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ERA Research Internships
2026

What is Equal Representation Academia (ERA)?

Inequity and lack of inclusion are well recognised barriers to progression within the higher education sector.

Equal Representation in Academia (ERA) is an initiative that aims to raise awareness of academic research careers for students from statistically underrepresented backgrounds and thereby facilitate the academic career path for those wanting to follow this route. ERA is also helping to retain diverse talent, and create an inclusive environment for all in higher education institutions.

What's on offer

2-week work shadowing placements for students who are not in their final year: provide the opportunity to shadow a research group to understand the day-to-day roles involved in the research process, including postgraduate students, postdoctoral researchers, laboratory technicians, principal investigators, etc. This placement is designed as an early exposure opportunity, allowing the exploration of what a career in research can look like, observe how research teams work, and begin to build a professional network. Where appropriate, students may also be involved in introductory aspects of the group’s research activity, such as observing or supporting experiments, attending meetings, and gaining insight into wider academic activities including grant writing, data analysis, or manuscript preparation.

8-week studentships for final year students: provide the opportunity to gain in-depth practical research experience. Compared with the 2-week work-shadowing placement, the studentship allows more time to develop a deeper understanding of the project, build an array of practical research skills, and take on a more substantial role within your designated team. This may include supporting data collection, analysis, interpretation, or presentation of findings. The studentship offers a valuable opportunity to deepen research interest, gain meaningful experience, and grow a professional network. Where appropriate, the work may contribute to outputs such as an internal presentation, conference abstract, or research paper.

Careers and professional development: Whilst on the programme, all students will have access to a programme of careers workshops and talks. These sessions are designed to broaden students’ understanding of the range of opportunities available within and beyond academia and to support informed decision-making about future career pathways. 

Eligibility

ERA is a targeted initiative informed by institutional and sector-wide data on access, progression, and representation in research and academic pathways. The programme is supported through research culture and access and participation funding, and is therefore open to undergraduate students at City St George’s, University of London who meet one or more of the eligibility criteria set out below.

You are eligible to apply if you meet one or more of the following criteria:

  • you receive a university grant/bursary
  • you are registered with the Disability Service
  • you are from a global majority and/or ethnic minority background

Timeline

The placements will take place between June – September 2026. If successful, you will agree on a start date with your supervisor, unless a specific start date is stated on the application form.

Award

You will receive a stipend on par with Wellcome Trust Internships (£250 per week). The host laboratory will also be provided with funding to cover the cost of consumables for your project and/or research output. Please note that this is a very competitive process. 

Instructions

Please complete the e-form below. All submissions will be reviewed for the use of generative AI. 

You should only apply for one project. If shortlisted, we can discuss if you have any other preferences.

Deadline for e-application: 06-05-26 at 5PM. 

Interviews will take place onsite on 28 and 29-05-26. NEW* we are offering an additional date of 01-06-26 for students who cannot make the 28 and 29th due to exams. Please ensure you are available on at least one of these three dates.

If you require help, please use the contact function below.

Application review

ERA is a supportive programme designed to recognise potential, motivation, and interest in research. We assess applications with this in mind, using the application form and interview rather than previous academic performance.

As we usually receive a high volume of applications, it is important to reflect on how you can make your application stand out. 

Your response should:

  • address the question directly
  • reflect your own thinking and perspective
  • draw on examples from your own experiences, where helpful
  • be creative in how you communicate your ideas
  • in Section 4, consider the needs of different stakeholders, including students, researchers, and the public, and how your message may need to differ for each audience

We are not assessing professional production quality. We are more interested in how you convey your perspective.

To support a fair process, each application will be reviewed by four markers. A shortlist of applicants will then be invited to a short, informal interview before final decisions are made.

ERA aims to support as many students as possible each year and is committed to widening access to research opportunities. The final number of internships available will depend on the funding we receive.

Authenticity
You may use tools to help you plan your response, but your overall submission should be in your own words and must reflect your own ideas. If invited to interview, you may be asked to discuss your submission further.


