Centre for Bioscience, The Higher Education Academy

 


 

Event Report

Science Learning and Teaching Conference 2007

Keele University, 19-20 June 2007

The second Science Learning and Teaching Conference, held at Keele University, once again brought together delegates and presenters from the biological, physical and materials sciences to share practice and experience, hear about developments and network with colleagues across the disciplines.

We were delighted at the response to the call for presentations and workshops and also to reach full capacity at the Conference. Feedback was very positive, with many enjoying the cross-disciplinary nature and informal nature of the conference, with time for networking as well as the wide variety of sessions and workshops on offer.

One of the best and I do not usually say that! Very good to meet 'other subject disciplines' and talk about common areas
Inspiring new ideas and initiatives on HE L&T
"Wonderful opportunity to connect with others concerned about science education and development.
I really enjoyed this conference... the content of the sessions was just right - covering a range of topics and was not too long. It inspired me to try and improve my teaching so thank you!
Photo of a workshop at the conference

Front cover of conference proceedings and link to proceedings in pdf format

The report below brings together presentations and their accompanying proceedings paper from the Conference (both in pdf format). The complete proceedings from the 2007 Conference is also available to download (please note large file size - 12.7 Mb).

K = Keynote presentation; O = Oral Presentation; W = Workshop; P = Poster

Day 1

Photo of a presentation at the conference

Day 2

Poster presentations

Photo of a group discussion at the conference

 

Welcome and introduction to the Conference
Tina Overton, Physical Sciences Subject Centre

Tina welcomed everyone to the Conference and looked back at some of the developments in areas discussed during the 2005 Science Learning and Teaching Conference.

Welcome presentation

 

Keynote: Post-secondary science education and the scholarship of teaching and learning: three key cases from the US experience
Professor Craig Nelson, University of Indiana

Craig gave an excellent introduction to the Conference and a number of themes in teaching and learning.

 

Photo of Craig Nelson

Parallel Session 1

Blended learning - session chair Paul Chin  
  • O1 A study of the impact of blended learning on bioscience students
    Lesley-Jane Eales-Reynolds
    The ExPert Centre, University of Portsmouth
    Unfortunately Lesley-Jane was unable to present at the Conference.
O1 paper
  • O2 Reflection as a component of a blended learning approach: encouraging engagement and re-engagement
    Adam Watts
    School of Applied Sciences, University of Wolverhampton
O2 paper
O2 presentation
   
PDP - session chair Adam Mannis  
  • O3 The use of reflective practice to support a final year team research project in biosciences
    Tracey Speake
    Faculty of Life Sciences, University of Manchester
O3 paper
O3 presentation
  • O4 E for effective? e-portfolios, self reflection and personal development planning
    Eleanor Cohn
    School of Applied Sciences, University of Wolverhampton
O4 paper
O4 presentation
   
Labs - session chair Katherine Clark  
  • O5 Renovating laboratory teaching - Keeping the students' interest
    Peter Sneddon
    Department of Physics and Astronomy, University of Glasgow
O5 paper
O5 presentation
  • O6 The Oxford Integrated Laboratory Course in chemistry
    Malcolm Stewart
    Chemistry Department, Oxford University
O6 paper
O6 presentation

Parallel sessions 2

Assessment - session chair Jackie Wilson  
  • O7 To assess or not to assess - what's in a question?
    Dick Bacon

    Department of Physics, University of Surrey
O7 paper
  • O8 Learning via online mechanics tests: update and extension
    Mundeep Gill
    Department of Mathematical Sciences, Brunel University
O8 paper
O8 presentation
  • O9 Asking culturally neutral questions in science and engineering
    Peter Goodhew
    Department of Engineering, University of Liverpool
O9 paper
O9 presentation
  • O10 Computer-assisted and peer assessment: a combined approach to assessing first year laboratory practical classes for large numbers of students
    Ruth Grady
    Faculty of Life Sciences, University of Manchester
O10 paper
O10 presentation
   
