Centre for Bioscience, The Higher Education Academy

In this section:

Publications

 

Student publications


Bioscience ImageBank

 

Centre newsletter

Bulletin

Front cover of Bulletin 30 and link to Bulletin in pdf format

Editions

The Bulletin, our newsletter, contains informal articles and case studies plus Centre and bioscience learning and teaching community news. The Bulletin is published three times a year and distributed to network members and to the bioscience community via Bioscience Representatives free of charge.

Latest Editions:

  • Bulletin 30 (Summer 2010)
  • Bulletin 29 (Spring 2010) on the theme of Education for Sustainable Development (ESD)
  • Bulletin 28 (Autumn 2009)

Themed editions

E-learning, Feedback and Feedforward, Practical Work, Education for Sustainable Development (ESD)

  

How do I receive the Bulletin?

There are three ways you can subscribe to receive free copies:

      1. Complete your details on-line and 'Join the Network'
      2. Telephone 0113 343 3001
      3. Email heabioscience@leeds.ac.uk

 

Can I contribute to the Bulletin?

Contributions are always welcome. Please telephone 0113 343 3001 or email heabioscience@leeds.ac.uk for further information.

Your Comments

We would love to hear your thoughts and comments on the issues and practices shared in our newsletter, The Bulletin. For instance in Bulletin 30,

  • What are your 'best bits' from 10 years of the Centre? See pages 6 and 7.
  • Have the postgraduate demonstrators and teachers in your department heard about the Centre and how it can support their teaching? See pages 10 and 11.
  • Have you tried invention activities with your students? See page 5.

Comments

Comment Post a comment
Simon Hettle‚  12/11/2009 11:08:22 36
I would like to express my agreement with and support for the editorial by Mark Huxham (p1)in the current edition of the Bulletin. I especially agree with the concerns expressed re constructing teaching with a narrow focus, treating students as matriculation numbers and other developments that have arisen as a result of the recently imposed 'management culture' within HE. The so-called quality indicators that are now so rife do, as Mark Huxham points out, actually take us away from the really important and valuable functions of HE, namely productive and open dialogue and the development of expansive thinking, rather than the introverted and introspective mindset that arises from the learning outcome driven approach that is all too prevalent at the moment.
Glenn Baggott‚  20/07/2009 04:18:18 34
Page 10 Bulletin 27. I agree with Graham & Raymond's point and do exactly this in the rest of the module. The difference is that the students on my module are in transition from level 4 to level 5 in contrast to the level 5 to level 6 transition in their module. For part-time evening student this is essentially a transition from year zero. Also, the digital data collection is part of an overall e-learning strategy for this module designed to assist these particular types of students (cited article in Bee=J).