StudentShapers Opportunities across all Faculties and Departments:


Summer vacation projects will be listed here when approved, with most becoming available in early March/Spring term.

Important: All projects which have agreed funding and are due to commence shortly are listed below. If you are a student and interested in developing a project you should work in partnership with a member of staff to develop the idea and who will need to submit a project proposal for funding.

All students should formally express interest in projects through the Student Expression of Interest form. Informal enquiries can be made to either the staff partner or StudentShapers. The staff partner(s) will be in touch shortly after the deadline given in the recruitment ad and will handle your application. 

Whilst we encourage students to apply for all projects that are of interest to themplease note that more than one project should not be engaged with at the same time.  This would include UROP projects or similar internship or placement opportunities.  This is to ensure an appropriate level of investment in your chosen project.  As such you should pay close attention to the suggested timelines of each project you submit interest in.

Recruiting projects

Chemical Engineering: Developing Off the Shelf Membranes for Teaching Lab settings - Deadline: 8th March


You will take the lead on exciting research to develop new membrane technologies that we hope to use in the Chemical Engineering 3rd year Membrane Separation Advanced Process Engineering Project. We have new membrane casting machinery but are looking for environmentally and economically sustainable materials to make the membranes with.

Your role will involve research suitable materials, creating and testing membranes and assessing the process suitability for the UG labs, helping to develop the standard operating procedures. Working closely with academics and technicians in the UG labs you will be given initial training in using the membrane casting machine, but alongside staff partners in the lab you will be empowered to take the lead on the project, gaining valuable experience in the development of practical teaching modules, and research skills.

This project is ideal for those interested at exploring the intersection of education and engineering research, combining hands on engineering with curriculum design.

Project Lead

James Campbell (, Senior Teaching Fellow, Chemical Engineering

Further Details/Experience Required

One position available.  Chemical Engineering UG students.  

Four weeks full-time engagement during Summer break.  

Developing Off the Shelf Membranes recruitment ad

CHERS: Educational Gain - Measuring student outcomes from higher education - Deadline: 29th February


This project, funded by the Quality Assurance Agency, explores the approaches higher education institutions are taking to identify educational gain, building on extensive work across the sector to research measures of learning gain and student engagement over the past decade. Evaluating and refining measures of educational gain support universities to identify positive student outcomes and associated good practices. Broader measures of student success enable students to be active agents in their holistic student experience and account for the knowledge, skills and competencies they have gained. Provider and student submissions for the Teaching Excellence Framework (TEF) in September 2023 offer a unique resource to explore how institutions are accounting for the outcomes of their students.  Analysis of submissions draw oust methodological approaches for capturing discipline-specific learning, broader knowledge acquisition, skills and competencies. Further information can be found here

With our student partners, we gather insights and design a guide for students nationally to reflect on and account for their own learning and wider student experience, developed with students.

Project Lead

Camille Kandiko Hawson (, Associate Professor of Education, CHERS

Further Details/Experience Required

Two students from any department or Faculty.  For four weeks part-time term-time.  

Educational Gain recruitment ad

CHERS/Cross-Faculty: Co-Development and crafting of the Learning Well project - Deadline: 13th March


Driven by the University’s mission to prioritise students’ wellbeing in relation to their learning, and by insights from our educational research projects, we aim to take a proactive approach by creating opportunities for Imperial undergraduate students to explore different study strategies and to discuss wellbeing-related issues, and to reflect on their experiences. Essentially, we would like to develop a flexible student ‘Learning Well Programme’ that synergises new and existing resources and engages students with evidence-based learning and wellbeing strategies. The Programme aims to support students to consider their study approaches and scaffold them to recognise learning behaviours linked to improved wellbeing. This programme will also build upon the rich student focus group data collected in the project’s research phase, which has just been concluded. Your involvement as student partners in this project is essential, and your insights and experiences will play a key role in co-creating a programme that is both engaging and pertinent to the wider Imperial community.

