**3. Examples of research-involved teaching activities, UREs and CUREs integrated into the CCCU science programmes**

### **3.1. The Life Sciences Mini-Conference and laboratory volunteers: an introduction to research for undergraduates**

The Life Sciences Mini-Conference is part of the required curriculum for all science prorammes and runs in the first week of the term in the first year (**Figure 1**). As such, it is inclusive of all students, regardless of their motivation and academic background at the time. The conference features a full day of presentations by academic staff and PhD students about their ongoing research. It is designed to immerse students in the atmosphere of a research conference: students receive a book of abstracts for the presentations and are encouraged to ask questions during and after presentations, just as they would at any other research conference. The diversity of the teaching team in the Life Sciences is reflected in the conference programme: presentations typically cover active research from ecological, molecular and physical sciences. This means students are exposed to a range of research activities and topics that they may not have previously been aware of, thereby helping them to develop interests that will inform their further choice of studies and, ultimately, their career path [41, 45]. The conference also helps students at the very beginning of their studies to associate lecturers with their research activities. Students commented on their experience of the Mini-Conference in 2015:

*"The Mini-Conference made science look exciting and helped me to pick areas of interest for the future of my degree."*

*"The Mini-Conference gave me a first glance of the opportunities for gaining experience in science."*

Emphasizing the research of their lecturers so early on draws a clear distinction between the learning environment students would have typically experienced at school and how it differs from the academic environment at University. By encouraging students to mingle and converse with the presenters during coffee and lunch breaks, barriers between students and academic staff are broken down early on in the student journey, directly contributing to the "professional socialization" of undergraduates in science [45–47] and familiarizing students with the responsibilities and professional life of researchers [42].

In creating opportunities for unexpected learning and explorative discussions, the Mini-Conference is a key element in the RIT strategy. Shortly after it has taken place, all first year undergraduates are invited to attend a research opportunity briefing where lecturers share accounts of the research experiences and positive contributions made by past undergraduate researchers in the Section. The briefing is used to advertise ways in which students can get involved in authentic research on an occasional or regular basis via bespoke UREs: opportunities to work with academic staff are discussed, either on a volunteer basis or as a paid intern (through the CCCU internship scheme) (**Figure 1**). Typically, more than a dozen motivated students each year take up one or more of these opportunities, significantly contributing to their personal and professional development and employability. In its compact nature and being part of the undergraduate curriculum, the Mini-Conference is not very resource-intensive and therefore represents a very powerful CURE that links directly to recruitment of students for bespoke UREs positioned throughout the programme.

#### **3.2. Student research internships as flexible and bespoke UREs beyond the curriculum**

The student research internship programme offers the opportunity to further build student/ staff partnerships in a scheme that co-produces knowledge via student research. Research internships are developed by academics in partnership with industry (see Section 3.4; **Figure 1**) or with student input. Available projects (typically 5–10 each year) are advertised to all students.1 The internship programme is also an opportunity for students who are volunteering in research labs to concretize their research and build on the research experience already gained (**Figure 1**). Typically, internships last 10 weeks on a half time work schedule and are carried out in the summer months outside of the regular curriculum. Each student receives a bursary and is supervised by one or more researchers within the Section as well as any industry collaborators. This is feedback from student interns in 2015:

*"It was a really good learning experience. Doing something where the outcome really matters is brilliant because you're making a difference and making a real impact on conservation research."*

*"I really enjoyed my time working on this project. Not only did I help contribute towards the ongoing research at CCCU, but I also gained some valuable skills to add to my C.V."*

Our partners, both in academia and in industry, are also very positive about these partnerships. Some of them (especially academic ones) may initially feel slightly reluctant about the prospect of working with undergraduate students in "real" research, which many associate

<sup>1</sup> See http://www.canterbury.ac.uk/social-and-applied-sciences/human-and-life-sciences/life-sciences/internships/internships.aspx for details of some of last year's internships [Accessed January 31, 2017].

exclusively with postgraduate students. However, their feedback after projects are completed is very positive, resulting in long-lasting research partnerships involving undergraduate student researchers. Two partners who have collaborated on student research projects at CCCU stated:

differs from the academic environment at University. By encouraging students to mingle and converse with the presenters during coffee and lunch breaks, barriers between students and academic staff are broken down early on in the student journey, directly contributing to the "professional socialization" of undergraduates in science [45–47] and familiarizing

