Transcript Document
Enhancing the first-year learning
experience: a case study from
Biomedical Sciences
Stephen McClean and Paul Hagan
School of Biomedical Sciences
University of Ulster
[email protected]
[email protected]
BMS105 Introductory Chemistry
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
The Problem…
Historically - high failure rate
Student dissatisfaction with the module as evidenced
through module evaluation
Negative Impact on Student Retention
“For the little things that
make the big things happen.”
Providing Support
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
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
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 Educatio
E-journal, in press
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!
Online Self-Assessment
Self-assessment questions delivered using
Perception Software
Banks of questions available to complement the
lecture material
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
Maintaining Cohort Identity
Regular, Compulsory Tutorials
Practicals
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
Student Engagement in the Lab
I hope he has read the
protocol before lab
because I haven’t!
I hope she has read
the protocol before lab
because I haven’t!
Student Engagement in the Lab
Students 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.
YouTestTube.com
Reflective video sharing website for first-year
chemistry practicals
Students cover the following things in their videos:
YouTestTube.com
What 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?
YouTestTube.com
What 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?
Evaluation
Students’ 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
Acknowledgements
Olivier Riche (Computing Officer)