Why do we bother? Exploring biologists' motivations to share the details of their teaching practice

There exists in the UK (and across the global HE sector) a community of practitioners who define themselves as biologists but who are more than that. They are reflective educators involving themselves in the Scholarship of Teaching and Learning (SoTL). In this paper I explore the motivations of these individuals to disseminate the detail of their teaching practice. I reflect upon my own experience and my observations of the experiences of others and in doing so I explore common enablers/disablers to engagement with SoTL. I discuss the prime importance of a supportive disciplinary SoTL community and of inspirational individuals (peers and managers alike). I reflect upon the tensions that exist between teaching and research focused career paths and I consider the possibility that this tension is of variable significance. I conclude that the barriers to individual engagement with SoTL can be overcome and that the individual drive to do so is a powerful one

Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence

This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of their written work. The students were all in the final semester of their final year of study and enrolled on either BSc Zoology or BSc Marine and Freshwater Biology at a mainstream UK university, but the findings of this research can be generalised to a wider student body. The main findings are that in a group work context, individual students can use provided assessment criteria to accurately assess the work produced by their group and that their ability to produce and recognise work of a higher quality improves as a result of a social dialogue around self/peer assessment and self/tutor generated feedback. The study also reveals that producing poorer work over-assess and those achieving the highest marks under-assess. Over-assessing students focus to a greater extent upon the superficial deficiencies in their work, whereas under assessing students are more likely to focus on more significant issues. High-achieving under-assessing students lack confidence in their own abilities, but believe feedback provides a confidence boost

Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork

This paper demonstrates the positive impact of learning through ecological fieldwork upon children's ability to write, and to write about science. Specifically we have carried out a relatively large-scale study (involving 379 children aged 9–11 years from 8 primary schools in North East England) comparing intervention classes (involved in fieldwork) and comparison classes (no fieldwork). Pre-intervention assessments revealed no differences between classes in mean literacy scores; post-intervention assessments revealed that significantly higher literacy scores were achieved by children who had carried out fieldwork (girls consistently outperformed boys in all classes). Intervention class children achieved higher scores in science (ecology) assessments than their comparison class peers before and after the intervention. We suggest that this may be an effect of these children thinking as scientists throughout the project. Our work confirms that a child-centred outdoor learning experience focused upon science can result in learning benefits across the wider curriculum

Representative systems for space exploration

The topics are presented in viewgraph form and include the following: an overview of the synthesis report; specific architecture 4 implementations; and specific power systems/environment issues

Conflicting perceptions of the status of field biology and identification skills in UK education

There is an enormous degree of engagement between people and the outdoors in the UK; 58% of the adult population of England, about 24 million people, make at least one visit a week to parks, urban green spaces, the countryside or other outdoor destinations. Having nearby green space is important to 52% of adults and 37% of them claim to watch wildlife while outdoors (Natural England 2015a). Children, usually encouraged by adults, also make many visits to the ‘natural’ environment; 70% of children in England, about 7 million, visit natural environments at least once a week (Natural England 2015b). There is, nevertheless, an ongoing thread of opinion and research that suggests that engagement with and knowledge and understanding of the natural environment and knowledge of plants and animals may be decreasing in affluent consumer societies. Thus, Pergams and Zaradic (2008) described a shift away from visits to the outdoors and nature-based recreation in the US and Japan. There is also evidence of widespread decrease in support for natural history in developed economies, despite its huge importance to society (Tewksbury et al. 2015)

Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability

Graduate employability is a key issue for Higher Education Institutions (HEIs), academic faculty and of course for students themselves. It is recognised that to be employable graduates require both discipline specific skills/knowledge and more generic skills for employment. A key step to the development of the latter is an understanding of their significance on the part of those designing courses and the students who take them. Here we compare the perceived importance of key skills from the perspective of teachers, current students and recent graduates. We find that the three groups differ in the relative importance they ascribe to several key skills. Staff rated all skills as being important and saw many as being more important than did their students. With hindsight, graduates prioritized skills that were not seen as being very important by current students. As a result of our synthesizing the views of current undergraduates, employed graduates and lecturing staff, we recommend that proper signposting of the significance of key skills to students is vital

Ask a clearer question, get a better answer.