Projects

2 week work shadowing
(Standard undergraduate degree years 1/2, or MBBS5 years 1-4)

  • Primary supervisor: Tom Hall
  • Site: City St George’s University of London, Tooting campus
  • More information:
    The aim of the 2-week placement with us would be to gain laboratory experience in the area of antibody analysis, observing and gaining hands on experience of ELISA and Luminex assays, and an understanding of how these techniques are used to explore maternal and paediatric infectious disease immunology and the role of our work to facilitate vaccine development and licensure. The placement student will also gain and understanding in the different roles within academia, observing how technicians, academics and project managers work together to complete translational research projects. The placement student will get the opportunity to work with the laboratory manager, research scientists and talk with clinical study managers and clinical fellows to gain a wide understanding of the different roles available within an academic group.
  • Primary supervisor: Dr Mathavi Vijikanendra
  • Site: City St George’s University of London, Tooting campus
  • Key placement dates: 8th of June – 19th of June OR 15th of June – 26th of June
  • More information:
    This placement will provide the student an opportunity to review their options after finishing their undergraduate course. The focus of this placement will be on observing the faculty and part of the master’s in physician associate course. As part of personal reflection, there will also be a day in the lab, where you will be able to observe a variety of clinical diagnostic labs (clinical chemistry / haematology / immunology / PRU / microbiology / virology / histopathology) and their on-going work. In addition, there may be a possibility of discussing both MPAS and ACP courses with the respective course directors and part take in some on-going research.
  • Primary supervisor: Dr Bridget Bax
  • Site: City St George’s University of London, Tooting campus
  • More information:
    Mitochondrial neurogastrointestinal encephalopathy (MNGIE) is caused by pathological mutations in the nuclear TYMP gene, leading to thymidine phosphorylase deficiency and mitochondrial failure. It is not understood how the molecular defect causes the  gastrointestinal and neurological symptoms of the disease. We have discovered that thymidine phosphorylase interacts  with TOM40, a protein that forms a channel in the  mitochondrial outer membrane  that is essential for the import of proteins into mitochondria. This project aims to explore whether this interaction is essential for protein import into the mitochondria. Findings from this project may provide some insight into how the molecular defect in MNGIE causes mitochondrial failure. The project will involve cell culture techniques, confocal microscopy, genetical manipulation of the cells to knockout the TYMP gene, and gene expression studies.
  • Primary supervisor: Dr Daniel Meijles
  • Site: City St George’s University of London, Tooting campus
  • More information:
    Current literature shows isoprenaline causes cardiac dysfunction and damage, with preliminary findings from my lab showing how this damage progresses in embryos. However, what is lacking is the effects of phenylephrine to bring about cardiac remodelling. The student would undertake an in vivo based project using zebrafish, where we will explore cardiac function and remodelling.
  • Primary supervisor: Dr Deborah Chong
  • Site: City St George’s University of London, Tooting campus
  • More information:
    My name is Dr Deborah Chong and I’m a Lecturer in the Institute for Infection and Immunity. My research is focussed on understanding how Tuberculosis (TB), a bacterial infection that commonly affects the lungs, causes permanent lung scarring that severely impairs breathing. Although antibiotics can eradicate the TB bacteria, there are currently no treatments available to prevent the body’s immune response from causing excessive scar tissue (a process known as fibrosis) in TB. This represents a major health problem as more people are surviving TB nowadays, with many left with lifelong lung damage.

    Using cellular models of TB-induced lung damage, we have identified that lung cells express a protein called LRG1 that drives fibrosis. However, it remains unknown whether existing anti-fibrotic drugs, used to treat other chronic lung diseases, can also prevent TB-induced lung fibrosis. During this two-week ERA studentship, you will gain hands-on laboratory experience in cell culture and microscopy to investigate the effects of anti-fibrotic drugs on TB-induced scar tissue formation. This project will provide practical research experience in cell biology and translational medicine, while contributing to an important question: could repurposing existing anti-fibrotic drugs offer a new therapeutic strategy to improve long-term outcomes for patients recovering from TB?

  • Primary supervisor: Dr Gina Abdelaal and Prof Dot Bennett
  • Site: City St George’s University of London, Tooting campus
  • More information:

    As part of understanding melanoma skin cancer, we are setting up an experimental system to induce DNA damage and cell senescence in normal human melanocytes with UVB ultraviolet radiation. We will then use the system to help analyse the molecular regulation of senescence by DNA damage.  In this subproject, we will be establishing convenient markers of senescence to use, and confirming suitable UV parameters (dose, etc.). The student can both observe and take some part in measurements of mRNA for senescence markers using qPCR with cDNA generated from treated and untreated cells.  They may be able to try designing some qPCR primers.  

