2,553,442 research outputs found

    Assessing final-year practical work through group projects; A further study

    Get PDF
    The use of a group-based approach to project working has been shown to provide significant advantage to students in terms of project outcomes, motivation and engagement. The Department of Chemistry at the University of Reading has recently explored the use of group projects for final year practical work. In this model, students are presented with a research problem that they investigate within a team of three to five students. Students are expected to divide the work and share results in a manner that closely resembles project working in industry. This paper will report the experiences and attitudes of final-year BSc students towards this group-based approach, and outline the self-identified skills development of these students

    Encouraging independent thought and learning in first year practical classes

    Get PDF
    The transition from A-level to degree-level practical classes then to a research project, hence from dependent learner to independent researcher, is a hurdle that all students face when studying for a chemistry degree. This can be daunting so any innovations that aid this transition are of great value. At the University of Reading, the first year practical course has been redesigned to facilitate this transition by embedding independent thought and experimentation across all chemistry disciplines (introductory, organic, inorganic and physical). Examples of experiments that provide opportunities for independent student investigation, along with student perceptions of the experiments of the course, are given. Using this model for practical-class delivery, student engagement, confidence, independence and ultimately preparedness for year 2 were improved

    Feedback for future learning: delivering enhancements and evidencing impacts on the student learning experience

    Get PDF
    Enhancing the student learning experience through the provision of improved student feedback is both challenging and complex. ‘Feedback for Future Learning’ was a Glasgow Caledonian University(GCU)-wide project intended to enhance feedback practices from both the student and staff perspectives; to ensure greater awareness of, and reflection upon, feedback by students; and to encourage greater use of feedback to inform future student learning. The design, implementation and evaluation of approaches to ‘Feedback for Future Learning’ are described with an emphasis on STEM disciplines. The conceptualisation, design and implementation of a range of student feedback tools and approaches aimed to develop understanding of learning processes, reinforce learning and improve performance. This was achieved through collaboration with the GCU Students’ Association and the establishment of the University Feedback Enhancement Group. A series of generic and bespoke seminars, workshops, individual programme interventions and competitions were used to enhance comprehension of the perception, experience and use of formative and summative assessment feedback by students.   Providing opportunities for reflection and evaluation together with qualitative and quantitative metrics have demonstrated 93% satisfaction with student feedback enhancement workshops, a trebling of engagement with memorable feedback survey initiatives and a 9% increase in National Student Survey assessment and feedback satisfaction. A 16% rise in student satisfaction with the promptness of feedback, a 14% improvement in satisfaction with the detailed comments received and an 8% increase in satisfaction with the helpfulness of comments received were achieved. The lessons learned inform the continuing and sustainable enhancement of the student learning experience for STEM students and the wider University community. Keywords: Feedback, future learning, dialogue, engagement, reflection, enhancemen

    Connecting Undergraduate Students as Partners in Computer Science Teaching and Research

    Get PDF
    Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enhance the undergraduate learning experience within Computer Science

    Can I have a word please: Strategies to enhance understanding of subject specific language in chemistry by international and non-traditional students

    Get PDF
    In this paper we discuss the outcomes of our research into effective teaching strategies to enhance understanding of subject specific language by international and non-traditional students. Teaching strategies with an emphasis on improving scientific literacy were trialled over the course of the academic year 2010/11 in foundation level chemistry. The outcomes from this research led to the development of an E-glossary to support the development of subject language understanding. The E-glossary was trialled over the academic year 2011/12. It consists of student generated content (with over 100 contributions) explaining scientific terms and concepts in a variety of ways at an appropriate level for foundation students. The outcomes of this research are considered in relation to the development of scientific literacy and conceptual understanding

    Interactive physics: a virtual library of simulations for use in physics undergraduate teaching

    Get PDF
    This report outlines the design and deployment of a virtual (online) library ofinteractive simulations (principally Java applets) designed to be used inUndergraduate Physics teaching. The project was funded by an LTSN PhysicalSciences Project Development Grant in 2001

    Impacts of assignment in problem-based learning: A case study from chemistry

    Get PDF
    The use of problem-based learning (PBL) within undergraduate chemistry courses is increasing in popularity. Despite several previous reports describing the impacts of PBL in terms of students‟ motivation and interest in chemistry, evaluations of its impact with respect to student learning are virtually absent. Here, an evaluation of PBL case studies in chemistry is made by consideration of assessment performance data over a six year period. The performance data are considered at different stages of the undergraduate courses and are compared against related data from laboratory work and closed-book examinations. These performance data are complemented by student feedback. The analysis reveals that, regardless of level, students find PBL case studies enjoyable and motivating. In contrast, performance in assessed work is found to depend strongly on assessment criteria. Students perform comparably with other modes of assessment when the PBL case study assessment criteria are familiar to them. In contrast, when the assessment criteria demand wider consideration of PBL outcomes, typical of those appropriate for the latter stages of degree courses, lack of familiarity with such criteria appears to result in lower performance in assessments, despite careful counselling from the tutor

    New directions for service research: refreshing the process of theorizing to increase contribution

    Get PDF
    Purpose – For service research to develop as an applied social science there is the need to refresh the process of theorizing so it focuses not only on increasing new academic knowledge but also on knowledge that is managerially relevant. Guidelines are provided to achieve this.Design/methodology/approach – A theorizing process that integrates general theoretic perspectives and contextual research to develop midrange theory is developed. The process is based on the philosophical foundations of pragmatism and abductive reasoning, which has their origins in the 1950s when the management sciences were being established.Findings –A recent research stream that develops midrange theory about customer and actor engagement is used to illustrate the theorizing process.Practical Implications – Practicing managers, customers and other stakeholders in a service system use theory, so there is a need to focus on how theory is used in specific service contexts and how this research leads to academic knowledge that is managerially relevant. Thus, as applied social science, service research needs to explicitly focus on bridging the theory-praxis gap with midrange theory byincorporating a general theoretic perspective and contextual research.Originality/value - The contribution comes from providing a broader framework to guide the theorizing process that integrates general theoretic perspectives and applied research to develop midrange theory. While general theories operate at the most abstract level of conceptualization midrange theories are context-specific, and applied theory (theories-in-use) embedded in empirical researc

    Understanding the different challenges facing students in transitioning to university particularly with a focus on ethnicity

    Get PDF
    A positive and successful transition into University is crucial if students are to stay the course in higher education and experience successful outcomes. However, challenges exist in ensuring a connected transition from secondary and further education to higher education that is inclusive and supports the diversity in our current undergraduate student body. We set out to explore the diverse experiences that first year students report about their recent transition to a post-1992 University. We were particularly interested in how these experiences and challenges differed by ethnicity. This is incredibly important given the disparity, recognised in the sector, in the attainment of Black and Minority Ethnic (BME) students compared to their White counterparts and particularly pertinent that this trend reverses attainment patterns in secondary education. This paper summarises some of our key findings in determining the challenges facing students from different backgrounds in their transition to university. It argues that Universities will have to change their transition and wider offer to ensure that diverse students feel welcomed and develop a sense belonging in Higher Education in order for them to achieve successful outcomes
    • …
    corecore