The Science & Society research group aligns its interdisciplinary research with teaching practice and coordinates modules in higher education science at undergraduate, masters, and doctoral levels. These modules are designed to help early career researchers and scientists to not only excel in their fields of study but also to recognise their societal responsibilities.
The Science & Society research group includes research assistants, research project managers and coordinators, doctoral and postdoctoral researchers, as well as tenured research staff. Central to the mission of the research group is to support and empower early career researchers to fulfil their academic potential. This is comprehensively discussed in the academic textbook: “Essential Skills for Early Career Researchers” (Roche, 2022), which offers guidance on the academic and professional skills needed to thrive as an academic researcher. The book includes lessons learned from published literature as well as perspectives from recent early career researchers and is accompanied by 30+ downloadable and editable online resources and sample templates.
Members of the Science & Society research group coordinate modules on “Science Education, Communication, and Society” on Trinity’s undergraduate science course as well as coordinating a masters programme in science education. The group has taught modules on the Postgraduate Certificate in 21st Century Teaching & Learning and the Certificate in Arts, Science, and Inclusive Applied Practice at the Trinity Centre for People with Intellectual Disabilities. These collaborations have led to publications in journals of higher education on topics such as initial teacher education (Prendergast & Roche, 2017), technology-enhanced learning (Roche, 2019), and supporting students with intellectual disabilities (Prendergast, Spassiani, & Roche, 2017).
Roche, J. (2022) Essential Skills for Early Career Researchers. SAGE Publishing.
Prendergast, M., & Roche, J. (2017) Supporting Mathematics Teachers’ Development through Higher Education. International Journal of Higher Education, 6(1), 209-216.
Prendergast, M., Spassiani, N. A., & Roche, J. (2017). Developing a Mathematics Module for Students with Intellectual Disability in Higher Education. International Journal of Higher Education, 6(3), 169-177.
Roche, J. (2019) Technology-enhanced learning supporting engagement, assessment, and reflection in higher education science. In Levrini, O. & Tasquier, G. (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, (pp. 1954-1958). Bologna: ALMA MATER STUDIORUM – University of Bologna. ISBN: 978-88-945874-0-1
Roche, J. (2016). Strategies for Scientists in Higher Education. Proceedings of the 2nd International Conference on Higher Education Advances, 2(1), 190-195.