Research I - session chair Roger Gladwin  
  • O11 Truth and transferability: discovering physical science educational realities
    Timothy Barker
    Department of Physics and Astronomy, piCETL, University of Leicester
O11 paper
  • O12 JiTT in physics
    Marion Birch
    School of Physics and Astronomy, University of Manchester
O12 paper
O12 presentation
  • O13 Student networks and learning styles: a case study exploring investigative projects
    Mark Langan
    Department of Environmental and Geographical Sciences, Manchester Metropolitan University
O13 paper
O13 presentation
  • O14 Open ended problem solving and the influence of cognitive factors on student success
    Nicholas Potter
    Department of Chemistry, University of Hull
O14 paper
O14 presentation
   
E-learning - session chair Paul Chin Photo of presentation from the e-learning pararlell session
  • O15 Podcasts in science education (or 'Can you teach physics in .mp3 format?')
    Simon Bates
    School of Physics, University of Edinburgh
O15 paper
O15 presentation
  • O16 Web 2.0 and science education: beyond entertainment
    Alan Cann
    Department of Biology, University of Leicester
O16 paper
O16 presentation
  • O17 Research Skills Audit Tool: an online resource to map research skills within undergraduate curricula
    Gillian Fraser
    CETL-AURS, University of Reading
O17 paper
O17 presentation
  • O18 Students' responses to academic feedback provided via mp3 audio files
    Stephen Merry
    Biological Sciences, Staffordshire University
O18 paper
O18 presentation

Parallel workshops 1

  • W1 Rousing the dead: a hands-on guide to interactive engagement strategies in lectures
    Simon Bates
    School of Physics, University of Edinburgh
W1 paper
W1 presentation
  • W2 Linking DNA structure and sequencing using model based learning
    Cas Kramer
    GENIE CETL, University of Leicester
W2 paper
W2 presentation
  • W3 Creating and sustaining motivation in first year bioscience and health students
    Catherine Sanderson
    Faculty of Health, Leeds Metropolitan University
W3 paper

Poster exhibition and wine reception
Conference dinner, with after dinner speaker Dr Dominic Dickson
Dominic gave a very lively talk in which he demonstrated some of the experiments he uses to liven up lectures and enthuse students, including his physics karaoke.
Photo of Dominic Dickson giving his after dinner talk


Day 2

Parallel workshops 2

  • W4 Fifteen ways to hit your science students - Enhancing the student experience and how to make it happen
    Simon Ball
    JISC TechDis Service
W4 paper
W4 presentation
  • W5 Stand in another’s shoes. A 'Values and Rights' exercise to develop and assess students' ethical awareness
    Iain Coleman
    School of Applied Sciences, University of Wolverhampton

W5 paper
W5 presentation

  • W6 Online experimentation
    Robert Lambourne
    Faculty of Science, The Open University

W6 paper
W6 presentation


Parallel sessions 3

Creativity - session chair Julie Peacock  
  • O19 Creativity and research-led teaching
    David Adams
    Faculty of Biological Sciences, University of Leeds
O19 paper
O19 presentation
  • O20 Microbiology and art: a comfortable combination?
    Joanna Verran
    School of Biology, Chemistry and Health Sciences, Manchester Metropolitan University
O20 paper
O20 presentation
  • O21 Writing on the walls: helping students grasp scientific terminology
    Ron Fryer
    Department of Sciences, Agriculture and Technology, Writtle College
O21 paper
O21 presentation
   
The Secondary-Tertiary Interface - session chair Tina Overton  
  • O22 Involving undergraduates in outreach and public engagement through final year projects in science communication
    Dan Lloyd
    Department of Biosciences, University of Kent
O22 paper
  • O23 Back to school: educating ourselves about students’ previous learning experiences
    Janette Myers
    Faculty of Science, Kingston University
O23 paper
O23 presentation
  • O24 Exploration, experience and evaluation: Peer Assisted Study Sessions (PASS), sharing the experience of The University of Manchester - 480 1st year bioscience students
    Maggy Fostier
    Faculty of Life Sciences, University of Manchester
O24 paper
O24 presentation
   
