Greater Sheffield Area
Biologist interested in evolution. Experienced in research, outreach and teaching activities. Core competencies gained during PhD include bioinformatics, genomics, statistics, data analysis and R and Linux programming. The research that I have conducted has always required problem solving and project management skills, such as meeting deadlines and managing budgets. Participation in conferences has allowed me to network. This has led to discussion of research and potential collaborations. As a contribution to other academic research projects, I have planned, led and participated in fieldwork to collect data and organisms (birds and echinoderms). Although I have spent much of my time in research, I have a strong drive for teaching. For this reason, I have designed and taught SCUBA diving courses to people interested in the use of scientific diving as a tool for conducting and supporting underwater research. On the other hand, I have accumulated around 60 hours of one-to-one tutoring sessions, teaching science at GCSE level and biology at A-level. Both fieldwork and teaching have invariably required social skills such as teamwork, and communication and interaction with peers and students. I strongly believe in the importance of promoting public awareness and understanding of science outside of the scientific community. To this end, I have engaged in activities aimed at disseminating the research and teaching that take place in higher education institutions and encouraging young people to pursue a university degree. I have participated, for example, in several university open days where I engaged with prospective students and non-specialist members of the public. Driven by my passion for science outreach, I have volunteered at the Natural History Museum and at the Science Museum, both in London. Finally, experiencing a wide variety of working conditions with people from diverse backgrounds in different institutions has significantly enhanced my adaptability.
Within the Trust, I work in the Sheffield Diagnostic Genetic Service, which offers diagnostic testing for genetic conditions affecting neonates, children and adults. I am part of a team of Genetic Technologists who provide technical and analytical support to Clinical Scientists. As part of the molecular genetics team, I carry out DNA library preparation and DNA sequencing. I am responsible, in particular, for conducting the laboratory work associated with the high-throughput sequencing of DNA using Ion Torrent technologies and for the initial analysis of results generated in this process. In addition, I interpret and report Sanger sequencing results on a first line basis. It also my duty to keep a clear and accurate records of my work in a Laboratory Information Management System, a web-based software used to manage the processing, storage and analysis of patient-related information generated in the laboratory. Training colleagues in practical skills is also one of my duties.
I delivered one-to-one tutoring sessions to three students separately. Two of them were preparing for their Science GCSE. The other student was preparing for his Biology A Level. The teaching not only involved the revision of the course contents, but also the training on study and exam techniques. My students' feedback was very positive, including comments such as "the best tutor I've ever had by far" and "your professionalism and friendly manner helped the student more than I can tell you". I tutored for over 50 hours.
I taught three tutoring sessions at Greig City Academy, London. I delivered each session to two different students every time. They were preparing for their Biology GCSE. These sessions were organised by Generating Genius, a charity that works with young people who have a keen interest in STEM (science, technology, engineering and mathematics) and are academically able. I contributed towards their aim of supporting groups that are particularly underrepresented in STEM, formed by students from low income families, or those who would be the first in their family to go to university. Although my participation was brief, it enriched my experience.
One of my duties was to prepare the equipment and make up the solutions used in the school science practical lessons. I was responsible as well for keeping an inventory of equipment and chemicals. I also conducted periodic health and safety checks on laboratories, prep rooms and chemical stores. These checks included ensuring that fume cupboards worked properly and that first aid kits were complete and up-to-date. Other core activities included delivery and collection of material from classrooms, general laboratory cleaning, safe disposal of waste materials and organising and storing chemicals and equipment.
I engaged in a wide range of activities in this role. I participated in more than ten university open days where I was responsible for explaining to prospective students and their parents some of the different subjects taught in the biology and zoology undergraduate programmes. This involved leading tours of a research laboratory and a zoology museum with a teaching focus. I also supervised zoology undergraduates during a field course to a nature reserve. Here, I led an activity that consisted in bird species identification in ponds of different sizes to understand the relationship between species richness and surface area. The students successfully completed the activity.
My role was to run short problem-solving tutorials for undergraduate teams. These covered a range of questions posed by students including science, team working, presentation skills and video making. By taking an active part as a facilitator I contributed to the Faculty of Science’s teaching and research roles. Breaking Boundaries was a programme designed to help undergraduates in their first year to appreciate what scientific research takes place at the university and how it is relevant to the wider community. The objective was to improve their understanding of research in science, and to enhance their employability skills, such as team work, communication and problem solving.