    The target period will be the last two weeks of July, 2026.

    Literature: Bennett DC (2016). Genetics of melanoma progression: the rise and fall of cell senescence.  Pigm. Cell Melanoma Res. 29, 122-40.

    doi: 10.1111/pcmr.12422

  • Primary supervisor: Dr Lucia Ricciardi
  • Site: City St George’s University of London, Tooting campus, Department of Psychology and Neuroscience
  • Availability: The supervisor is not available between July 20th – August 30th
  • More information:
    You will work with patients who have undergone deep brain stimulation (DBS) surgery and analyse the brain’s connectivity using electroencephalography (EEG) data. This project aims to better understand how DBS affects neural networks and brain function. You will gain experience in (1) working with clinical populations in a clinical research setting in the hospital, (2) handling and interpreting clinical data, and (3) functional assessment using neuropsychological tests.
  • Primary supervisor: Dr Audrey Teh
  • Site: City St George’s University of London, Tooting campus
  • More information:
    You will work on expressing and producing immune checkpoint inhibitors from tobacco plants to create cost-effective and accessible cancer therapeutics. You will gain experience in PCR, gel electrophoresis, DNA transformation, plant molecular cloning, and flow cytometry.
  • Primary supervisor: Dr Isabelle Salles-Crawley
  • Site: City St George’s University of London, Tooting campus
  • More information:
    During your placement you will be able to shadow current members of the platelet lab performing experiments in a laboratory, a research associate and a PhD student who is a previous recipient of an ERA placement. This research internship will give you invaluable insight into what a research career may look like. More specifically, my lab is interested in molecular mechanisms associated with blood clotting with a particular focus on platelets. One arm of research is trying to understand how platelets works and become activated after a vascular injury. Another arm of my research is focusing on understanding how platelets can interact with white blood cells in particular, neutrophils. I am also interested in a protein BAMBI, and how it influences blood clotting. For more information, check out my profile and find some of my recently published papers: Dr Isabelle Salles-Crawley (sgul.ac.uk)
  • Primary supervisor: Dr Angeliki Asimaki and Liam Mcguire
  • Site: City St George’s University of London, Tooting campus
  • Key dates: September start is preferable
  • More information:

    Sudden cardiac death (SCD) strikes without warning killing 100.000 British citizens every year. Currently, we have minimal mechanism-based therapies to treat and prevent this tragic event. We are focusing on two diseases called arrhythmogenic cardiomyopathy (ACM) and Brugada syndrome (BrS), major causes of SCD in all populations of the world. We have designed a cellular model systems to replicate these diseases in cultured cells, which will aid us in understanding pathogenic mechanisms underpinning both diseases. The internship will introduce the candidate to various laboratory techniques used across various disciplines.

      The plan would be as follows:

    1. Plasmid transfection of HEK or HL-1 cells 
    2. Confirmation of transfection via immunofluorescence
    3. Protein expression analysis via Western Blot
    4. The idea would be to optimise plasmid transfection of cultured cells followed by quantification of transfection efficiency. The protein of interest would then be isolated from the cultured cells and further quantified via Western blot.
  • Primary supervisor: Dr Anissa Chikh
  • Site: City St George’s University of London, Tooting campus
  • More information:

    Our lab investigates the role of key proteins that are dysregulated in skin cancer, with the aim of uncovering their functions and evaluating their potential as therapeutic targets. Using a range of molecular and cellular biology techniques, we aim to better understand the biological mechanisms driving cancer progression.