In creating opportunities for unexpected learning and explorative discussions, the Mini-Conference is a key element in the RIT strategy. Shortly after it has taken place, all first year undergraduates are invited to attend a research opportunity briefing where lecturers share accounts of the research experiences and positive contributions made by past undergraduate researchers in the Section. The briefing is used to advertise ways in which students can get involved in authentic research on an occasional or regular basis via bespoke UREs: opportunities to work with academic staff are discussed, either on a volunteer basis or as a paid intern (through the CCCU internship scheme) (**Figure 1**). Typically, more than a dozen motivated students each year take up one or more of these opportunities, significantly contributing to their personal and professional development and employability. In its compact nature and being part of the undergraduate curriculum, the Mini-Conference is not very resource-intensive and therefore represents a very powerful CURE that links directly to recruitment of stu-

**3.2. Student research internships as flexible and bespoke UREs beyond the curriculum**

The student research internship programme offers the opportunity to further build student/ staff partnerships in a scheme that co-produces knowledge via student research. Research internships are developed by academics in partnership with industry (see Section 3.4; **Figure 1**) or with student input. Available projects (typically 5–10 each year) are advertised

unteering in research labs to concretize their research and build on the research experience already gained (**Figure 1**). Typically, internships last 10 weeks on a half time work schedule and are carried out in the summer months outside of the regular curriculum. Each student receives a bursary and is supervised by one or more researchers within the Section as well as

*"It was a really good learning experience. Doing something where the outcome really matters is brilliant* 

*"I really enjoyed my time working on this project. Not only did I help contribute towards the ongoing* 

Our partners, both in academia and in industry, are also very positive about these partnerships. Some of them (especially academic ones) may initially feel slightly reluctant about the prospect of working with undergraduate students in "real" research, which many associate

See http://www.canterbury.ac.uk/social-and-applied-sciences/human-and-life-sciences/life-sciences/internships/intern-

The internship programme is also an opportunity for students who are vol-

students with the responsibilities and professional life of researchers [42].

dents for bespoke UREs positioned throughout the programme.

any industry collaborators. This is feedback from student interns in 2015:

*research at CCCU, but I also gained some valuable skills to add to my C.V."*

ships.aspx for details of some of last year's internships [Accessed January 31, 2017].

*because you're making a difference and making a real impact on conservation research."*

to all students.1

118 Global Voices in Higher Education

1

*"I was really impressed with the work ethic showed by [the] students involved in the research we did together. I don't know of many institutions in which academics collaborate in research projects with undergraduate students, who then end up as co-authors on their papers. The previous project yielded two papers, and I am hopeful the current one will result in another paper in the near future." (Academic partner)*

*"[We] have been very impressed with the whole process of finding and running a student internship with Canterbury Christ Church University. As an industrial partner it was imperative that the best student was selected and that the project met the company aims. This was a very successful project due to the skills and dedication of all involved and we fully expect the results to influence tarantula taxonomy when published." (Industrial partner)*

The internships also have additional benefits related to RIT. They position students as key mediators in the flow of knowledge exchange between academic researchers and industry partners during the project [48]. If the students work with an industry partner, they also get the opportunity to experience a typical work environment, work roles and responsibilities in that industry [49, p. 82].

### **3.3. Adding value to undergraduate dissertation research projects through individuality and flexibility**

A final year dissertation research project as a conclusion to studies is a standard feature in UK Bachelor of Science programmes at the Honours level [25]. At CCCU, the "Individual Study" module in the third year of study represents the dissertation project. The module is designed and structured to act as a bespoke URE for students completing their programmes of study and a number of research skills are assessed throughout the module. Students are very flexible in their choice of projects—in principle they have the ability to choose any academic supervisor and any topic for their research project, as long as it meets ethical requirements, health and safety requirements and can be supported by the resources and equipment available. This means students are not presented with a "cookie cutter" project, but are encouraged to creatively develop and design their own research ideas in collaboration with an academic supervisor and external partners where appropriate. Students who have already volunteered in research laboratories or who have completed research internships can use this opportunity to build on their prior research and take full ownership of it for their dissertation project (**Figure 1**). Students also have to organize and go through all relevant ethical approval and health and safety assessment procedures before they can begin their study. Students then work independently in the laboratory or field to complete their projects and, as part of their assessment, produce a research logbook that meets the standards of a researcher in a professional laboratory. Communicating research has been identified as a graduate skill that is often neglected [50] and students are therefore also required to complete:


To facilitate student engagement with supervisors in a mode similar to that common in postgraduate research supervision, students are also assessed on their engagement with the project and how regularly they meet with their supervisor. They also hand in their logbook at the midpoint of the module to receive formative feedback on their progress. This module design is resource-intensive and requires individualized supervision of diverse projects that have to be flexible and extensively resourced with materials and laboratory space. The investment has benefits, however: students who design their own project are typically more motivated [51] and they can use their project to gain practical research skills as well as presentation and writing skills that are directly relevant to careers they are interested in. Consequently, some students who complete their project in partnership with an external partner are subsequently either employed directly by that partner on the strength of their project work or they can use their experience to improve their prospects for graduate employment in general.