This project will involve three undergraduate students working closely with staff and researchers at the Centre for Higher Education Research and Scholarship (CHERS) from 1st July 2024. As a student shaper on this project, you will have the opportunity to:

  • engage with and experience how the findings and pedagogical implications from educational research can be devised for practice in meaningful and useful ways
  • identify gaps in current study support and wellbeing resources and develop evidence-based examples and resources
  • develop your teamwork, creativity and critical thinking skills through developing pedagogical materials such as designing infographics to showcase effective learning strategies, producing podcast episodes for promoting effective learning strategies and behaviours and many more for the Learning Well Programme!
  • enhance your communication skills, especially communicating the research findings to different stakeholders in higher education and via your social and academic networks
  • contribute to a large, cross-College project, evidencing your ability to collaborate with multiple stakeholders

We look forward to receiving applications from a diverse range of students. Priority will be given to applicants who demonstrate a commitment to the project goals and are excited to collaborate with staff and students to co-develop practical and accessible pedagogical resources to support academic success and enhance student wellbeing. We would also be keen to hear from you if you can liaise and communicate effectively and confidently with other team members. Please highlight any other skills and knowledge you have that will contribute to the success of this project.

Project Lead

Tiffany Chiu (, Principal Teaching Fellow in Educational Development, Centre for Higher Education Research and Scholarship (CHERS)

Richard Bale (, Senior Teaching Fellow in Educational Development, CHERS

Sue Sing (, Research Assistant, CHERS

Further Details/Experience Required

Three positions available, undergraduate students, Y2 and above, from the Faculties of Engineering, Natural Sciences and Medicine.  

Nine weeks full-time during Summer break.  

Learning Well recruitment ad

Cross-Faculty - Lambda feedback - Deadline: 15th March


Lambda Feedback is a web platform for self-study, developed at Imperial. It hosts course content (such as tutorial sheets) that can be viewed in the browser or by PDF. Students can receive automated feedback on their answers, including hand-writing mathematical expressions. The platform also hosts step-by-step worked solutions and comment threads.

Lambda Feedback was first deployed in 2021-22, and in the 2023-24 academic year was used in 25+ modules across 3 faculties. For the year 2024-25 we are expanding the platform across College.

We are looking for students to partner with academic staff to adapt and improve content when moving modules onto Lambda Feedback. We are also looking for students to contribute to the broader project, for example software development, algorithm development, feature design, data analytics, user documentation, marketing content.

Essential skills:

  • Passion and knowledge for your own subject
  • Deep appreciation for the student experience and the key needs of students
  • A keen interest in content management and typesetting (md, LaTeX, images – you can learn as you go)

Project Lead

Peter Johnson (, Principal Teaching Fellow, Mechanical Engineering

Further Details/Experience Required

8 positions available, for Undergraduate students from any department or faculty (priority given to non-completing students).

8 weeks full-time during Summer break 

Lambda feedback 23-24 recruitment ad

Natural Sciences: Changing the Face of Science: Championing and supporting diversity at Imperial - Deadline: 15th March


You will take the lead on enhancing and expanding the Faculty of Natural Sciences current provision of support to students from historically underrepresented backgrounds, delivered through the Changing the Face of Science Programme (CFoS). You will ultimately create and develop resources, events or initiatives, identifying which groups of historically underrepresented students would most benefit; where and by whom the initiatives should be best delivered; how to best promote them; and when in a student's academic journey they should take place (term and/ or academic year). 

This project is ideal for those interested in EDI (equality, diversity and inclusivity) and advocating for those from underrepresented groups. You will have the opportunity to create and see real change for the student experience at Imperial. Depending on your interests, you can either focus on a particular underrepresented group or a different aspect of the student journey (e.g. careers, belonging, academic skills etc.)

This is an excellent opportunity to create meaningful change within the Faculty, and to develop your teamworking, problem solving, communication and marketing skills, and to enhance your CV.

Project Lead

Emma Mattin, (, Education and EDI Coordinator, Natural Sciences

Further Details/Experience Required

Four positions available for any Faculty of Natural Sciences undergraduate student, who self-identifies as being from a historically underrepresented group in STEM. 

