engage their peers; how to ensure that those materials are genuinely inclusive and reflective of their experiences as students from diverse backgrounds as well as those of our community partners; and steer this work in close partnership with our diverse team of faculty members. NB as regards question below on educational ethics: There are a range of project phases and elements, some of which will include a research element. For research projects we will seek additional educational ethics approval.

Project lead

Bethany Golding, Community Collaboration Lead

Further Details/Experience Required

Three students from the Faculty of Medicine- any year group eligible to apply. Each student will focus on reviewing and co-creating inclusive materials for one of three of our key courses: Patients, Communities and Healthcare; Longitudinal Community Clerkship (an exciting new pilot placing medical students in schools); and Medicine in the Community Apprenticeship.
 

Five months part-time.  The time commitment for the students will be 3 hours per week in term time, with a break built in over the Christmas period.

'Equality Diversity and Inclusion' recruitment ad

Faculty of Medicine - Making coherent links for the LP2 BMB Modules *recruitment ad included*

Summary

Student and staff partners will examine the current LP2 theoretical material from the perspective of students with little theoretical understanding of molecular biology techniques. We will look at both the structure and content of the eModules with a view to ensuring that future LP2 students understand why they are performing particular techniques, how that technique works, and how to apply the results to their ongoing experiments. 
    
   Any student with prior experience of working on in Lab Pod 2 would have a good understanding of where there are gaps or a disconnect between the theoretical and practical aspects of the module. They will have insight into in the material lie, and how improvements could be made. In addition, their own experiences may offer up creative solutions to problems that have plagued LP2 for the past two years.

Project lead

Jacqueline Dickson, Teaching Fellow

Further Details/Experience Required

Four BSc Medical Bioscience (Faculty of Medicine) students who have completed the Lab Pod 2 module.

Working full-time over the Summe break for four weeks. 

'Coherent links for the LP2 BMB Module' recruitment ad

Chemistry and Surgery and Cancer: 'Science, Cooking and Performance' : a novel multidisciplinary IExplore module *recruitment ad included*

Summary

The Chemical Kitchen project explores the concept of learning across disciplines, taking advantage of how insights into the practices of work can be beneficially shared between apparently unrelated fields. Gastronomy is an amalgam of procedural rigour (ensuring consistency and reproducibility with tight deadlines), creativity and art. It is widely recognised that skilled chefs require high levels of craftsmanship, dexterity, co-ordination, and the ability to respond to the unexpected – all within the complex social settings of the kitchen and the dynamics of the front of house.

The clear overlap in the attributes of chefs and those of professional scientists/clinicians formed the basis for a pilot study in the Department of Chemistry (developed in collaboration with student partners) where year 1 undergraduate immersed themselves in the world of gastronomy, receiving skills training in a number of key areas.

A new set of exciting challenges based on cooking and food science (no pre-requisites required) will be developed to allow training in a variety of areas including:
   • The mindset of Mise-en-place
   • Physical organisation and planning
   • Professionalism and safety
   • Respect for materials and colleagues
   • Teamwork and timing
   • Close observation
   • Detailed record keeping
   • Commitment to reproducibility
   A new and exciting concept being introduced to the i-Explore module is the concept of students reflecting on themselves as being professional “performers”. Student partners will work alongside experts from Centre for Performance Science towards developing activities that will facilitate pupils’ journey to re-framing themselves as skilled performers and applying best practice of performance in order to meet the distinctive challenges of their work.

Project lead

Jakub Radzikowski, Culinary Education Designer

Further Details/Experience Required

3 UG students from any Department, ideally from a higher year of study.  Working full-time over the Summer break for six weeks. 

'Science Cooking and Performance ' recruitment ad

School of Public Health - Embedding physical activity into the 'Lifestyle medicine and Prevention' module *recruitment ad included*

Summary

On the Lifestyle medicine and prevention programme and one of the things we teach about is the importance of physical activity in health and wellbeing. This year, with the majority of students and faculty sitting behind cameras for teaching and the general effect of the pandemic – most of us are less active.

The Chief Medical Officer guidelines suggest breaking up sitting time, even by 1-2 minutes regularly and this is what we teach about in the module. Yet the environment we create for the students is inherently sedentary, even from primary school age we tell children to sit down and stop fidgeting in a learning environment. Inactivity is a really difficult behaviour to change and innately humans want to be inactive, it's our default behaviour. We know as people age, they become less active and that behaviours that are formed in early adulthood, shape behaviours for future years. So in short, we need to get students moving.