    During this placement, the student will:

    • Join the research team and engage in discussions with current lab members, including a PhD student (based overseas) to gain perspective on international research collaboration, and a postdoctoral researcher (PDRA) who will share insights on a research career.
    • Attend a departmental seminar and lab meeting as an observer to experience the academic research environment.
    • Undertake a mini-project, involving cell culture, protein extraction, and Western blotting, gaining valuable hands-on experience in experimental techniques.
  • Primary supervisor: Dr Cristina Martinelli
  • Site: City St George’s University of London, Clerkenwell campus
  • More information:
    Eating disorders (EDs) are complex conditions with significant medical, psychological, and social consequences. Recent data indicate an alarming rise in EDs, prompting the need for new research to inform effective interventions. Sleep is a potential candidate for new insight, as now recognised as a key driver of mental health symptoms. However, while sleep disturbance is common in EDs, we are yet to understand its impact on the disorder and treatment. When designing sleep interventions, it is essential to consider patients’ perspectives, as they may reveal barriers to seeking and adhering to treatment that would otherwise be overlooked. To date, no qualitative study has explored these perspectives in ED patients. This project aims to fill this gap by investigating how people with EDs experience sleep disturbances, how these difficulties relate to specific cognitive, emotional and behavioural features of EDs, and how individuals perceive the role of sleep in their recovery. Students involved in the project will have the opportunity to be involved in participants’ recruitment, conduct interviews with people with EDs and their practitioners, and be involved in qualitative data analysis.
  • Primary supervisor: Matt Barnes
  • Site: City St George’s University of London, Clerkenwell campus
  • More information:

    The project will explore the health drivers of deep and complex poverty, with a particular focus on how poor physical health, mental health, disability and caring responsibilities may interact with other factors such as insecure employment and housing pressures to increase the risk of deep and complex poverty.

    The aims of the project are to:

    1. examine how health-related factors are associated with deep and complex poverty
    2. identify which health-related drivers appear most strongly linked 
    3. contribute to the Centre’s wider work on poverty measurement, monitoring and policy 

    The student will work on a quantitative data analysis project using existing social survey data (such as the Health Survey for England, Understanding Society, Family Resources Survey). 

    Methods are likely to include:

    • preparing and managing survey data 
    • producing descriptive statistics and cross-tabulations 
    • exploring associations between poverty indicators and health-related variables using more advanced methods (e.g. regression)
    • presenting findings in clear tables, charts and short written summaries 

    The studentship is likely to be mainly virtual and computer-based, with online supervision and weekly in-person catch-ups with the Centre Directors. The student will be supported in developing their analytical and research communication skills, while contributing to a live research agenda on poverty and inequality.

    Applicants should have experience of using statistical software (such as SPSS) to analyse social survey data and should be comfortable working with quantitative information.

  • Primary supervisor: Prof Beatriz Calvo Merino
  • Site: City St George’s University of London, Clerkenwell campus, Department of Psychology and Neuroscience
  • Key dates: 15th June start, flexible
  • More information:
    Neuroaesthetics is a very recent research topic that has grown in the last few years. Our lab investigates cognitive and neural mechanisms underlying social perception, and we have done some interesting work in the neurocognition of dance perception. Currently, we are working to understand how arts training shapes our brains and cognitive systems. We are running a series of behavioural studies exploring: (1) How cognitive processes are impacted by strong art training (dancers, musicians), for example, how art modulates visual sensitivity of social perception. (2) The relationship between cognition, art creation (dancers, choreographers – see our recent paper ‘Unlocking Creative Movement with Inertial Technology’ Sanchez Martz et al., 2005, Brain Science), and art perception. For example, what dance/kinematic parameters are relevant for dance appreciation? Is this modulated by experience and personality traits? The student will be able to participate in ongoing discussions on art-science collaborations, data collection supporting behavioural testing and questionnaire administration. Training on coding data and statistical analysis procedures will be provided. The candidate will be able to contribute to ongoing discussions with international collaborators. An interest in Art and Science is encouraged, although not essential to participate in this project.
  • Primary supervisor: Dr Catrin Moore
  • Site: City St George’s University of London, Tooting campus
  • More information:

    1 in 4 homes in the UK has mould which can worsen asthma and trigger fungal lung infections. This public health threat is compounded by antifungal resistance, though we lack an understanding of how IEQ may shape fungal resistance. Importantly, these environmental risks disproportionally threaten lower-income households living in poor-quality housing.

    Aim: This will be a small pilot project to collect in-home settle plates and test an AirTrap diagnostic test (5 plates/readings per house) with 1-week continuous monitoring of indoor temperature, humidity, and air quality. Samples will be analysed phenotypically for mould (Aspegillus and Clasporium species) and AMR genes using genotypic methods (PCR, whole genome sequencing) and the results compared with the new AirTrap method of detection.