#### **3.4. The Life Sciences Industry Liaison Lab as a space for RIT informed and supported by industry**

In 2015, the Section of Life Sciences at CCCU established the Life Sciences Industry Liaison Lab, based at Discovery Park in Sandwich, UK. The laboratory has allowed the Section to extend RIT activities by establishing collaborative ventures with companies based on the Discovery Park site. This facility provides students with the experience of industry-standard laboratories, delivering student research experiences and networking opportunities through industry-based teaching, internships and placements [48]. As a result, students based at the Industry Liaison Laboratory work within a professional industrial setting, answering industry-generated questions using research-quality equipment and technology, and receiving enhanced opportunities for networking and collaboration. In addition, industry professionals and potential employers are invited to teach their specialism and act as joint supervisors on final year research projects. Some of the RIT opportunities provided by the laboratory are embedded in the taught curriculum as CUREs, others present themselves as bespoke opportunities for industry-based research projects for internships or dissertation projects (UREs) (**Figure 1**). For example, second year undergraduate students enrolled in the module "Reproduction and Development" visit the laboratory at Discovery Park to learn new laboratory techniques on the subject using the same equipment as the researchers in the laboratory. The students responded very positively to this, as reflected by this comment written by a student in the module evaluation questionnaire:

*"It was great to have the opportunity to see the reality of a functioning research lab, based in an industrial environment. This trip was also useful for students to learn about the research being undertaken here and choose a path for their individual study in their third year."*

Through the continuity in working with industry partners in Discovery Park, there is the possibility to create bespoke PhD projects funded by industry partners where students can build on research projects they initiated at undergraduate level and for which they therefore have already acquired significant practical experience.

#### **3.5. Embedding research into assessment**

• a research paper written in the style and format required by a relevant peer-reviewed jour-

To facilitate student engagement with supervisors in a mode similar to that common in postgraduate research supervision, students are also assessed on their engagement with the project and how regularly they meet with their supervisor. They also hand in their logbook at the midpoint of the module to receive formative feedback on their progress. This module design is resource-intensive and requires individualized supervision of diverse projects that have to be flexible and extensively resourced with materials and laboratory space. The investment has benefits, however: students who design their own project are typically more motivated [51] and they can use their project to gain practical research skills as well as presentation and writing skills that are directly relevant to careers they are interested in. Consequently, some students who complete their project in partnership with an external partner are subsequently either employed directly by that partner on the strength of their project work or they can use

their experience to improve their prospects for graduate employment in general.

*here and choose a path for their individual study in their third year."*

already acquired significant practical experience.

**3.4. The Life Sciences Industry Liaison Lab as a space for RIT informed and supported by** 

In 2015, the Section of Life Sciences at CCCU established the Life Sciences Industry Liaison Lab, based at Discovery Park in Sandwich, UK. The laboratory has allowed the Section to extend RIT activities by establishing collaborative ventures with companies based on the Discovery Park site. This facility provides students with the experience of industry-standard laboratories, delivering student research experiences and networking opportunities through industry-based teaching, internships and placements [48]. As a result, students based at the Industry Liaison Laboratory work within a professional industrial setting, answering industry-generated questions using research-quality equipment and technology, and receiving enhanced opportunities for networking and collaboration. In addition, industry professionals and potential employers are invited to teach their specialism and act as joint supervisors on final year research projects. Some of the RIT opportunities provided by the laboratory are embedded in the taught curriculum as CUREs, others present themselves as bespoke opportunities for industry-based research projects for internships or dissertation projects (UREs) (**Figure 1**). For example, second year undergraduate students enrolled in the module "Reproduction and Development" visit the laboratory at Discovery Park to learn new laboratory techniques on the subject using the same equipment as the researchers in the laboratory. The students responded very positively to this, as reflected by this comment written by a student in the module evaluation questionnaire: *"It was great to have the opportunity to see the reality of a functioning research lab, based in an industrial environment. This trip was also useful for students to learn about the research being undertaken* 

Through the continuity in working with industry partners in Discovery Park, there is the possibility to create bespoke PhD projects funded by industry partners where students can build on research projects they initiated at undergraduate level and for which they therefore have

nal of the student's choice

120 Global Voices in Higher Education

**industry**

• a 20-min oral presentation of the work

Innovative assessment practices, which have a research-relevant component are incorporated into modules across all of the science programmes at CCCU and represent one of the elements of module-based RIT (i.e., CUREs) (**Figure 1**). Examples of this assessment strategy are a laboratory practical assessment for the Foundation Year module "Lab Skills" and a case study assignment in the third year module "Introduction to Bioinformatics".