We know that physical activity has many benefits – which include but are not limited to improving and protecting cognition and in optimising memory and learning. Physical activity leads to neurogenesis in the hippocampus – a part of the brain that, alongside other functions, plays a vital role in short- and long-term memory. In children and young people, there is evidence to suggest that physical activity improves productivity around homework and revision. Movement breaks can boost mood and reduce stress too. When students are active, they don’t just feel better, but are more likely to perform better too.  There’s also evidence to suggest that clinicians’ self-awareness of their own health behaviours and commitment to a healthy lifestyle are important in providing more effective support to patients. So in demonstrating the importance of this to future clinicians, we aim to foster a culture of prioritising one’s own health and wellbeing, to better serve their patients and align with the NHS forward plan.

When we discussed our students’ own barriers for behaviour change to include physical activity during the module, the consistent answer was 'lack of time' and 'busy schedule' which reflects responses from the British Active Students survey and similar work by UK Active and Sport England.

As we transition towards new teaching approaches, we must take student physical activity into account. And think about how can we provide the opportunity for students to be more active, creating a new social norm around physical activity in the university and within the module.

This project aims to co-create meaningful, physically active learning experiences for students and faculty, a really exciting new concept. In building this into our teaching style, we as a medical school are setting the agenda as to how we want to interact with the learning environment, but also more broadly, how we should expect to the environment in which they live and work- a culture that prioritises their health and wellbeing.

Rough outline below (which again is to be co-created and flexible around students ideas):

Plan (flexible in response to students’ ideas)

  • Week 1: Workshops sharing expertise around physical activity interventions and behaviour change and expertise on student experience of the module and student behaviour. Literature review on the use of physical activity in academic environments with current content. Project plan and mapping out workstream.
  • Week 2-4: Review of current content within the module and co-creating resources for module based on developments from week one. Scoping out how meaningful, physically active learning experiences could be addressed at a broader level within the medical school and wider college.
  • Week 5: Write up and creation of presentations on work of project, writing recommendations based on our work for creating physically active learning environments and mapping out how this could be distributed in other areas of the school of medicine and further throughout the college.

Project lead

Dr Amy Bannerman, Stategic Clinical Teaching Fellow

Further Details/Experience Required

2 UG Medical students in their first or second year of MBBS.  Five weeks full-time (this is flexible) for the summer break. 

'Embedding physical activity' recruitment ad

Faculty of Natural Sciences

Life Sciences: Improving support for First Gen/WP students in Life Sciences *recruitment ad included*

Summary

   Imperial College London historically has a low proportion of WP students with exact numbers depending on the metrics used. The Department of Life Sciences is working to increase the numbers of WP students in the department thanks to new admissions initiatives. With new initiatives within the department targeting WP student access, including new projects this summer, there is a realisation that the numbers of WP undergraduates will hopefully continue to increase to better reflect society and in line with college-wide commitments as part of the Access and Participation Plan (APP).

Staff and student partners will work together to informally assess and analyse questionnaire and focus group results to shape the ‘full-time’ element of the project and decide on appropriate specific outcomes or resources to be generated. These may be curriculum-based resources that student partners can produce or broader level department recommendations (e.g. bursary suggestions or alterations to existing department schemes). Whilst specific outputs will depend on findings from focus groups, student partners will be responsible for elements of these outputs and will work together with each other, staff partners and potentially other stakeholders (e.g. learning technologists or the department Education Office) as appropriate to generate resources/outputs.

These might include videos, workshops or novel schemes e.g. buddy schemes that could support students and help create a sense of belonging and a diverse student community. Students and staff partners will hopefully be able to generate specific outputs within the project timeframe, as well as make recommendations to the department that are shared with senior staff. Students can work with staff partners (who are on teaching and EDI committees) to ensure that any broader outputs are sustained and carried out in reasonable timeframe and the HoD/DUGS will be invited to attend a meeting with students and staff partners before the end of the project.

Project lead

Catherine Mansfield, Strategic Teaching Fellow

Further Details/Experience Required

Ideally 3 students to conduct work over the summer term and part of the summer vacation. The project would ideally involve students from the department who fall into the category of working class/first-gen/WP students (self-identified). It’s worth noting that there is no accepted definition of WP students and some prefer to identify as first-gen/working class (Imperial Union has recently adopted the ‘working-class’ definition). This project takes a broad definition but focusing on UK students from under-represented backgrounds (specifically focusing on socioeconomic background and first-gen students rather than disability or BAME). It would be ideal to work with WP students across all different year groups (Y1/2/3) in the department, and across our two major degree streams (Biological Sciences and Biochemistry) as their differing experiences will be invaluable in this project and they are also in a unique position in terms of carrying out focus group interviews with other students who have identified as working class/first-gen/WP.

