enhancing the first-year learning experience: a case study from biomedical sciences
DESCRIPTION
Paul Hagan and I presented some of the work we have been doing within the School of Biomedical Sciences at the University of Ulster to enhance the first-year experience of introductory chemistry. This presentation gives an overview of some of the innovations that have been introduced.These presentations were given as part of the Innovation In Teaching and Learning Support Programme of Lunchtime Seminars for 2008/9 organised by the newly formed Centre for Higher Education Practice at the University of Ulster. The presentations were given twice in October 2008 at the Coleraine and Magee campuses.Please see the link below for further details:http://www.ulster.ac.uk/centrehep/seminar_programme.htmlTRANSCRIPT
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Enhancing the first-year learning experience: a case study from Biomedical Sciences
Stephen McClean and Paul Hagan
School of Biomedical Sciences University of [email protected]@ulster.ac.uk
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Chemistry ‘service teaching’ module
Provides foundational chemistry for further study in biochemistry, clinical biochemistry, molecular biology etc.
Taken by students in Biomedical Sciences, Pharmacology, Human Nutrition, Food and Nutrition, Dietetics & Biology
176 students in 2005/06; 123 in 2006/07; 140 in 2007/08; 138 in 2008/09
BMS105 Introductory Chemistry
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Historically - high failure rate
Student dissatisfaction with the module as evidenced through module evaluation
Negative Impact on Student Retention
The Problem…
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“For the little things that make the big things happen.”
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Enhancement of our support measures – know your audience!
Implementing a compulsory tutorial support programme based on cohort group
Supplementary tutorials in chemistry and mathematics
Introduction of online support material / assessment delivered by Perception software & QuizTest CGI script
Providing Support
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Building an Online Support Resource
Easy to remember address (PlanetChemistry.com)
Hosted on a University of Ulster web server
Single login for all students
Used to host module notes, links to other support material
Used as a method for enhancing communication
May be accessed via WebCT Vista
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Using Email Effectively
Personalised “How’s it going?” emails sent out to students early in semester
“Follow Up” email distribution list kept for those with no prior chemistry experience or those failing class tests
Stephen McClean (2008) Excel Yourself with Personalised Emails, Bioscience Education E-journal, in press
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SMS Text Messaging
Opt-in system for students on module
Used to communicate reminders about class tests etc.
Useful if a rapid response is required
Can be expensive!
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Online Self-Assessment
Self-assessment questions delivered using Perception Software
Banks of questions available to complement the lecture material
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Online Assessment 4 x online class tests at 2-weekly intervals
1 x open-book assessment (organic chemistry)
Delivered using the Tesol QuizTest CGI Script (www.tesol.net/scripts/QuizTest)
Pitt, SJ and Gunn, A (2004) The value of computer based formative assessment in undergraduate biological science teaching Bioscience Education e-Journal 3
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Maintaining Cohort Identity
Regular, Compulsory Tutorials
Practicals
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Exam Preparation
Class Test in the Diamond during week 11 under exam conditionss
‘Mock’ paper set over the Christmas vacation period
Pre-exam tutorials in January
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I hope she has read the protocol before lab
because I haven’t!
I hope he has read the protocol before lab because I haven’t!
Student Engagement in the Lab
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Student Engagement in the LabStudents often come to lab poorly prepared for experiments – solution – pre-practical assessment
They sometimes do not see the relevance of practical sessions
Social interaction was recently highlighted by students as one of the better features of university laboratory classes
Collis et al 2007 Report: The Student View of 1st Year Laboratory Work in Biosciences. Centre for Bioscience. Collis et al 2008 Bioscience Education electronic Journal, volume 11.
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YouTestTube.comReflective video sharing website for first-year chemistry practicals
Students cover the following things in their videos:
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YouTestTube.comWhat is this practical all about?
What skills have I developed?
How does this practical tie-in with the lectures?
How will this be important for other parts of my course?
What parts of the practical were difficult?
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YouTestTube.comWhat was most enjoyable about the practical?
What was least enjoyable about the practical?
If someone else was about to conduct this experiment again; what advice (about the practical) would I give them?
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EvaluationStudents’ performance in examinations has also improved. Exam failure rates as follows
2003/04 36%
2004/05 27%
2005/06 9%
2006/07 4%
2007/08 9%}All support measures in
place
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Acknowledgements
Olivier Riche (Computing Officer)