8 week studentship
(Standard undergraduate degree year 3, or MBBS5 year 5)

  • Primary supervisor: Dr Daniel Meijles
  • More information:
    Current literature shows isoprenaline causes cardiac dysfunction and damage, with preliminary findings from my lab showing how this damage progresses in embryos. However, what is lacking is the effects of phenylephrine to bring about cardiac remodelling. The student would undertake an in vivo based project using zebrafish, where we will explore cardiac function and remodelling.
  • Primary supervisor: Dr Honglin Dong
  • Site: City St George’s University of London, Clerkenwell campus
  • More information:
    Evidence shows that soluble and insoluble dietary fibre may have different effect on glycose control particularly the postprandial glycaemic responses. However, few research compared the two types of dietary fibre in the single research. This study aims to investigate the different effects of soluble and insoluble dietary fibres on postprandial glycaemic response following white bread consumption in healthy adults. Using an acute randomised, single-blind, crossover design, participants (n = 12) will consume: (1) white bread alone (control), (2) white bread with 5 g and 10 g soluble fibre (psyllium), and (3) white bread with 5 g and 10 g insoluble fibre (wheat bran), with 24h washout between interventions. Continuous glucose monitor (CGM) will be used to measure blood glucose concentrations at 0 (fasting), 15, 30, 45, 60, 90, and 120 minutes post-meal to calculate incremental area under the curve (iAUC), peak glucose (Cmax), and time to peak. It is hypothesised that soluble fibre (psyllium) will significantly reduce postprandial glycaemic response, whereas insoluble fibre (wheat bran) will have minimal effect. This study will provide practical evidence on the acute metabolic benefits of different fibre types, informing dietary recommendations for glycaemic control and metabolic health.
  • Primary supervisor: Dr Cristina Martinelli
  • Site: City St George’s University of London, Clerkenwell campus
  • More information:

    Eating disorders (EDs) are complex conditions with significant medical, psychological, and social consequences. Recent data indicate an alarming rise in EDs, prompting the need for new research to inform effective interventions. Sleep is a potential candidate for new insight, as now recognised as a key driver of mental health symptoms. However, while sleep disturbance is common in EDs, we are yet to understand its impact on the disorder and treatment. When designing sleep interventions, it is essential to consider patients’ perspectives, as they may reveal barriers to seeking and adhering to treatment that would otherwise be overlooked. To date, no qualitative study has explored these perspectives in ED patients. This project aims to fill this gap by investigating how people with EDs experience sleep disturbances, how these difficulties relate to specific cognitive, emotional and behavioural features of EDs, and how individuals perceive the role of sleep in their recovery. Students involved in the project will have the opportunity to be involved in participants’ recruitment, conduct interviews with people with EDs and their practitioners, and be involved in qualitative data analysis.

  • Primary supervisor: Matt Barnes
  • Site: City St George’s University of London, Clerkenwell campus
  • More information:

    The project will explore the health drivers of deep and complex poverty, with a particular focus on how poor physical health, mental health, disability and caring responsibilities may interact with other factors such as insecure employment and housing pressures to increase the risk of deep and complex poverty.

    The aims of the project are to:

    1. examine how health-related factors are associated with deep and complex poverty
    2. identify which health-related drivers appear most strongly linked 
    3. contribute to the Centre’s wider work on poverty measurement, monitoring and policy 

    The student will work on a quantitative data analysis project using existing social survey data (such as the Health Survey for England, Understanding Society, Family Resources Survey). 

    Methods are likely to include:

    • preparing and managing survey data 
    • producing descriptive statistics and cross-tabulations 
    • exploring associations between poverty indicators and health-related variables using more advanced methods (e.g. regression)
    • presenting findings in clear tables, charts and short written summaries 

    The studentship is likely to be mainly virtual and computer-based, with online supervision and weekly in-person catch-ups with the Centre Directors. The student will be supported in developing their analytical and research communication skills, while contributing to a live research agenda on poverty and inequality.

    Applicants should have experience of using statistical software (such as SPSS) to analyse social survey data and should be comfortable working with quantitative information.