Many undergraduate students struggle to engage with higher order skills such as evaluation and synthesis in written assignments, either because they do not understand that these are the aim of written assessment or because these critical thinking skills require more effort than writing a descriptive essay. Here, we report that students who attended a freely available workshop, in which they were coached to pose a question in the title of their assignment and then use their essay to answer that question, obtained higher marks for their essay than those who did not attend. We demonstrate that this is not a result of latent academic ability amongst students who chose to attend our workshops and suggest this increase in marks was a result of greater engagement with ‘critical thinking’ skills, which are essential for upper 2:1 and 1st class grades. The tutoring method we used holds two particular advantages: First, we allow students to pick their own topics of interest, which increases ownership of learning, which is associated with motivation and engagement in ‘difficult’ tasks. Second, this method integrates the development of ‘inquisitiveness’ and critical thinking into subject specific learning, which is thought to be more productive than trying to develop these skills in isolation

The Influence of Trust in Traditional Contracting: Investigating the "Lived Experience" of Stakeholders

The traditional procurement approach is ever-present within the construction industry. With fundamental design principles founded on definitive risk allocation, this transactional based approach fails to acknowledge or foster the cooperative relationships considered to be vital to the success of any project. Contractual design encourages stakeholders to defend their own individual interest to the likely detriment of project objectives. These failings are not disputed, however, given that trust is a fundamental requirement for human interaction the influence of trust is potentially important in terms of stakeholder relationships and ultimate project success. Trust is therefore examined within this context. A conceptual framework of trust is presented and subsequently used to code and analyse detailed, semi-structured interviews with multiple stakeholders from different projects. Using a phenomenological investigation of trust via the lived experiences of multiple practitioners, issues pertaining to the formation and maintenance of trust within traditionally procured construction projects are examined. Trust was found to be integral to the lived experiences of practitioners, with both good and bad relationships evident within the constructs of traditional procurement mechanisms. In this regard, individual personalities were considered significant, along with appropriate risk identification and management. Communication, particularly of an informal nature, was also highlighted. A greater emphasis on project team selection during the initial stages of a project would therefore be beneficial, as would careful consideration of the allocation of risk. Contract design would also be enhanced through prescriptive protocols for developing and maintaining trust, along with mandated mechanisms for informal communication, particularly when responding to negative events. A greater understanding regarding the consequences of lost trust and the intricacies of trust repair would also be of value. 

Emotion words and categories: evidence from lexical decision

We examined the categorical nature of emotion word recognition. Positive, negative, and neutral words were presented in lexical decision tasks. Word frequency was additionally manipulated. In Experiment 1, "positive" and "negative" categories of words were implicitly indicated by the blocked design employed. A significant emotion–frequency interaction was obtained, replicating past research. While positive words consistently elicited faster responses than neutral words, only low frequency negative words demonstrated a similar advantage. In Experiments 2a and 2b, explicit categories ("positive," "negative," and "household" items) were specified to participants. Positive words again elicited faster responses than did neutral words. Responses to negative words, however, were no different than those to neutral words, regardless of their frequency. The overall pattern of effects indicates that positive words are always facilitated, frequency plays a greater role in the recognition of negative words, and a "negative" category represents a somewhat disparate set of emotions. These results support the notion that emotion word processing may be moderated by distinct systems

Colour preferences of UK garden birds at supplementary seed feeders

Supplementary feeding of garden birds generally has benefits for both bird populations and human wellbeing. Birds have excellent colour vision, and show preferences for food items of particular colours, but research into colour preferences associated with artificial feeders is limited to hummingbirds. Here, we investigated the colour preferences of common UK garden birds foraging at seed-dispensing artificial feeders containing identical food. We presented birds simultaneously with an array of eight differently coloured feeders, and recorded the number of visits made to each colour over 370 30-minute observation periods in the winter of 2014/15. In addition, we surveyed visitors to a garden centre and science festival to determine the colour preferences of likely purchasers of seed feeders. Our results suggest that silver and green feeders were visited by higher numbers of individuals of several common garden bird species, while red and yellow feeders received fewer visits. In contrast, people preferred red, yellow, blue and green feeders. We suggest that green feeders may be simultaneously marketable and attractive to foraging birds