Senior Lecturer Rachel Grant on building confidence at LSBU
How did you get into your field? What made you want to pursue it as a career?
I did my first degree in biology and then worked in an immunobiochemical lab, looking at chronic obstructive pulmonary disease and the role of activated neutrophils. However, I realised I was more interested in whole-organism biology and One Health (a concept that recognises the connections between human health, animal welfare and the environment). The pandemic brought home how closely these things are connected. After leaving biochemistry, I worked in scientific publishing for a few years and then as a veterinary technician in the Middle East. I also worked in a dog shelter. These experiences sparked my interest in animal health and welfare and led me to pursue a PhD in zoology. My main research interests now centre on animal welfare and behaviour.
How do you help students succeed during their time at LSBU and prepare for their future careers?
I am the course leader for the science foundation programme, where students interested in sport, psychology, baking, biomedical and forensic sciences can develop the skills and subject knowledge they need to progress to their chosen degree courses. I aim to give students a firm foundation in both science and academic skills through supportive teaching and mentoring. This helps them build confidence and become increasingly independent as they progress through the year. I also teach data analysis skills in the biomedical science degree. I particularly enjoy seeing the “aha” moment when students understand difficult concepts through the way I’ve taught them. Helping students develop their understanding and confidence is very rewarding.
What opportunities can students get while studying your subject at LSBU?
Students on the science foundation courses can gain a range of experiences, depending on their chosen degree course. These include laboratory work, opportunities to investigate topics that interest them in small groups, and social activities.
Is there anything from your career that you regularly bring into the classroom?
As a teenager, I struggled with maths and statistics. Later, I taught myself these subjects, as well as basic computer coding. Because of this experience, I understand how challenging unfamiliar concepts can feel. I use this understanding to break down complex subjects into manageable steps, helping students develop their understanding and confidence. As an autistic person, I have also found it challenging to navigate the social expectations and hierarchies of complex workplaces. This experience makes me particularly mindful of neurodiverse students and the importance of helping them feel comfortable, supported, and able to thrive in the university environment.