Foundation Year students at CCCU often have very few academic qualifications upon entry to the programme and/or have been out of education for several years. It is therefore important to gradually introduce them to the concept of working independently and allow them to develop confidence in their practical skills [14]. To this end, in one of the Foundation Year "Lab Skills" sessions, students are given a simple protocol to prepare experimental solutions under the supervision and with the support of the lecturer and practical instructors. Students obtain formative feedback on their experimental calculations and techniques during and after this session. Students are then asked to repeat the protocol the following week, this time without direct supervision or support, as if they were preparing solutions for an experiment in a research laboratory. The students submit their prepared solutions for a final summative mark based on the quality of the solutions prepared. Students are involved as partners in learning as they are also involved in deciding how the marking scheme is applied during assessment. Student feedback suggests that this assignment helps them gain confidence in their lab skills and reflect on their progress. The following are two student responses to the question "What were the best parts of the course in your view?" on the module evaluation questionnaire:

*"Assessed practical was fun and allowed us to better understand balancing equations, moles and molarity."*

*"Doing the final assessment at the end of the year using what I learnt and to show myself how much I had progressed."*

A different example of RIT integrated into assessment is a case study assignment for the third year module "Introduction to Bioinformatics". Bioinformatics data (accessible from several international databases) can be searched, processed, transformed and analyzed using freely available programmes. CUREs in bioinformatics are typically not resource intensive, as a thorough research investigation can be completed within a realistic time frame on a standard computer. In addition, large amounts of biological data are constantly being generated without being fully analyzed or investigated. Thus, with careful design, students can perform novel and potentially publishable research even in the context of a single CURE assignment. The aim of the Bioinformatics Case Study assignment is for students to choose a target gene and/or taxon to study and, using sequence data available from public databases, design and carry out a piece of research to investigate a particular aspect of this gene or taxon. The vast amount of data and the enormous range of computational analyzes available means that each study can be unique. This offers great appeal to students, as they can choose a topic that they are highly interested in, such as a particular disease, organism, phenotype etc. Because of this freedom, students tend to immerse themselves more fully in their case study, developing essential skills in a range of research-relevant areas, such as study design, literature review and computational analysis. In addition, the unique and novel nature of their case study and the subsequent interpretation of the results with the relevant literature help to develop creative and critical analysis skills [52, 53].

Assessment occurs in two parts and reflects the direct research relevance of the case study. Due to the uniqueness and depth of their investigation, students become specialists in their chosen subject, but need to demonstrate that they can communicate their research to others clearly and succinctly. Firstly, the study is written up as a short scientific paper according to the instructions to authors for the journal *Nature Communications*. The paper details how the case study was carried out, the analyses performed, the results obtained and a discussion of the results with appropriate literature. Secondly, students prepare a poster of their study to present to the rest of the class as if presenting at a research conference. Both of these elements of the assessment are designed to develop high level, research-relevant communication skills. Student module evaluations show that students perceive the case study as challenging, but rewarding in terms of the research-relevant skills obtained. This is an example quote from a student:

*"The case study was good, difficult and challenging, but enjoyable!"*

#### **3.6. The student's perspective of undergraduate research**

A 2015 CCCU graduate who participated in a number of the RIT activities outlined above summarized their experience of undergraduate research and the benefits it had for their career as such:

*"I am a graduate of the BSc Biosciences programme with a Foundation Year at Canterbury Christ Church University. I started university with no scientific qualifications above GCSE level, and graduated as a confident scientist. I was encouraged at various points in my degree to gain extra lab experience, and I was given the opportunity to work in a university research lab in both voluntary and paid roles during the summer months through internships. During this time, I was taught all the basic skills I needed to use in research. My supervisor dedicated a great deal of time to making sure I understood all the experiments and why I was doing them, and made sure my contributions were acknowledged on conference posters – a great thing for my CV! Having worked in the lab during the summers I decided to pursue the same area of research for my dissertation. Learning research techniques as well as experimental design led to me being offered a job in a commercial research lab when I graduated. I hadn't realized how valuable my set of skills was, and I was given a lot of responsibilities in the lab because I was able to demonstrate a good understanding of how research labs work. I was well equipped to start working independently early on and was introduced to a range of research methods, most of which I have been required to use since graduating."*

This and other students' experiences highlights the importance of providing continuity and linkage of UREs and CUREs throughout a curriculum or programme to provide students with experience of the transferrable skills that are best learned by participating in research.
