Silke Kerruth - Staff stories

Before starting the StudentShapers project I was very anxious and nervous about navigating the power difference between myself and my colleague and the student partners. I was worried about taking on too much of a leader role and thus students not having the chance to contribute equally to the project. Therefore, I chose a quite casual get together for our first session. There was definitely a bit of an awkward moment at the beginning when everyone tried to read the room and figure each other out. However, after we started our brainstorming session, students warmed up and started to feel comfortable to contribute their opinions, especially as I kept on asking them about their experience and stating that their opinion is essential for this project. I found this brainstorming session very revealing as it opened my eyes to parts I thought we were doing well in teaching our students, but they still hadn’t grasped after one year of practical course. This is also where I really experienced the great value students were able to add to the project. 

As an expert in the field, it is often hard to put yourself into the shoes of a student. Of course, we observe our students and analyse what concepts they find difficult. However, sometimes there are the small things that throw them off or even the terminology and vocabulary related to our field. For example, I interpreted difficulties to understand certain techniques grounded in the theory behind the practice, while often it was just an issue of misunderstanding as the student would not know the items in the lab I was referring to, as they did not know the name of it yet.

I think as students saw us really appreciating their point of view and opening our eyes to their world, it gave them confidence in taking on a more leading role. I supported this transition by asking everyone in the team to take turns in chairing the meetings and taking minutes.

While the project moved on, me and my colleague transitioned from a leader position more into a consultant one, where we would support students in realising their ideas and providing technical expertise.

Taking ownership of these roles, I believe, made the students feel equal to us as educators and opened the barrier that might existed at the beginning.  While the project moved on, me and my colleague transitioned from a leader position more into a consultant one, where we would support students in realising their ideas and providing technical expertise. For me personally, this was absolutely crucial to the success of the project, and looking back at it, it gave the student partners the space to be more independent while supporting each other. 

We ended our project with a lovely evening out where we went for dinner and some drinks. I feel very grateful that our student partners wanted to celebrate the success ofthe project and spend time with their “teachers” outside of working hours. We had a great evening with lots of laughs, good food and good company. 

The StudentShapers project has changed fundamentally how I see my students. I have experienced them as hard working and passionate about their and other BMB students’ education. It was great to see them grow within their role and taking on more responsibilities, becoming independent and utilising their creativity to create truly useful teaching materials for student generations to come.

The StudentShapers project has changed fundamentally how I see my students.

Showing myself in a more personal way as I do with other co-workers was a leap of faith and required a lot of bravery from my side. However, it was rewarded by students who shared a bit of their lives. Sharing some insights from the perspectives of both partners, I think helped both sides to understand each other a bit better which led to a new feeling of community here at Imperial.