In this post our Level 6 student, Sophie Barlow, discusses the power of the placement.

When I was at school my interest to study Biomedical Science was confirmed by a week’s placement work experience at a NHS hospital. At the time I was unclear about what I wanted to study, but knew that I wanted to work in a laboratory. I was given some advice from a Biomedical Scientist who told me a degree that was accredited by the Institute of Biomedical Science (IBMS) was what I need to achieve in order to work in a NHS Laboratory. This led me to a small number of universities that actually offer IBMS accredited Biomedical Science degrees and eventually I chose a Biomedical Science award at Staffordshire University. Continue reading →

This post comes to you from one of our Level 5 students, Katie Ryder, who wanted to share her advice with our current Level 4’s.

As a level 5 (second year) Biological sciences student, I wanted to share some advice with level 4 students about handling exams, revision and stress because last year some words of encouragement from someone whom has experienced first year would have helped me.

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This year will see our Big Biology Day run for the third time.  The last two years have been a huge success and it has been wonderful to see the public reaction to our very own mini science festival.  The day has also been a fabulous way for different departments to work together to promote their own areas of biology to the public.  What I have found most fantastic though is the huge amount of enthusiasm that our students have for events like these. 

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It is fascinating how many students think that academics get three months off each summer.  Now wouldn’t that be something.  Three whole months to do whatever we please – but alas, it is not the case.  We thought that maybe our students might find it interesting to know what it is exactly that we get up to over the summer.  So, here is our attempt to explain. Continue reading →

In my previous blog I mentioned invisible learning. This is learning that occurs at University that is unrecognised and hence invisible. Let me explain. Recognised learning that occurs  in University often involves students acquiring knowledge or actively constructing knowledge. This acquisition, considers knowledge as an entity that can be bought or transferred. Learners are referred to as ‘grasping ideas’. Students are guided in self-construction of knowledge by tutors who act as facilitators. Learning in lectures, seminars and group work occur in this way. The learning is often recognised as it is assessed.  Continue reading →