8 weeks full-time during Summer break.

CFoS recruitment ad

Ongoing projects no longer seeking partners

Business School: How do Business School students use GenAI for their learning + what support could improve AI literacy? Deadline: 20th December


GenAI is at the heart of education policy discussions across all universities in the world. The focus of discussions is primarily in understanding how teaching staff can make best use of GenAI in their classes and assessments and how to handle academic integrity policies. Russell Group principles, adopted by Imperial College and strongly supported by the Business School, emphasise the need to prepare students for a world where Generative AI tools will be a part of working life, and wider life as citizens.

We want to establish a benchmark understanding, as of 2023/24, regarding how Business School students are currently using GenAI through this Student Shapers project. This understanding will provide us with baseline context to inform the potential development of an in-house student focused GenAI training course tailored specifically to the needs of Business School students. Student partnership in this project is critically important, and your experiences will be instrumental in ensuring that the training course we develop is student-centred and engaging.

This project will involve three undergraduate and one postgraduate students working with our faculty and IDEA Lab researcher from January 2024. As a student shaper on this project, you will have the opportunity to:

  • In-depth Desktop Research: contribute to foundational insights by exploring GenAI usage in education and work.
  • Student-Designed Survey: design and conduct a survey guided by the researcher to unveil current GenAI usage patterns.
  • Real-world Employer Interviews: Gain practical insights by engaging with employers, bridging the gap between academia and industry.
  • Student-led Focus Groups: Facilitate focus groups, showcasing leadership and collaboration skills.
  • Joint Data Analysis and Co-authored Report: analyse survey and interview data and contribute to a project report detailing current student GenAI usage and recommendations for support that Business School students would value on the use of GenAI.

We look forward to receiving applications from a diverse group of students. Priority will be given to applicants who demonstrate a commitment to the project goals and to working effectively with other students and staff. Please also make clear any skills and knowledge that you have that will help make this project a success.

Project Lead

Cloda Jenkins, (, Associate Dean (Education Quality) for the Business School

Nai Li (, Senior Educational Researcher, the Business School  

Further Details/Experience Required

3 UG students and 1 MSc student from the Business school positions available.  

For UG: 30 hours over 10 weeks part-time, plus one full-time week in June 2024 after teaching and assessments

For MSc:  45 hours over 15 weeks part-time

Gen AI for Business School learning recruitment ad

Cross-Faculty: Learning How to Learn - the gateway to lifelong learners - Extended deadline: 15th October


Using effective learning strategies is essential for achieving academic success. However, students rarely receive any training on how to study independently and how to regulate their learning to enhance their learning performance. To maximise students’ learning performance and to prepare them to become lifelong learners, Imperial College has initiated a 'Learning How to Learn' training program for our student body. Student partner collaboration in the development of ‘Learning How to Learning’ programme is fundamentally important; your experiences as a student will be invaluable to making the training as useful as possible.

Student partners from Imperial College will

  • Collaborate with a team of educational psychologists and teaching staff from Imperial College London
  • Collect typical learning tasks from your Y1 courses
  • Use your networks to explore what and how your peers study
  • Support the development of training materials
  • Participate in this project to suit your timetables, but must commit to a one-hour fixed weekly team meeting which will be determined based on your availability.

At the end of the project, you will gain a greater understanding of higher education environment in which you are studying, a deeper understanding of effective learning strategies and self-regulated learning, and hands-on experience in educational psychology research. Finally, you will benefit by developing professional skills such as self-sufficiency, responsibility, project management, teamwork, networking, and negotiation in an authentic workplace environment at the College.

Project Lead

Magda Charalambous (, Principle Teaching Fellow, Life Sciences

Luotong Hui (, Research Assistant, Life Sciences

Further Details/Experience Required

10 weeks part-time, Year 2 or above Undergraduates from any department, starting in Autumn term.  Extension edit: Looking particularly for students from the Department of Computing, Department of Physics, Department of Mathematics, Department of Mechanical Engineering, Department of Earth Science and Engineering, Department of Civil and Environmental Engineering, Department of Electrical and Electronic Engineering, and students from Medical Biosciences.  