Feedback - session chair Dick Bacon  
  • O25 'From crime-scene to classroom': new strategies for teaching using modern technologies
    John Cassella
    Department of Forensic Science, Staffordshire University
O25 paper
O25 presentation
  • O26 Computer based assessment with short free responses and tailored feedback
    Sally Jordan
    COLMSCT CETL, The Open University
O26 paper
O26 presentation

Parallel sessions 4

Accessibility - session chair Katherine Clark  
  • O27 Teaching biological science to blind students
    Peter Chevins
    School of Life Sciences, Keele University
O27 paper
O27 presentation
  • O28 ACCESS (Audio Content Creation for Educational SuccesS)
    Jo Badge
    School of Biological Sciences, University of Leicester
O28 paper
O28 presentation
   
Ethics and Sustainability - session chair Jackie Wilson  
  • O29 Using debates to develop and assess critical reasoning abilities in first year bioscience students
    Catherine Sanderson
    Faculty of Health, Leeds Metropolitan University
O29 paper
  • O30 Towards sustainable teaching of biosciences
    Alzena Wilmot
    Institute of Biological Sciences, University of Wales, Aberystwyth
O30 paper
O30 presentation
   
Research II – session chair Roger Gladwin  
  • O31 Threshold Concepts, misconceptions and common issues
    Karen Moss
    CELS CETL, Nottingham Trent University
O31 paper
O31 presentation
  • O32 Do Students form, norm, storm and perform? What if they don't: exploring the realities of student project groups
    Nigel Lindsey
    School of Life Sciences, University of Bradford
O32 paper
O32 presentation


Photo of Tina giving her keynote talk

Keynote: Teaching students to think: from parrots to professionals
Professor Tina Overton
Department of Chemistry, University of Hull

K2 paper
K2 presentation


Posters

Posters were on display throughout the Conference, click on the title to view the paper of the poster from the proceedings. Please note, only the first two authors of each poster are given below, all authors are credited in full on the paper.

P1 The use of 'webquests' to enhance blended learning environments
S.I.Anderson, and C.A. Brown
School of Applied Sciences, University of Wolverhampton

P2 Piloting forum activities into a nutrition and fitness module to support and enhance learning
S J Astley, and E A O'Gara
School of Applied Sciences, University of Wolverhampton

P3 Creating questions for learning
Dick Bacon
Department of Physics, University of Surrey

P4 Multimedia tools and their accessibility
Jo Badge and Alan Cann
School of Biological Sciences and Department of Biology, University of Leicester

P5 Can you repeat that last bit, please? : using talking books to support student learning in science
Paul Barrow and Nick Musgrove
School of Applied Sciences, University of Wolverhampton

P6 Maintaining quality feedback in the face of increasing student numbers
Simon Bedford
Department of Chemistry, University of Bath

P7 Examining possible links between student perceptions, expectations and their final grades
Rena Boothe
Department of Geographical and Life Sciences, Canterbury Christ Church University

P8 Student-centred problem-based group exercises in molecular biology
Annette Cashmore and David Hawkridge
GENIE CETL, University of Leicester

P9 A learning package to develop and assess employability of bioscience students taking work placements
J. Cunningham and J. Harland
School of Pharmacy and Biomolecular Sciences, University of Brighton, School of Biomolecular Sciences, Liverpool John Moores University

P10 Development and implementation of a policy for delivering effective feedback to students
Maureen Dawson and Joyce Overfield
Learning and Teaching Unit and School of Biology, Chemistry and Health Science, Manchester Metropolitan University

P11 Using problem-based learning to enhance the student experience in sports and exercise biomechanics
Michael Duncan and Mark Lyons
Department of Physical Education and Sports Studies, Newman College of Higher Education, Birmingham

P12 Incorporating formative feed-forward feedback into summative tutor marked assignments and setting targets for student achievement of learning outcomes
Janet Dyke
COLMSCT CETL, The Open University

P13 Implementation of new teaching materials for an introductory chemistry course in a Further Education College
Nancy El-Farargy
Centre for Science Education, University of Glasgow

P14 From principles of science to publishing: a new interactive resource for undergraduates
Gillian Fraser and Anne Crook
CETL-AURS and Centre for the Development of Teaching and Learning, University of Reading

