Student Attitude to Audio Versus Written Feedback

First year Biology at the University of Glasgow consists of two courses, 1A and 1B, with an annual intake of 750-800 students. Both courses consist of lectures, practical lab sessions, tutorials and discussion groups. With such large numbers of students, teaching methods and delivery continually change and develop to ensure best delivery of the course content. As such, assessment and feedback systems also need to remain current and accessible to all. Timely, instructive and developmental feedback on student work is arguably the most powerful single influence on a student’s ability to learn. As part of the transition from school into university, feedback is a recognised method of maximising student potential (Hattie and Timperley, 2007). Research shows that increasing student numbers and associated rise in marking workloads, means that feedback can be slow in returning to the student and lacking quality/detail (Glover and Brown, 2006). From the markers perspective there is some evidence that students fail to engage with, misinterpret or ignore written feedback. We have carried out a pilot study to apply, and attempt to build upon, principles of good feedback practice to the assessment of coursework. To do this, an essay assignment was submitted online by Biology 1A students, marked and written feedback provided to all. A randomly selected group of students (10% of the cohort) also received audio feedback (electronic audio files were imbedded into the student work and returned to them by e-mail) on their submitted work. All students then completed an anonymous ‘Feedback’ questionnaire detailing their experiences with the feedback they received, with additional questions that were answered solely by the ‘audio group’ asking more specific questions about the effectiveness of the audio feedback. To carry out this study, new technologies were utilised and these will be demonstrated at the meeting along with the study conclusions. Hattie, J. and Timperley, H. (2007) The power of feedback. Review of Educational Research, 77, 81–112 Glover, C. and Brown, E. (2006). Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? Bioscience Education, 7

“More than just a Teaching Fellow”: The impact of REF and implications of TEF on Life Science Teaching-Focused Academics in UK HEIs

This study seeks to understand the effect of the Research Excellence Framework (REF) on Teaching-Focused Academics working in Life Sciences in UK higher education institutions. Twenty-one full-time Teaching-Focused Academics from England, Scotland and Wales were interviewed about their academic roles. Using Engeström’s Activity Theory as an overarching framework, a picture emerged of the significant influence of REF on the academic roles of Teaching-Focused Academics despite their exclusion from the process. The status of Teaching-Focused Academics is influenced by REF, as they are perceived within academia to be lesser academics as they are not included in REF. It is also perceived as a deficit that they are not included in REF for pedagogic research. As a result of this perception, the Scholarship of Teaching and Learning was further studied to investigate the practicalities of pedagogic research being included in future REFs. Although the participants in this study were active in SoTL, the emerging picture of pedagogic research was that its purpose was for the sharing of practice, rather than high impact research. Furthermore, there was evidence to suggest that engagement with SoTL was hampered by the existence of threshold concepts associated with it. This has implications for the suitability of pedagogic research inclusion in REF. In addition, the workload and priorities of Teaching-Focused Academics may be impacted by the introduction of the Teaching Excellence Framework from 2016

Holding Space: Learning From A Black Art Organization

Minority-led nonprofit organizations are marginalized in the United States arts sector, analyses of which rely heavily on data from dominant, often White-led institutional arts organizations. This study seeks to understand the experience of a minority-led arts organization in that context. I ask, what does artistic practice – both creative and organizational – look like for this organization? And what are the implications of that practice for the arts sector more broadly? Drawing on over a year of ethnographic work with The Network, a Black-led arts organization in a southern U.S. city, I argue that their asset-focused treatment of place, their value-centric approach to solving organizational problems, and their nuanced philosophy of art show significant differences from dominant sectoral paradigms. The organization consistently prioritizes audience connection and the needs of Black artists, and, in honoring those priorities, it rejects or remakes dominant art sector philosophies and approaches. That this rejection is necessary to establish and hold a space of Black creative freedom suggests a significant distance between dominant arts sector paradigms and the needs and experiences of non-dominant groups. I end this paper by reflecting on the need for ethnographic work in the nonprofit arts sector, calling on scholars and practitioners to undertake corrective work to center the voices, knowledges, and experiences of minority-led arts organizations and pointing to Hunter and Robinson’s (2018) Chocolate Cities as a valuable frame through which to do so

Supporting graduate teaching assistants in two STEM areas

No abstract available

Solving the unit-load pre-marshalling problem in block stacking storage systems with multiple access directions