  • Primary supervisor: Prof Beatriz Calvo Merino
  • Site: City St George’s University of London, Clerkenwell campus, Department of Psychology and Neuroscience
  • Key dates: 8th June start
  • More information:
    Our lab investigates the cognitive and neural mechanisms underlying social perception. In this project, we explore how feeling social rejection can modulate our sense of self and body ownership, and how this may affect some clinical disorders, such as eating behaviours or depression. You will work alongside a PhD student supporting the different stages of the research. This includes 4 stages: (1) A literature review on the topics Social Rejection and the Metacognition of the Sense of Agency. (2) Support experimental testing in our behavioural laboratories (Rhind building, City St George’s). In the lab, participants complete a behavioural task and a series of mental health questionnaires. (3) Learning coding data for statistical analysis as well as interpretation of the data. (4) The result of the investigation will be presented at the annual conference of the British Association of Cognitive Neuroscience (www.bacn.co.uk) in September 2026. The student will be able to contribute to the poster preparation and co-author the work with the rest of the researchers.
  • Primary supervisor: Dr Roy Alderton
  • Site: City St George’s University of London, Clerkenwell campus, Division of Speech and Language Therapy
  • More information:

    This project entails organising, labelling and processing speech recordings collected as part of the British Academy-funded project ‘Anticipatory nasal coarticulation in Standard Southern British English and Multicultural London English’, which investigates sociolinguistic variation in vowel nasalisation in accents of English spoken in London. The intern will work with the principal investigator and other colleagues to complete various tasks to prepare the recordings for quantitative analysis, such as tagging stretches of speech, running scripts and correcting labels for individual sounds. The intern will be trained to use specialist phonetics software such as Praat and will be expected to work independently to complete the tasks. 

    Essential criteria:

    • Genuine interest in speech and language
    • Willingness to learn new computer skills
    • Ability to work independently, including organising one’s own time
    • Keen eye for detail
    • Patience to work on repetitive tasks

    Desirable criteria:

    • Undergraduate degree or higher in Linguistics, English Language, Speech and Language Therapy or a related subject (or currently working towards one)
    • Experience with completing projects relating to speech and language, especially working with phonetic and/or sociolinguistic data
    • Experience with phonetic software such as Praat
    • Experience with computer programming, especially in Python and/or R
  • Primary supervisor: Dr Catrin Moore
  • Site: City St George’s University of London, Tooting campus
  • More information:

    1 in 4 homes in the UK has mould which can worsen asthma and trigger fungal lung infections. This public health threat is compounded by antifungal resistance, though we lack an understanding of how IEQ may shape fungal resistance. Importantly, these environmental risks disproportionally threaten lower-income households living in poor-quality housing.

    Aim: This will be a small pilot project to collect in-home settle plates and test an AirTrap diagnostic test (5 plates/readings per house) with 1-week continuous monitoring of indoor temperature, humidity, and air quality. Samples will be analysed phenotypically for mould (Aspegillus and Clasporium species) and AMR genes using genotypic methods (PCR, whole genome sequencing) and the results compared with the new AirTrap method of detection.

  • Primary supervisor: Dr Anuraag Bukkuri
  • Site: City St George’s University of London, Clerkenwell, Department of Mathematics
  • More information:
    In prior work, I have used mathematical modelling to develop a number of evolutionary double blind strategies for cancer treatment, inspired by various aspects of evolutionary ecology, from life history theory to community ecology. In this project, I will work with my student to modify some of these models to explore how predation facilitation, a commonly used strategy in integrated pest management, may be harnessed for cancer treatment. More concretely, we will explore how exposure to sublethal doses of chemotherapy may induce susceptibility to cytotoxic T cell killing, similar to how adaptation of diamondback moths to insecticides via mutations in their gut receptors facilitates their parasitisation due to a weakened immune system.

Complete the e-form to apply

Section 1: Eligibility
Please select all eligibility criteria that apply to you:
Section 2: Applicant details
Section 3: Project choice and motivation
Section 4: Creative application task
Why is it important to include different people and perspectives in research, and how would you communicate this through a small campaign linked to your subject area? This could be your degree subject or an area of research or science you are interested in. In your answer, outline your own view and describe how you would communicate this to students, researchers, and the public.

By “small campaign,” we mean a focused piece of communication designed to help a particular audience understand your message. For example, it might raise awareness, encourage inclusive thinking, or challenge misconceptions.