P15 Design of flyers as a means of introducing undergraduate students to controversial issues arising in society from bioscience/biotechnology
John Green
School of Life Sciences, Napier University

P16 Feedback (feedforward) on exams: are specimen questions from previous cohorts useful?
John Green
School of Life Sciences, Napier University

P17 Learning Styles: is what students say what they do?
C. Greenall and P. Bonner
CELS CETL, Nottingham Trent University

P18 Exploring the concepts of challenging and straightforward in undergraduate research
Janice Harland and Venetia Saunders
School of Biomolecular Sciences, Liverpool John Moore University

P19 NHS funded hospital-based clinical teaching sessions: pharmacy students' perceptions of their educational value and impact on career choice
Alan Hindle and Michelle Haddock
Pharmacy Department, University of Wolverhampton and Hospital Pharmacy Teacher Practitioner Team, Birmingham and the Black Country Workforce Development Directorate

P20 Student learning redefined: facilitating student learning 'a la carte'
Henry Keil
ASPIRE CETL, Harper Adams University College

P21 A national journal for undergraduate research in biosciences
C. Knight and S. Bonwick
University of Leeds and University of Chester

P22 Embedding ethics into the undergraduate and postgraduate curricula in biological sciences
David Lewis and Celia Knight
Faculty of Biological Sciences, University of Leeds

P23 Establishing an undergraduate research journal: staff perceptions and pitfalls
Martin Luck and Alan Waterfall
School of Biosciences, University of Nottingham

P24 Creating a departmental web-based resource centre to support the teaching and learning of numerical technique
Jacqui McCary and Dawn Hawkins
Faculty of Science and Technology and Department of Life Sciences, Anglia Ruskin University

P25 Supporting online learning using assistive software: an evaluation of ScreenRuler
Rebecca McCready
School of Medical Education Development, Newcastle University

P26 In-course assessment using 'seen' class tests: evaluation of their feedback role and their influence on study patterns
David J McGarvey
School of Physical and Geographical Sciences, Keele University

P27 The e-volution of teaching in the modern world
Maria Neonaki and Chris Branford-White
Institute for Health Research and Policy, London Metropolitan University

P28 Flexible delivery with CeLLs - Collaborative e-learning in Life Sciences
W. Nightingale and M.R. Ward
The Interactive University, Edinburgh

P29 Evaluation of a blended learning approach to embed ethics teaching
Joyce Overfield and Carol Ainley
School of Biology, Chemistry and Health Science, Manchester Metropolitan University

P30 The 'Animal Diversity CD-ROM': developing a multimedia learning resource to support a self-taught undergraduate zoology module
Nicholas Paling and Amanda Callaghan
CETL-AURS and School of Biological Sciences, University of Reading

P31 Fieldwork and PDAs: a pilot study on green energy from the Lake District
Clive Roberts
School of Applied Sciences, University of Wolverhampton

P32 Threshold Concepts, troublesome knowledge and knowledge gaps
Anne Rockcliffe and Clare Greenal
CELS CETL, Nottingham Trent University

P33 Observed Structured Clinical Exams (OSCEs): uptake and usage in schools of pharmacy
Paul Rutter
Pharmacy Department, University of Wolverhampton

P34 Integration of virtual reality technology into the curriculum of forensic science courses using crime scene investigations
Raul Sutton and Matthew Hammerton
School of Applied Sciences, University of Wolverhampton and Faculty of Social Sciences and Humanities, Loughborough University

P35 Fungi Online: A new learning resource for undergraduates
Vicki Tariq
Faculty of Health, University of Central Lancashire

P36 Biomathtutor: students' and tutors' verdicts
Victoria Jackson and Vicki Tariq
Faculty of Health, University of Central Lancashire

P37 'Kit in a Kase': versatile science activities for all
Georgina Westbrook
CELS CETL, Nottingham Trent University

P38 Development of entry-level formative assessment packages for MSc students
Michael Whitehead and Paul Hooley
School of Applied Sciences, University of Wolverhampton

P39 As seen on TV: using video clips in science teaching
Chris Willmott
Department of Biochemistry, University of Leicester

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