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The Bioscience First Year: putting research in to practice
Wednesday 12th May, 2004
University of Paisley
In line with the Scottish Quality Enhancement Themes for 2003/2004 this event considered responding to student needs and focused on the 'First Year Experience'. Over 35 delegates travelled to Paisley to attend the day which was a mix of activities, presentations and opportunities for discussion, as well as the opportunity to hear the results from projects investigating Student Induction & Transfer, Formative Assessment and Formative Evaluation. Following the welcome the day consisted of the following
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Programme
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| 10.00 |
Registration; Tea and Coffee |
| 10.25 |
Welcome and Introduction to Enhancement Themes
Dr Simon van Heyningen, University of Edinburgh, Chair of Assessment Enhancement Theme.
- General introduction to the day and the quality enhancement themes.
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| 10.40 |
The Bioscience first year - a Scottish perspective
Professor Kevan Gartland, University of Abertay.
- A brief summary of the current situation in departments, and introduction to how LTSN Bioscience and other projects are supporting academics and institutions to achieve enhancement-linked aims.
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| 11.00 |
First Year Experience - getting it right for everyone?
Dr Heather Sears
- A focussed discussion based on activities that have been shown to improve student retention and progression.
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| 11.45 |
Good Practice for Induction
Dr Tony Cook, University of Ulster.
- Social and academic expectations of and by students change as they move into and through higher education. Students need to adapt rapidly and institutions need to address these changing needs as student populations become more diverse. The Student Transition and Retention (STAR) project have developed a set of 'Guidelines for Students Transition' and Tony will discuss practices that enable students to integrate rapidly into bioscience departments.
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| 12.45 |
Lunch |
| 13.30 |
Improving the effectiveness of formative assessment
Professor Steven Swithenby
- Improving formative assessment could have a major role to play in improving student progression and retention, especially in first year courses. The workshop will be centred around a set of principles for the effective operation of formative assessment that have been established by the FAST project. The project aims to improve the effectiveness of formative assessment by evaluating the impact of existing formative practices on student learning behaviour, progression and retention.
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Enhancing student learning through the use of formative student feedback
Dr Steve Maw, LTSN Bioscience Subject Specialist,
- This session will explore the means by which feedback from students can be solicited during teaching sessions and used to enhance learning.
The workshop will be centred on a series of case studies investigating methods for obtaining feedback from students in bioscience departments. By the end of the workshop participants should:
- have gained an understanding of the purposes and benefits of formative students feedback in student learning situations
- have a basic knowledge of a number of techniques/methods for soliciting student feedback
- understand how the technique of feedback collection may relate to the purpose of the feedback itself
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Top tips to make sure disabled students can't access your e-learning!
Mr Lawrie Phipps, Senior Advisor (Higher Education)
- This session will look at the most common problems that disabled students have in accessing e-learning material.
By the end of the workshop participants should:
- be aware of disability discrimination legislation and how it relates to e-learning
- have more understanding of the needs of disabled students accessing learning through computers
- have more understanding of e-assessment and disabled students
Delegates are encouraged to email Lawrie with their e-resources prior to the workshop for an informal assessment of their accessibility.
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| 15.00 |
Report back from Parallel Sessions
Chair David Beards, SHEFC |
| 15.30 |
coffee |
PDF summary
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