Centre newsletter

Bulletin

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 34 (final edition, Autumn/Winter 2011) Bulletin 33 Themed Edition on Practical work (Summer 2011) Bulletin 32 (Spring 2011) Bulletin 31 (Autumn 2010) Select Bulletin edition Bulletin 34 Autumn 2011 Bulletin 33 Summer 2011 Bulletin 32 Spring 2011 Bulletin 31 Autumn 2010 Bulletin 30 Summer 2010 Bulletin 29 Spring 2010 Bulletin 28 Autumn 2009 Bulletin 27 Summer 2009 Bulletin 26 Spring 2009 Bulletin 25 Autumn 2008 Bulletin 24 Summer 2008 Bulletin 23 Spring 2008 Bulletin 22 Autumn 2007 Bulletin 21 Summer 2007 Bulletin 20 Spring 2007 Bulletin 19 Autumn 2007 Bulletin 18 Summer 2006 Bulletin 17 Spring 2006 Bulletin 16 Autumn 2005 Bulletin 15 Summer 2005 Bulletin 14 Spring 2005 Bulletin 13 Autumn 2004 Bulletin 12 Summer 2004 Bulletin 11 Spring 2004 Bulletin 10 Autumn 2003 Bulletin 09 Summer 2003 Bulletin 08 Spring 2003 Bulletin 07 Autumn 2002 Bulletin 06 Summer 2002 Bulletin 05 Spring 2002 Bulletin 04 Autumn 2001 Bulletin 03 Summer 2001 Bulletin 02 Spring 2001 Bulletin 01 Autumn 2000 Themed editions Practical Work 2011 and 2009, E-learning, Feedback and Feedforward, Education for Sustainable Development (ESD)

Your Comments

We would love to hear your thoughts and comments on the issues and practices shared in our newsletter, The Bioscience Bulletin. For instance in Bulletin 33 following the articles on pages 2 - 5:

• How do you see the future of practical work in Bioscience courses considering the current financial uncertainty?
• Have you used students to help develop your courses? What were the outcomes? page 9
• How are you using technology in your field classes? page 10

Comments

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Simon Hettle‚  12/11/2009 11:08:22 36 Report this post

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 Report this post

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).