What are we going to do about a problem like polymer chemistry? Develop new methods of delivery to improve understanding of a demanding interdisciplinary topic

Following collaboration between two chemistry lecturers and an academic developer an attempt was made to enhance the learning of students within a chemistry module through the adaptation of the delivery of content material. This paper reports a piece of practitioner led research which considered how effective the approach developed was upon the level of student understanding and the process through which this occurred. The module delivery was altered from an emphasis on the transmission of knowledge through a traditional lecture format, to rotating small group problem based sessions and the use of concept maps. Student feedback and higher grades achieved appear to demonstrate it was effective

Binocular summation revisited: beyond √2

Our ability to detect faint images is better with two eyes than with one, but how great is this improvement? A meta-analysis of 65 studies published across more than five decades shows definitively that psychophysical binocular summation (the ratio of binocular to monocular contrast sensitivity) is significantly greater than the canonical value of √2. Several methodological factors were also found to affect summation estimates. Binocular summation was significantly affected by both the spatial and temporal frequency of the stimulus, and stimulus speed (the ratio of temporal to spatial frequency) systematically predicts summation levels, with slow speeds (high spatial and low temporal frequencies) producing the strongest summation. We furthermore show that empirical summation estimates are affected by the ratio of monocular sensitivities, which varies across individuals, and is abnormal in visual disorders such as amblyopia. A simple modeling framework is presented to interpret the results of summation experiments. In combination with the empirical results, this model suggests that there is no single value for binocular summation, but instead that summation ratios depend on methodological factors that influence the strength of a nonlinearity occurring early in the visual pathway, before binocular combination of signals. Best practice methodological guidelines are proposed for obtaining accurate estimates of neural summation in future studies, including those involving patient groups with impaired binocular vision

Summer Research Placements - State-of-the-Art Science by pre-University Students

Summer research placements are an effective training and research tool. Over three years, our group has hosted nine pre-university students over periods of four to six weeks. Apart from student training and skills acquisition, the placements have produced several peer-reviewed technical publications. Our approach relies on careful pre-planning of activities, frequent student interaction, coupled with independent and group learning. We explore the advantages and disadvantages of this manner of running summer placements

Student-centred learning: a small-scale study of a peer learning experience in undergraduate translation classes

This paper examines student responses to a small-scale pilot of peer learning in undergraduate translation classes. It examines the possible benefits and risks of a learner-centred approach and explores these through feedback from two groups of undergraduate modern language students attending translation classes over a semester at a UK university. With the first group, peer learning was implemented over a six-week period in the second half of the semester; with the second group, only a single ‘one-off’ peer learning session was delivered. Feedback from the former group suggests a largely positive experience, while much more resistance and uncertainty is evident in feedback from the latter group. The paper explores possible reasons for successes and pitfalls in peer learning, and recommends some strategies for implementing a learner-centred model as an effective alternative to more traditional forms of translation teaching

Changing the educational beliefs of teachers through an interdisciplinary online teaching programme: are business teachers different from teachers of other disciplines?

Due to larger class sizes in business education, a common assumption amongst business teachers is that using a student-centred approach is more difficult. However, an important development in business education is the increased learning possibilities brought by ICT that suggest a more individualised learning experience for students is possible. Nonetheless, many business teachers appear reluctant to embrace technology in the classroom. An online teacher training programme in a cross-institutional partnership was followed by 16 business teachers from three institutes, working with 49 teachers from other disciplines. Data were gathered in an explorative, quantitative manner using the Teacher Beliefs and Intentions questionnaire and TPACK questionnaire using a pre-post test design. The results indicate that business teachers are more persistent in their beliefs and intentions towards knowledge transmission, while teachers from other disciplines became more student-centred. Given that this intensive innovative training programme seemed to have limited impact, this implies that business schools may need to reconsider their professionalization activities for academic staff