Block stacking storage systems are highly adaptable warehouse systems with low investment costs. With multiple, deep lanes they can achieve high storage densities, but accessing some unit loads can be time-consuming. The unit-load pre-marshalling problem sorts the unit loads in a block stacking storage system in off-peak time periods to prepare for upcoming orders. The goal is to find a minimum number of unit-load moves needed to sequence a storage bay in ascending order based on the retrieval priority group of each unit load. In this paper, we present two solution approaches for determining the minimum number of unit-load moves. We show that for storage bays with one access direction, it is possible to adapt existing, optimal tree search procedures and lower bound heuristics from the container pre-marshalling problem. For multiple access directions, we develop a novel, two-step solution approach based on a network flow model and an A* algorithm with an adapted lower bound that is applicable in all scenarios. We further analyze the performance of the presented solutions in computational experiments for randomly generated problem instances and show that multiple access directions greatly reduce both the total access time of unit loads and the required sorting effort

The Scholarship of Teaching and Learning and Pedagogic Research within the Disciplines: Should it be Included in the Research Excellence Framework?

This paper is a response to Cotton, Miller and Kneale’s 2017 paper on the current state of higher education research within UK universities. It seeks to contribute to the debate surrounding inclusion of pedagogic research (PedR) via SoTL in the UK’s Research Excellence Framework (REF) in the context of researchers who reside within a disciplinary context. The inclusion of PedR in the REF continues to be contentious, despite recommendations in the Stern Report which could make its inclusion more feasible. This paper focuses on PedR which is conducted, published and disseminated by academics situated within Life Science departments, rather than Schools of Education. The twenty-one teaching-focused academics in this study discussed their commitment to PedR integral to their academic identity, the challenges they faced in carrying out PedR, and their thoughts on REF 2014. Their opinions and conclusions give food for thought on decisions regarding inclusion of PedR in REF 202

Communities of practice in Life Sciences and the need for brokering.

Etienne Wenger’s work on communities of practice is influential in teaching and learning in higher education. A core work of many postgraduate certificate in teaching and learning (PGCert) courses for new lecturers, it is studied, in the main, as a means to understand how to support and encourage students to achieve more effective learning. Communities of practice can also be applied to academics. In the context of the Research Excellence Framework (REF) and its predecessors, the gulf between research-focused and teaching-Focused academics in life sciences has widened, so that in many institutions, these two groups have evolved into two distinct communities of practice; one whose priority is disciplinary research, the other’s learning and teaching. However, in 2015, the UK government announced that a Teaching Excellence Framework (TEF) would be introduced into higher education in England, as early as 2017. While the exact details of TEF remain unclear, it is certain that “excellence” and “student satisfaction” will be high on the agenda. It is vital, therefore, that the two communities of practice, research-focused and teaching-focused, find ways to come together in order to ensure high quality teaching and learning. Wenger proposes that this can be done through the process of “brokering”, which allows expertise from both communities of practice to cross from one to the other, strengthening both. This should be encouraged at departmental and institutional level, but another vital origin of brokering can be forged at a(n) (inter)national level at meetings such as the SEB Annual Conference, where teaching-focused academics have the opportunity to mix with research-active colleagues. While this paper is informed by recent and current events in the UK Higher Education sector, it is of interest to academics who work in an environment where research and teaching have become separate to any extent

Supporting SoTL development through communities of practice

Increasingly, academics are engaging with the Scholarship of Teaching and Learning (SoTL). However, within United Kingdom higher education, the definition of and activities that constitute SoTL remain open to debate. In this article, we explore SoTL through four career histories that give insight into how SoTL has developed and played a role in the careers of four life sciences-based, teaching-focused academics in UK universities at different points in their careers. The recurring themes in the career histories include collaboration; professional development; sharing and dissemination; and funding. The career histories also highlight aspects of and the importance of communities of practice. We reflect on the role of communities of practice in supporting SoTL and discuss how communities of practice external to one’s home institution can play a role in developing SoTL and teaching practice. Internationally there is a growing focus on SoTL, and although the four career histories presented here are authored by academics based in UK institutions and focused on the UK context, the themes they reveal are widely applicable

Supporting graduate teaching assistants in two STEM areas

No abstract available