Student Research Experience Placements

Leeds Institute for Teaching Excellence (LITE) in collaboration with the Educational Engagement team developed these supervised research experience placement (REP) in 2021. These summer placements continue after the success of the first year.

REPs offer students at the University the opportunity to work as professional colleagues in partnership with staff, through carrying out independent research. These projects will support the delivery of the Access and Student Success Strategy 2025 with an emphasis on exploring aspects of the student experience through the lens of under-represented groups including, but not limited to people who experience racism, mature, care leaver, Access to Leeds and Plus Programme students.

2022 Placements

Completed Placements

Placements completed in 2021

Layla Kouara: Impact of pre-university learning for undergraduate psychology students

This explored the impact of learning and teaching in pre higher education and progression to undergraduate Psychology and Healthcare for minority groups, with a focus on male students as an under represented group.


Max Hughes: Effective strategies for teaching maths online

This investigated the effectiveness of current platforms available for teaching maths with a specific focus on accessibility and inclusivity.


Yvonne Lai: Effective online assessment methods for maths education

Researched effective methods in assessment for mathematics and numerate subject areas, with a particular focus on digital assessment and students from disadvantaged or under-represented groups in higher education.


Estaa Nyeko-Lacek: Decolonising reading lists

This explored the important interrelationship between reading lists, decolonisation and student success.


Naomi Eluwa: Exploring the colonial history of the University of Leeds

This explored the colonial history of the university feeding in to a number of areas of activity across the University.


Hunayda Abdulmula: Faith and student success

This explored how and where faith, religion or belief is recognised by the university, including in key policy documents, how any commitments to recognising faith, religion or belief are enacted in institutional practice, as well as how students experience this.


Penelope Sucharitkul: Widening participation in postgraduate study

This research contributed to the original research to underpin University of Leeds actions to recruit and support under-represented UK taught postgraduates and postgraduate researchers.


Hope Hutchison: Evidencing sense of belonging at Leeds

This drew upon the wealth of stories and lived experiences from the diverse community that makes up the University of Leeds.


Mike Kerr: An exploration of sense of belonging at Leeds

This project gathered data from students and staff across campus that will provide insights in to how approaches to teaching and learning contribute to community building and ultimately student success.