14 positions available.  

Learning How to Learn recruitment ad

BMB/Medical Biosciences - Development of a VLE tool to support self-regulated learning in a flipped classroom - Deadline: 30th October 2023


The BSc Medical Biosciences (BMB) programme was newly designed with current, evidence-based teaching method utilising flipped-classroom approach for all its modules. The flipped-classroom model is heavily dependent on students’ self-regulated learning before coming to class where they apply and test their knowledge within their peer teams. This allows students to reach a deeper level of understanding that is focused on concepts and theories instead of remembering facts while also developing crucial transferable skills (I.e., communication, teamwork, etc).

Studies have shown that self-regulated learning can be supported by setting goals and monitoring progress. To help students set goals and monitor their progress the BMB programme has developed a unique tool in collaboration with Blackboard, called dashboard. This tool is hosted on the virtual learning environment (VLE) Blackboard and gives an overview over all pre-session, F2F (Face 2 Face) session, and consolidation material as well as assessment within the current 5 weeks of term. The dashboard feature automatically updates students’ progress through the material and thus is a visual aid to highlight what students have done and still need to complete.

However, the building block tools that are required for this tool will be disabled in the next AY by Blackboard. To ensure that student experience is not compromised, and students do not lose this essential support, we need to develop an alternative by the Easter break. We therefore seek to recruit two BMB students who will be working with staff and the Digital Education Office (DEO) team to develop and consult on alternative solutions. Students will subsequently give feedback on functionality and user friendliness. Once a new solution is implemented students will help communicate this change to their peers and help with transitioning towards the new tool. In this collaboration, students will shape the future virtual learning environment to make it fit for their purpose.

Project Lead

Silke Donahue, (, Senior Teaching Fellow, Faculty of Medicine centre

Further Details/Experience Required

Two positions available, three hours a week during term-time, November to March.  

VLE Tool development recruitment ad

IExplore modules: Designing interactive 3D visualisations for STEM lecture courses: Updated deadline - 26th January 2024


This project is a collaboration between the Digital Media Lab and the ImpVis project team and aims to develop high-quality 3D visualizations using game engines and XR technologies. StudentShapers will play a pivotal role in designing these visualizations, crucial for enhancing interactive learning experiences at Imperial College London.

Your role
As a StudentShaper, you will collaborate closely with our staff team to design visualisations for the relevant I-Explore module.  This role emphasizes participation in a collaborative environment, where your insights and perspectives as learners on the module are invaluable.  During this time you will work together with a team of Studentshapers designing similar visualisations for another module.

This unique opportunity will allow you to engage in educational design of advanced visualisation techniques; develop skills in interdisciplinary collaboration, working alongside experts in pedagogy and digital media; gain practical experience in applying technological solutions to real-world educational challenges.

Project Lead

Caroline Clewley (, IExplore lead and STEMM Module Stream lead, CLCC.  All modules

Christian Malaga Chiquitaype (, Senior Lecturer, Civil and Environmental Engineer.  Building Resilient Structures module

Phil Ramsden (, Director of Cross-Curricular Maths Education, Mathematics.  Mathematics modules

Further Details/Experience Required

Two students per specific module - details of requirements please see specific recruitment ad.  

Six weeks full-time during Summer break.  

Building Resilient Structures IExplore recruitment ad

Mathematical Mysteries IExplore recruitment ad

Mathematics 3 IExplore recruitment ad

School of Public Health: Designing, Developing and Evaluating a Student professional portfolio - Deadline: 24th November


Portfolios are widely used in medical school programmes to showcase individual educational, research, ethical, personal, and professional development. Currently, we would like to review how we use portfolios in this way at Imperial College School of Medicine. We aim to partner with two Student Shapers who will have active engagement in this project as co-producers from the beginning.  Student partnership in the development of a portfolio is vitally important; your experiences will be crucial to making the portfolio as student-centred and engaging as possible.

