Supervisor Case Study: Emma Yhnell

Dr Emma Yhnell, Reader in the School of Biosciences, has supervised students as part of our On-Campus Internships project, and took part as a student herself. Here she talks about her experience.

What was your initial motivation for undertaking student placement supervision?  

I completed a fantastic CUROP (now On-Campus Internship) project when I was an  undergraduate student, so I had some brilliant memories from that, and I wanted to give others the same opportunity that I had benefitted from. I found completing a CUROP really helpful and useful, it was an experience which enhanced my skillset and  career prospects.  I wanted to give back from that perspective and enable others to benefit from the same opportunity that I am so thankful for.   

Do you feel that your experience as a supervisor in this internship scheme influenced your own professional growth and development, and if so, how?  

Yes,   having the pleasure and opportunity to be a supervisor is always fantastic and I am an advocate for the fact that I learn just as much from students as they might learn from me and the project. However, I think being a supervisor, the training and workload that takes (often over the summer months) could be recognised more within  universities, especially in terms of promotion, reward and recognition. It takes a lot of time and hard work to provide really good supervision, and the positive impact that this has on the lives of students can literally be life changing, propelling careers and helping others to learn, this should absolutely be recognised more.   

Are there any skills that you believe you gained and developed throughout the program? 

As a student doing the program, it was my first chance to get involved in a research project for a sustained period of time. So that was really useful in building confidence in specific skills for the project, like data analysis, but also more general skills like giving presentations at conferences, public speaking and writing more academically. As a staff member, for me, it’s about giving back through providing opportunities, mentoring and coaching while also raising awareness among the team and the department and wider University about the benefits of such projects.   

How did your student impact your project?   

I have been so fortunate in that I have had the privilege to supervise quite a few CUROP students over the years. Each student brings a unique and skill set and things that would like to learn or improve. I work with the students to understand what they want to gain from the project in addition to completing the project itself. For example, some might value training in public speaking, help with project or time management or career guidance. Much of my work is based on student co-creation and therefore students are fundamental to the project, as is carefully listening and empowering students to speak up and make their voices heard. 

Did you see your student gain or develop any skills? 

All of my students have gained skills from undertaking the CUROP projects themselves, whether that is data analysis, a better understanding of research literature or the research process itself. But a key thing for me is that students also benefit more broadly from the projects, they become more comfortable speaking with staff, they grow in confidence and are able to use their experience to inform their future decision making. It really is a privilege to help students along on their individual journeys.