Working part-time during Summer term for seven weeks, followed by full-time work during Summer break for four weeks. 

'Improving Support for First-Gen/WP students' recruitment ad

Chemistry: Joining the ‘Chemunity’: Improving the transition into university chemistry *recruitment ad included*

Summary

This project aims to create resources that will help students joining our chemistry community develop their confidence and skills as university learners. The engagement of student partners is essential, and your first-hand experience will help identify where to focus support during this transition and what resources are most relevant.   

The main area of activity within the project will be development of resources as part of pre-sessional and induction material to help ‘demystify’ the initial university experience and generate awareness of the academic skills that will be vital going forward. Indicative examples might include: videos covering ‘a day in the life’ and ‘things I wish I’d known’; tips and material to help with key skills such as how to take notes; activities to help build the peer group. Student partners will be crucial in defining what content and resources are useful and creating this material, contributing to wider recommendations on improving the experience of transition.

In addition, there will be opportunities to be involved in other work, based on the interest of student partners, such as creating peer-learning resources to support key concepts and areas of revision within the curriculum.

Project lead

Charlotte Sutherell, Senior Teaching Fellow, Euan Doidge, Senior Teaching Fellow

Further Details/Experience Required

6 students from the 1st and 2nd year of the Chemistry Department, full-time for five weeks over the Summer break.   
 
 

Mathematics: Engagement in Blended Learning *recruitment ad included*

Summary

The project has two main areas. Student Shapers will:
   1. Work in partnership with academic staff to review blended learning approaches and analyse data on students' engagement in blended learning environment to identify strengths and weaknesses of blended learning, as well as similarities and differences compared to traditional methods of teaching.

2. Develop a guide to support current and incoming Mathematics students' learning and teaching needs. This will expand on previous work, drawing on StudentShaper projects in Maths in 2019 and 2020, and include a video on "Life in the Day of a Blended Learning Student" as well as a written guide with data from the research done in part 1.

Project lead

Ioanna Papatsouma, Teaching Fellow

Further Details/Experience Required

4 Mathematics students, ideally one from each year of UG study.  Working full-time for six weeks during Summer break. 

'Engagement in Blended Learning' recruitment ad

Imperial Business School

Multidisciplinary or non-Faculty based projects

Careers Service: What i wish I knew when I was you *updated recruitment deadline included*

Summary

The aim of this project is to provide a range of case studies from current students and recent graduates who have been developing their careers during Covid-19 and the challenges this has presented. The rational for this is born out of concerns expressed via student feedback about how easy it would be to find work or an internship during Covid 19.  Working collaboratively Careers staff and the student shaper will identify the types of case studies students will find helpful, look at structure and content of questions, consider how the case studies could be presented and carry out research involving focus groups or one to one interviews.  Once an agreed number of diverse case studies have been collected and finalised the student shaper will work closely with Careers staff to work these into a format which will have the most impact on the student body – ideas could include a featured section on the careers webpage, an online booklet, blog articles, short video clips - with the student shapers perspective on this issue being a key factor in reaching as wide an audience as possible.

Project lead

Victoria Sood, Careers Service

Further Details/Experience Required

One student from any undergraduate year group or department, working full-time over the Summer break for six weeks. 

'What I wish I knew' recruitment ad

Collaboration: Designing virtual reality and interactive visualisations for the classroom

Summary

During this project, students and staff from ImpVis and the ITI will come together to design and develop a combined STEMM module, focussed on creating effective designs of visual learning tools. Together we are planning to:
   1. Design the structure of the individual 10 sessions of the module.
   
   2. Develop the learning materials for the three streams of ‘expertise’ that I-Explore students will develop during the module: pedagogic, graphical and technical design.
   
   3. Identify the learning platform for the module (and develop it where necessary).
   
   4. Create assessment criteria and rubrics.
   
   5. Trial the learning materials and improve their content with other summer students engaged on content-creation for ImpVis and the ITI in other (concurrent) projects.

Project lead

Caroline Clewley, IExplore STEMM Module Stream Lead

Further Details/Experience Required

6 students who have worked with either the Immersive Technologies Initiative or ImpVis before – they can be from any department and any year. An even split between the two projects would be ideal. 

Eight weeks, the time commitment to be agreed upon.