Student partners from Imperial College will:

  • Participate and collaborate in the planning, development, and design stages as well as the evaluation process of the portfolio.
  • Use your networks to explore what your peers would like from a portfolio
  • Participate in this project to suit your schedule, but must commit to working on the project roughly 3 hours a week
  • Primarily work in partnership with a Clinical teaching fellow.

The successful candidates for this project would have the following attributes: ability to work both independently and within a team, proficient IT skills, flexible approach, and the ability to critically appraise research papers.

At the end of this project, you will gain a greater understanding of designing higher education learning & assessment tools. The project will help you prepare for professional practice after you graduate, as portfolios are essential to every medical professional throughout their career. By engaging in this project, you'll have the chance to cultivate invaluable professional capabilities including project management, collaborative teamwork, self-reliance, accountability, and effective negotiation within a supportive and realistic workplace environment.

Project Lead

Noreen Ryan (, Quality Healthcare Domain Lead in School of Public Health

Esta Finesilver ( Clinical Education Fellow, Faculty of Medicine centre

Further Details/Experience Required

Two positions available, approximately a half-day a week for 30 weeks in total, between January 2024 and July 2025.  Undergraduate Medicine students from years 4 and 5.  

Student Portfolio recruitment ad

CHERS/Education office: Shaping Learning Analytics outputs - Deadline: 19th February


The Imperial College Learning Analytics Project is a College-wide project that embeds the use of Learning Analytics into the College. ‘Shaping Learning Analytics’ is an invaluable stream of work feeding into the wider project and is advantageous for both staff and student partners.

We envision a future where reliable, safe, accurate data about our learners and their online behaviours are available to academics, educators, professional staff and students; enabling them to improve teaching and learning experiences through evidence-based evaluation, data-driven design and insights into learner behaviours. The College aims to use learning analytics to offer an enhanced student experience. The project will enable academic staff to identify patterns and trends to support students, review and evaluate teaching, make evidence-based decisions about enhancement, and facilitate high-quality staff-student interactions. Students will also be able to access their learning analytics to reflect, gain insights into their own educational experience, and be empowered to improve their own learning.

We are currently working with Nanyang Technological University (NTU), Singapore to develop learning analytics data literacy, and support staff and students to understand, engage with and support student learning using learning analytics across institutions. Workshops and surveys on students' views of how their data is used for Learning Analytics are already underway. This section of the project will focus on developing outputs based on best practices and ethical interpretation and use of learning analytics to support student success. The project adopts a "by you for you" approach, which is student-focused and ensures that staff and students can interpret learning analytics correctly, support students in the way they prefer and understand what we are using their data for.

With our student partners, we gather insights and co-design web content, brochures and videos surrounding the following areas/outputs:

  • Student-friendly policies and procedures relating to data, privacy, and ethics
  • Best practice guidance for staff and students for interpreting and using learning analytics
  • Innovation and ideation of further Learning Analytics project outputs
  • Promote what students would like in terms of interventions and nudges and using their own data to actively improve their learning experiences.

Project Lead

Camille Kandiko Hawson (, Associate Professor of Education, CHERS

Charlotte Whitaker (, Learning Analytics Project Manager, Education Office

Further Details/Experience Required

One Undergraduate student from any department or Faculty.  For ten weeks part-time term-time.  

Shaping Learning Analytics outputs recruitment ad

CHERS (Computing/Geo/Chem): Exploring the Social Norms + Cultural Experiences of UG Students across Academic Disciplines - Deadline: 3rd November


This project is approved pending EERP approval.  

This study aims to investigate the different cultural values and social norms that exist within three undergraduate degree programmes and understand the ways in which students position themselves in relation to these norms. Students in this project will undertake educational research in their departments through conducting focus groups with undergraduate students. Students will receive training in conducting focus groups and will have the opportunity to be part of subsequent publications. In the Autumn term students will be conducting focus groups and analysing them in the Spring term. During the two weeks following Spring term students will be writing up results and working with departments to explore implementable developments to improve student experience.

