Hello everyone! My name is Megan, and I’m one of this year’s BILT Student Fellows, with a focus on research-rich teaching and learning. I’ll be working alongside Emma Segal to deliver this year’s Student Research Conference (make sure to grab a ticket!) and the seventh edition of the BILT Student Research Journal (SRJ) as its Co-Editor-in-Chief.
I’m currently in the final year of my Cancer Biology and Immunology MSci, where I work within a team of PGRs and academics researching the biomechanical properties of childhood leukaemia. Our work aims to improve research approaches through novel 3D disease-modelling techniques and to better understand the cancer microenvironment in order to uncover potential drug targets in relapsed and resistant leukaemia.
Throughout my time at the University of Bristol, I’ve developed skills that are now critical to my research, particularly through student collaboration, peer evaluation, and effective communication. At this stage in my academic career, I see every day how valuable student contributions are within the learning environment, and how exposure to research alongside academics is key to student development and to inspiring the next generation of researchers. Alongside my studies, I work as a student ambassador and contribute to the student newspaper Epigram. Through these student-led and student-facing initiatives, I’ve seen first-hand the impact that collaboration, motivation, and community can have on learning and engagement.
My time as a student has been some of the most transformative and impactful years of my life, both academically and personally. Receiving my ADHD diagnosis at the start of my third year profoundly changed my perspective. Being introduced to the world of neurodivergence was life-changing, allowing me to better understand both myself and the challenges I had faced throughout my student journey. It also gave me a new perspective on how institutions support neurodivergent students, and how teaching and research environments can often lack the accessibility and additional support needed to provide equal opportunities for student development and success. This experience has driven my motivation to advocate for student-led learning and teaching, as well as for more inclusive and accessible approaches to research and education. I believe this is a vital area of discussion if we want to see meaningful and lasting improvement for future generations of researchers.
The Student Research Journal and Conference provide opportunities for students to explore, share, and celebrate their research beyond their degree programmes, allowing them to engage with the wider academic community and see themselves as active contributors to research. Having benefited from research-led learning throughout my own studies, particularly through working alongside academics and other students, I’ve seen how powerful these spaces can be for building skills, confidence, and academic identity. I am excited to support initiatives that encourage students to develop confidence in their academic work and engage with ideas across disciplines.
Being part of the SRJ and Conference this year is a real privilege, and I am keen to help ensure these platforms continue to evolve in ways that genuinely reflect and support the student research community. I am motivated to help shape these spaces, so they remain supportive, inclusive, and representative of the diverse student experiences at the University of Bristol.
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