Dr Danielle Burgess


School of Biomedical Sciences
Faculty of Medicine


As a Teaching-focused academic in the School of Biomedical Science and a Fellow of the Higher Education Academy (FHEA), I am deeply committed to ensuring students grasp and employ biomedical principles across various facets of their education and life journey. I champion the cause of ensuring education is both safe and accessible, and I continually strive to foster a diverse and welcoming learning environment. My research delves into the intricacies of student learning, focusing on the individual and collective obstacles they face in their academic and professional pursuits. I'm enthusiastic about exploring students' self-perceptions, academic journeys, and dynamics with peers, faculty, and the larger academic community, including the university's resources and procedures. A key aspect of my advocacy is supporting neurodiverse students driving forward an inclusive higher education landscape where everyone feels valued and understood.

Research Interests

  • The role of self-efficacy and growth mindset in bioscience education.
    The growth mindset is a psychological concept coined by Carol Dweck, which refers to the belief that a person's abilities and intelligence can be developed and improved through dedication and hard work. It contrasts with a fixed mindset, which is the belief that a person's abilities and intelligence are predetermined and cannot change. Proponents of the growth mindset argue that it leads to greater resilience in the face of challenges and failures, as well as a more persistent approach to problem-solving and learning. Those with a growth mindset are more likely to embrace new experiences, seek out feedback, and view obstacles as opportunities for growth. Self-efficacy refers to an individual's belief in their ability to successfully complete a task or achieve a goal. It is the confidence a person has in their ability to perform a specific behaviour or attain a certain outcome. Both a growth mindset and self-efficacy are critical in education and career success. However, being in a place of both a growth mindset and self-efficacy can be harder, particularly during times of stress. For this reason, I am interested in understanding the development and maturation of a growth mindset and self-efficacy throughout a student's educational career.
  • Development and maintainance of student trust.
    Student trust refers to the level of confidence and belief that students have in their teachers, schools, and educational systems. When students have high levels of trust, they are more likely to feel engaged, motivated, and supported in their learning, which can lead to better academic outcomes. Several factors contribute to student trust, including: - Teacher-student relationships: Teachers who are warm, supportive, and approachable can build strong relationships with their students and foster a sense of trust. - Fairness and transparency: When teachers are transparent and fair in their dealings with students, it helps to build trust. - Consistent and predictable rules: When schools have clear and consistent rules, students are more likely to trust that they will be treated fairly and consistently. - Safe and supportive environment: A safe and supportive school environment can contribute to a sense of trust and security for students. - Student voice: Allowing students to have a voice in the decision-making process and actively seeking their feedback can help to build trust. - Low levels of student trust can lead to decreased motivation, engagement, and academic performance. As such, I am interested in understanding what students require to maintain success throughout their degree.


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