Blended learning is becoming an increasingly important aspect of Higher Education, particularly as student expectations rise and institutions seek innovative ways to embed technology in teaching and learning (Sharpe et al., 2006). Final year undergraduate project students are a valuable resource for producing blended learning materials to support Higher Education courses. This type of educational development project is popular with students who wish to pursue a career in teaching, media or science communication. Carefully designed research projects of this kind can test the impact of additional learning resources on student engagement and attainment, as well as yielding valuable data about students’ learning habits, use of technology and education (Morris, 2010). A number of studies of this kind have been conducted by final year undergraduate students to assess the impact of blended learning resources provided in neuroscience, physiology and pharmacology modules on student engagement and academic performance and the results of these projects form the basis of this presentation. In one such study, level one undergraduate students were provided with additional online learning resources which included presentations, quizzes, animations, audio narration and links to videos to supplement their learning in a lecture only introductory neuroscience module. Students who accessed these additional resources more than 10 times performed significantly better (P<0.05, Student’s T Test) in a summative in-course examination. In another study, a final year project student has been testing the role for Twitter in engaging students in the scientific community by tweeting research news, course updates and links to useful information. Students have found these resources very useful as an additional source of easily accessible information. Finally, a final year project student has produced learning resources to supplement a lecture module which included short video lectures, narration, additional notes and formative quizzes. Students performed significantly better (P<0.05, Student’s T Test) in a summative examination on the questions which were supported by additional learning resources than those that weren’t. Overall, these findings highlight some of the benefits of blended learning resources in Higher Education and demonstrate a valuable role for final year project students to produce such resources, whilst receiving valuable research training.