When students enter higher education (HE) they begin a process of enculturation into a specific discipline; each discipline carries its own unique set of cultural expectations, values, and norms, which can significantly influence the academic and personal lives of students. The enculturation process can be challenging, particularly for students from underrepresented or marginalised backgrounds, who often find themselves bridging the gap between their own backgrounds and the culture of HE, which tends to privilege certain norms and values over others.  The study builds on existing research undertaken by the PI in their PhD research, which investigates the social norms present in a physics undergraduate programme. Undergraduate programmes in Chemistry, Geology and Computing are chosen to represent a diverse range of STEM disciplines.

Understanding the distinctions between disciplines is crucial for several reasons. Firstly, it allows us to greater understand and appreciate the diversity of experiences among undergraduate students, helping educators to tailor support and resources more effectively to their discipline. Secondly, it provides insights into how these distinct norms – which often go unexplored - might impact students' experience and will support college efforts to increase sense of belonging for all students.  

Project Lead

Camille Kandiko Howson ( Associate Professor of Education

Amy Smith (, Research Postgraduate 

Further Details/Experience Required

Three positions available.  

Part-time for 12 weeks during term-time, with two weeks full-time engagement following Spring term.  

Social norms and cultural experience recruitment ad


School of Public Health: Inclusive GP Placements for students who are neurodivergent - Deadline: 20th November


This is an exciting opportunity to influence the training of community GP Teachers who deliver clinical placements in Years 3, 5 and 6. We are aware that neurodivergent students may experience challenges during clinical placements that prevent them from maximising their learning and potential. We want to ensure that our community GP Teachers are equipped to improve primary care placement experiences for neurodivergent students.

We want to co-create resources and an online training workshop for community GP Teachers that is informed by available guidance and shaped by our students with lived experience of neurodivergence.

This project will involve two students working collaboratively with our team from January 2024. As a student shaper on this project, you will have the opportunity to

  • Review the literature and relevant guidance relating to neurodivergence and clinical placements
  • Co-create authentic case scenarios and questions to prompt discussion during the workshop
  • Co-create short videos highlighting student experiences and perspectives on best practice
  • Co-create an evaluation survey and analysis of data with potential for conference presentation

Project Lead

Sian Powell (, Course Lead for General Practise

Further Details/Experience Required

Students enrolled on the MBBS in Years 3, 4, 5 and 6, and who have lived experience of neurodivergence are eligible to apply.  

Two positions available.  Working two hours a week for 16 weeks from January 2024 onwards.  

Inclusive GP placements recruitment ad

Central Education Office/MedBiosciences/MechEng/Physics/Maths: How Inclusive is your curriculum? Deadline: 27th November


Providing an inclusive offering that is representative of, and appropriate for all of our students fundamental to our community. This project is part of the Animated Inclusive Personae project funded by the College to help achieve that. However, there is limited practical advice or oversight of inclusivity in education. This is true across the sector, not just at Imperial and finding ways to assess inclusivity of content and consequently providing practical, data informed, solutions to any issues that arise is going to be key for many institutions. This StudentShapers project seeks to collect baseline data for the inclusivity of educational offerings with a view to finding the gaps individuals from different backgrounds find in their student experience.

Provisional ethical approval has been applied for and during the initial two-days all students will work together to finalise the ethics submission. They will develop a framework for assessing the inclusivity of teaching content and develop a research plan to survey colleagues within their departments and select and areas of their curriculum to review. The term-time hours will be spent assessing the inclusivity of content and carrying out the research.

The final two-days will be to wrap up the project and for the student partners to collaborate again on data analysis and suggestions for what might come next. This could include further StudentShapers projects or creating a plan for sharing findings.

Project Lead

Katie Stripe (, Senior Learning Designer, Central Education Office

Further Details/Experience Required

Any student from the participating departments (Mechanical Engineering, Mathematics, Physics, and the Biomedical Sciences BSc) that has completed their first year and has an interest in how students are represented in different aspects of teaching and learning.

