Early stage arts and humanities researchers can maximise the impact of their research, develop sound impact plans for grant applications and develop transferable skills with the ‘Researchers in Residence’ scheme.
Funded by RCUK and supported by the Wellcome Trust the Researchers in Residence scheme places early-stage career researchers (PhD and post doc researchers) in host secondary schools to inspire 11-19 year olds about their work. It gives researchers the opportunity to bring their knowledge to bear through a range of activities including demonstrations, discussions, careers talks or university visits.
One Arts and Humanities Research Council (AHRC) funded researcher who has been part of the Researchers in Residence scheme is Hilary Bishop who is based at the Institute of Irish Studies at the University of Liverpool. Hilary recently received funding from the AHRC to undertake a Research Preperation Masters in Archaeological Heritage Management.
During the life of her M.Phil Hilary joined the Researchers in Residence scheme and was placed at Brine Leas High School in Cheshire where the school was keen for her to cover topics the students could easily relate to their curriculum work. At this point she learn't that another researcher, a geologist, was also working with the school and after meeting with them the two of them decided to work together.
After talking with the other researcher they came up with the idea of doing a joint project examining the effects of climate change on the planet, from the dawn of time versus present day, using archaeological techniques and evidence to draw conclusions. The project linked in well with the curriculum, as climate change was a topic students were already learning about in class. They did several presentations, organised a fossil quiz and even set up a timeline in the playground that students could get involved with; physically charting changes to the planet over the ages.
To ensure the best use of time Hilary worked with a link teacher and the school to co-ordinate the placement. The placement was spread over three days in the same week, working across different year groups (years 7 - 10).
At the beginning of the placement Hilary had a few apprehensions, specifically how she would cope in a school full of teenagers. She was concerned about maintaining discipline in sessions with students. However, the teachers were always present during the group sessions and on hand to step in if there were any disruptions. However, as the students were well behaved, the teachers were never needed.
The highlights of the project of the project for Hilary was seeing the kids getting involved with the project, giving feedback on the work that was covered and putting their hands up to answer questions. Hilary found that some of the students knew a lot about archaeology already, through watching programmes like Time Team on TV. Some even knew what the different archaeological tools were for and the students really engaged with the project and thought about the work. In addition Hilary found working with another researcher beneficial as it enabled her to gain a different perspective on things.
For Hilary the best thing about being a Researcher in Residence was being able to share her research with a wider audience. She thought it was great having the opportunity to broaden her research topic, learning how to tone down the technical side and simplify things.
Since finishing her placement and completing her MPhil in Archaeology Heritage Management Hilary has been working on an Irish Studies PhD at the University of Liverpool.
To apply or listen to researchers’ experiences while on placement visit www.researchersinresidence.ac.uk.