Reshaping Academic Practice and Relationships within the Department Of Plant Sciences

At the University of Cambridge, a research and development project concerned with teaching and learning in small-group tutorials has been initiated in Department of Plant Sciences. Known as the Plant Sciences Pedagogy Project, it is part of the Teaching for Learning Network (TfLN), which includes members of the Centre for Applied Research into Educational Technologies (CARET), the Department of Engineering and the Faculty of Classics. Provision of small-group tutorials plays a key role in teaching support for students at the University of Cambridge. However, variation in student experience of tutorial quality was raised as a point of concern in a recent student survey (Cambridge University Students’ Union, 2004). Our research therefore focussed on analysis of the tutorial environment with the aim of finding out how best to support our teaching staff and to influence changes in teaching and learning practices within the Department. The Plant Sciences Pedagogy Project used a number of qualitative and quantitative educational research methods in order to identify key plant sciences specific teaching and learning issues. These methods included practice-value questionnaires, self-efficacy questionnaires, supervision video analysis, student focus groups and supervisor interviews, which were implemented over the course of two academic years. The research findings were used to inform the development of a number of new learning resources which were provided for students within a virtual learning environment (VLE), or in collaborative workshops. The impact of the implementation of these new resources was assessed in order to inform research and development for the next academic year. In this paper, we describe the development of the research conducted in the Department of Plant Sciences and also chart the involvement of embedded researchers in the formation of the TfLN. The research structure is initially described in association with action research methodology but it is argued that the format has developed throughout the formation of TfLN so that it is best aligned with theories of social network analysis (Granovetter, 1973). This paper uses the theoretical perspective of brokerage between communities of practice (Burt, 2005; Wenger, 1998) to describe the role that plant science researchers have played in conducting research concerned with initiating changes in teaching and learning practices and also the subsequent coconfiguration of the TfLN research community. Burt’s (2005) four levels of brokerage are used to structure the discussion of these research processes, and the boundary crossing objects that have been used to support brokerage activities are described

An overview on (mathematical) plant growth modelling and applications

Plants are very complex systems. If agronomic plants, like rice, maize or corn, are essential to provide food or other kind of goods, trees are also essential to preserve the carbon balance, or even to absorb carbon surplus. Despite the great importance of plants, only a small number of modellers, and applied mathematicians are involved in the modelling, the development of mathematical tools, the simulation of plant growth, and, in general, in problems related to Agronomy or Forestry. In fact, the amount of knowledges necessary to understand how a plant is growing is huge and only a multidisciplinary approach can be used to overcome the encountered di_culties. Phenomena are so complex, that even botanist, agronomists and foresters still debate how to handle them e_ciently in plant growth models, and, more important, what are the essential ingredients to take into account to obtain a realistic modeling. Indeed, if we know very precisely what is going on in photosynthesis, transpiration processes,..., we didn't yet succeed in the development of macroscopic laws, like in Physics or in Mechanics. Plant growth modelling is not only challenging from the scienti_c point of view, but is also crucial for real applications, like, for instance, improving crop yields, developing biological tools against Pest attacks, studying the impact of climate change, time evolution of rain forests,.... Thus not only plant growth modeling is challenging but its interactions with the environment too. Up to now people have used di_erent modeling for plant growth, like empirical models, geometric models, process-based models or functional and structural plant models [7].... AMAP laboratory (BotAny and coMputationAl Plant architecture) is a place where Botany, Ecophysiology, Plant Architecture, Applied Mathematics, and Computer Science are deeply connected [1]. AMAP has become World leader in Botany, in Plant Architecture [3], and, based on biological knowledges, has developed several Simulation tools, like AMAPsim: (see [2] for an overview) 1 The aim of this lecture is to show the diversity of the problems encountered in the area of plant growth modeling, through an overview on di_erent ongoing studies in AMAP. After a brief recall on some "basic" knowledges' in Botany and in Ecophysiology, I will present di_erent problems related to plant growth, root growth [4, 5], biomechanics [6], ecology, ... using discrete or continuous models. The wide diversity of problems encountered leads to very interresting mathematical problems, that deserve theoretical and numerical investigations. CIRAD is an International Centre of Agronomic Research for Developing Countries. It is based in Montpellier (France). About 800 researchers, around the world, are working in life sciences, social sciences and engineering sciences, applied to agriculture, food and rural territories. (Texte intégral

Plant methods:putting the spotlight on technological innovation in the plant sciences.

Plant Methods is a new journal for plant biologists, specialising in the rapid publication of peer-reviewed articles with a focus on technological innovation in the plant sciences. The aim of Plant Methods is to stimulate the development and adoption of new and improved techniques and research tools in plant biology. We hope to promote more consistent standards in the plant sciences, and make readily accessible laboratory and computer-based research tools available to the whole community. This will be achieved by publishing Research articles, Methodology papers and Reviews using the BioMed Central Open Access publishing model. The journal is supported by a prestigious editorial board, whose members all recognise the importance of technological innovation as a driver for basic science

Using an evidence informed approach to create online learning resources

The Plant Sciences Pedagogy Project began in the autumn of 2005 sponsored by the Cambridge-MIT Institute (CMI). The project objectives within the Department of Plant Sciences at the University of Cambridge were twofold: to conduct research into undergraduate teaching and learning within the Department; and to develop online resources to support student learning. The research focused on the second year ‘Part IB Plant & Microbial Sciences’ (IB PMS) Course. A combination of focus groups, dual-scale questionnaires and semi-structured interviews were used to gauge both student and staff opinions on, attitudes towards, and expectations of, teaching on the IB PMS course. This resulted in a solid evidence base, with several key themes emerging that were confirmed by multiple approaches. This evidence base was then used to inform and shape the construction of the students’ course site and the new resources to be housed within it. The site was developed in the Universities’ adaptation of the Sakai Virtual Learning Environment (VLE) platform, known as CamTools, for which technical support was provided by Centre for Applied Research in Educational Technologies (CARET). There can be a strong temptation to use all the options offered by available information technology for their own sake and CamTools is rich in pre-programmed software ‘tools’. Therefore the evidence informed approach was adopted to identify appropriate tools for implementation. The CamTools/Sakai online environment proved to be extremely versatile and allowed the development of bespoke online learning resources for students; this resulted in an online learning environment which best matched the needs of the course and its students