2 bursaries are available per participating department. 

A half day a week between January and March (12 weeks) and including two full days in January and in March.

How Inclusive is your curriculum recruitment ad

School of Public Health: Our Stories - Updated deadline: 2nd April


Our Stories will be a collaborative project between faculty and students, building a series of facilitated conversations between a member of faculty and a member of the student body. Conversations between faculty members and students who have volunteered to share their stories will be conducted and recorded. 

The conversations will focus on experiences of identity and inclusion. The aim is to foster a greater sense of community and minimise isolation and harassment experienced by minoritized groups. These are not medicine specific issues. This project is interested in hearing from anyone who might have felt unrepresented by mainstream culture, including for example members of the LGBTQIA community, neuro-diverse members of the community, those with disability and those who are racially minoritized.  

In addition, the purpose of this project is to evaluate the impact of the series of dialogues/conversations on students' and faculty's sense of belonging in the medical school, their understanding of diversity concerns, and their comfort level in discussing diversity issues.

Project Activities

You will work closely with an Equality, Diversity and Inclusion (EDI) Education Fellow, as well as the wider ICSM EDI team. You will be involved in co-designing of the audio-visual recordings, how the full interviews should operate, the content of the conversation and the preparation of briefing sessions prior to participant recordings. You will also be involved in the development of questionnaires and focus group questions for students.

You will develop skills in creativity, content creation and interpersonal communication. You will also gain experience in EDI, a deeper knowledge of sense of belonging and understanding the diversity of the student body and faculty.

Project Lead

Christopher Harvey (, Senior Strategic Fellow, School of Public Health

Aneesa Fazal (, Equality, Diversity and Inclusion Education Fellow, Faculty of Medicine Centre

Further Details/Experience Required

MBBS students in Phase 1.  Two positions available.  

Thirty three weeks part-time during term-time, from May onwards to the following May. 

Our Stories recruitment ad 

School of Public Health: Co-designing a 'Self-Reflexivity + Positionality' learning package for Global/Public Health courses - Deadline: 28th April


Power asymmetries and inequalities within the GH field are increasingly recognised as problematic in the literature and in everyday practice. Yet, these are still not addressed through optimal self-reflexivity in most public health curricula. Power asymmetries manifest in the ways that we design and deliver GH curricula. There is a need for courses to support students to develop skills around reflecting on their own position within society and within the classroom, and how they may address the power relations that shape health inequalities as future global health practitioners or researchers.

We invite students to collaboratively develop a learning package which will be piloted in the coming academic year on the Global Health (GH) BSc and Master of Public Health (MPH) courses at Imperial College. The aim of the learning package is to support students to develop awareness of power structures and asymmetries that exists in global health and identify their position within these. This learning package will be co-delivered with student partners on the Global Health BSc and MPH (separately from the StudentShaper scheme).

Student partners in this project will work closely with course staff and other stakeholders. This provides an opportunity for candidates to acquire experience and skills in curriculum design, innovative education approaches and collaborative working, whilst being supported by a bursary. This scheme is relevant to any student who wishes to explore or develop their role in GH/public health education, or to contribute their views on a sensitive and increasingly debated topic in Global Health.

Project Lead

Dr Shyam Sundar Budhathoki (, Senior Teaching Fellow, School of Public Health

Dr Mariam Sbaiti (, Senior Teaching Fellow, School of Public Health

Further Details/Experience Required

- 2 students/graduates of the Global Health BSc course for the schedule below:

  • ½ day a week between 24 April-26 May (Part-time, £55 /week), and
  • 5 days a week between 12 June and 14 July (Full Time, £365/week),

- 1 student/graduate from MPH course for the schedule below:

  • ½ day a week between 24 April-26 May (Part-time, £55 /week),
  • 5 days a week over 12/13/14/15/16 June (Part Time, £182.5/week)
  • ½ day a week between 19 June - 28 July (Part-time, £60 /week)

SRP Learning package recruitment ad