David Dewar, a Postgraduate
Researcher (PGR) in Musicology, reflects on the Extended Project
Qualification (EPQ) Fair on 9 November.
I saw that there was an
opportunity for research postgraduates to be involved in mentoring sixth form
students undertaking the Extended Project qualification and to advise them in
research skills. As a (somewhat) mature PGR, who has undertaken a fair bit
of research and lecturing in previous careers, and being interested in teaching
here at Bristol, it seemed too good an opportunity to miss. I’ve found
that I learn at least as much from undertaking teaching, coaching, and
mentoring as does the recipient!
So I signed-up and
attended a briefing in the Victoria Rooms, which itself was packed with
information. One particularly significant feature was a chance to
look at completed previous EPQ project reports from candidates; those were
really outstanding. I was looking forward to the chance to meet some of
the new cohort of candidates at the EPQ Fair.
On the day of the Fair I
had the chance to meet the three students assigned to me. Not only were they
all impeccably polite and a pleasure to talk to, they had an impressive grasp
of their topics. They also had definite aims in life – equally important
in maintaining a sense of motivation. They had to get to grips
with the specialist repositories for their subject, which we are used to
dealing with, and the construction of effective
Boolean search criteria.
Given the ambition of
some of the projects, the timescale for completion is tight. The mentor’s
task does not so far seem to be onerous; there is just the requirement to be
positive, encouraging, and thoughtful when there is contact and I’m looking
forward to further discussions with each of them.
Their projects, apart
from one, do not directly relate to my own research, but do make use of life-experience
and interests. Since the overall aim is to be a ‘research-colleague’ or
sounding-board, it is not necessary for the mentor to have project-specific
knowledge. Having had initial discussions, I can now do some thinking
around their particular projects to be able to take the discussion further when
next we might meet or exchange emails, and to be able to suggest some
additional materials for them to consider.
I’d recommend this
programme for the experience it gives to hone one’s own skills in interacting with
potential future colleagues; showing that researchers are not necessarily
geeks(!); genuinely trying to help those trying to gain a qualification in an
important life and academic skill; and in the chance to show the University in
a good light.
For more information visit: www.bristol.ac.uk/public-engagement/schools/case-studies/epq-mentoring