Submission format
Please submit your campaign in one of the following formats:
  • A short video
  • 1-slide presentation
  • 1-page poster, infographic or other single-page visual submission (PDF, JPEG or PNG)
  • A social media mock-up
  • A short written concept
Important: double check your URL is publicly accessible (test it by opening your URL via incognito browser)
Follow up question

Section 5: Upload your CV
The information provided in this form will be used to assess your application to the ERA programme and handled in line with Cit St George’s University’s privacy notice.
After doing my placement I feel a lot more confident in my skills since I was exposed to several resources and opportunities to aid my personal development. Considering that most of the time I tend to be quite introverted, working one-on-one with my supervisor and her PhD students allowed me to ask more questions freely and gave me more time to go through experiments at my own pace, with further guidance available at any time I needed it..

Giulia Kengne Fotso

1st Year Biomedical Science student
Applying for the ERA placement was one of the best decisions I have ever made. I have always wanted to pursue a career in academia but I had no idea on how to go about it. The placement allowed me to gain insight on the different careers in academia and most importantly how to apply for PhD opportunities.

Rutendo Makuve

Chronic Disease Management MSc
I gained hands on experience of attaching electrodes at standard locations on the patients’ head for EEG recordings according to the international 10-20 System of placement, which was a new technique introduced to me. I also had opportunity to be involved in administering questionnaires to patients and recording non-invasive physiological measures of stress (heart rate variability). Overall, I was thoroughly captivated by the experience.

Ilyas Moosavi

1st year biomedical science student
An incredible insight into scientific research, a career that is not talked about enough! The two weeks on this placement have given me valuable time to network, learn and discover the ins and outs of neuroscience, infection and immunity, while witnessing the behind the scenes of cutting-edge research.

Diyana Anthony

1st year Clinical Pharmacology student
I was able to build on the knowledge learned at university and witness the practical applications of these concepts. I have also enjoyed being part of a team that advocates for the need for inclusivity and diversity, in research and the workplace.

Lakshmi Pathmanathan

1st year Biomedical Science student
ERA is a great opportunity for someone who is an outsider to the academic world. It's a humbling experience that makes you realize the amount of work needed to get in and survive in the competitive academic world.

Ruchi Wadhwa

Chronic Disease Management MSc
The ERA placement was an amazing opportunity to see first hand the incredible amount of effort and work that goes on in research. I came to this placement with very little knowledge about careers in research and came out absolutely amazed.

Javeria Nishtar

3rd year Biomedical Science student
I never considered a career in academia, until this placement. I really recommend it to everyone. Even medics. It really eases you into the iBsc. I really enjoyed my time doing this.

Lien Salcedo

Intercalated BSc student
Beyond the technical and academic skills, the ERA programme held significant importance for ethnic minorities like myself. The true testament to the programme's effectiveness was being awarded the BHF-funded PhD studentship. The invaluable skills and experiences I gained during my time with ERA undoubtedly played a pivotal role in this achievement.

Rahil Isar

Clinical Pharmacology graduate
This ERA placement has provided me with the opportunity to gain invaluable insight into research and academia which has had a positive influence and impact on the career path I would like to pursue, on completion of my Occupational Therapy BSc. at SGUL.

Maya Caan

Occupational Therapy graduate
Not only can you enhance your professional network and career development, but you do all of this with the knowledge that the ERA initiative supports such an important ethos in addressing the lack of workplace diversity.

Samia Tajbiha

3rd year Biomedical Science student
My experience with the ERA studentship has been insightful and stimulating, and equally rewarding.

Somto Muoneke

3rd year Biomedical Science student
I am honoured to have been part of such an invaluable opportunity! This combination of research and application within medicine has reaffirmed my decision to pursue this career.

Sabrin Mohamed

3rd year Biomedical Science student
The ERA placement has given me a taste of a research career and made me excited to pursue one! The ERA has been an amazing learning experience and I wish there were more programs like this!

Gresilda Asllani

1 year Biomedical Science student

“2Students from ethnic minority backgrounds often express that they cannot find role models from the same background amongst university staff.”

Group 3

“Students from ethnic minority backgrounds often express that they cannot find role models from the same background amongst university staff.”

Group 3