DOCSLIB.ORG

Tracking and Assessing Practical Chemistry Skills Development: Practical Skills Portfolios

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tracking and Assessing Practical Chemistry Skills Development: Practical Skills Portfolios This is a repository copy of Tracking and assessing practical chemistry skills development: practical skills portfolios. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/139848/ Version: Published Version Article: Wright, J.S., Read, D., Hughes, O. et al. (1 more author) (2018) Tracking and assessing practical chemistry skills development: practical skills portfolios. New Directions in the Teaching of Physical Sciences, 13 (1). ISSN 1740-9888 10.29311/ndtps.v0i13.2905 © 2018 The Authors. This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/). Reuse This article is distributed under the terms of the Creative Commons Attribution (CC BY) licence. This licence allows you to distribute, remix, tweak, and build upon the work, even commercially, as long as you credit the authors for the original work. More information and the full terms of the licence here: https://creativecommons.org/licenses/ Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ 1 COMMUNITY DIRECTIONS Tracking and assessing practical chemistry skills development: practical skills portfolios 1,2 ,3 3 ,1 James S. Wright, David Read* , Oliver Hughes and Julie Hyde* 1Department of Chemistry, University of Sheffield, Brook Hill, Sheffield S3 7HF (UK). 2Guangdong Technion Israel Institute of Technology, Shantou, Guangdong 515063 (PR China) 3School of Chemistry and Centre for Higher Education Practice, University of Southampton, Highfield, Southampton SO17 1BJ (UK) Corresponding Authors: [email protected] & [email protected] Keywords: China; Chemistry; Laboratory; Assessment; Reflection Abstract integral part of this process, given the role of We present the evaluation of the student such skills development in enhancing the response to a novel form of practical employability of science graduates. assessment: the Practical Skills Portfolio (PSP). The PSP is a concise record of a Perhaps the most widely used form of practical activity for the purposes of assessment in practical Chemistry courses is assessment, which prompts students to the post-laboratory write-up, where a script or engage in reflective practice on laboratory scientific report is completed by the student. skills, and provides opportunities for This is, of course, important. Students need to enhanced feedback delivered in a timely write scientific reports to develop their manner. Key goals of this new approach are scientific language skill, and directly to assist students in assimilating the practical assessing their work during a large laboratory skills they are developing during their studies class is logistically difficult. While post- and to support them in developing their ability laboratory reports can, if carefully designed to write the different components of a full (‘constructively aligned’, Biggs (2003)), test laboratory report. the students’ understanding of in-laboratory tasks (Johnstone et. al. 1998, Reid & Shah Introduction 2006), they do not necessarily assess the development of practical skill, even though the The development of skills and attributes in development of practical skills is arguably one chemistry has received increasing attention in of the main aims of such courses. How can recent years (Overton & Garvey, 2017). With we track or assess the practical skills regard to practical skills development, this is development of Chemistry students on a large reflected in recent changes to the “A” Level scale, in a logistically feasible manner? This structure (Read & Barnes 2015; Barnes, issue is being addressed at “A” Level through Laham & Read 2017), the requirements for the introduction of the new ‘practical RSC accreditation of degree programmes (to endorsement’ (OFQUAL, 2016), and a complete a certain amount of practical work), number of universities are currently updating and the demonstration of skills competence in their practical courses in a similar way (Brazil vocational qualifications. Explicitly assessing 2017). and acknowledging the development of students’ practical skills should form an New Directions in the Teaching of Physical Sciences, Volume 13, Issue 1 (2018) https://doi.org/10.29311/ndtps.v0i13.2905 2 Tracking and assessing practical chemistry skills development: practical skills portfolios Formative assessment of skills development Chemistry course for their first three years, in practical Chemistry has been previously taught by “flying faculty” UK staff travelling out described by Towns et. al. (2015) (see also to Nanjing. This course consists of 17 Hensiek et. al. 2016), and later Seery (2017), experiments, designed and selected to through digital badging. Students are video- develop a practical skill set from a roughly UK recorded performing a key task, and are “A” level equivalent (in year 1), up to a UK awarded a badge via the virtual learning second-year degree equivalent level (in years environment (VLE) to certify their 2 and 3). competence. In Seery’s modification, students are also exposed to pre-lab videos, which These are all English as Second Language they peer-review, as well as answering a (ESL) students; who in some cases do not number of questions about the work they are have any significant practical Chemistry doing in the video. This formative assessment experience from High School. (Not all was shown to quantitatively improve students’ students had the opportunity to study confidence and experience in selected Chemistry in their final years of High School, practical skills. and indeed those that did, may have had limited practical Chemistry experience.) The applications of digital badging described Therefore, a particular emphasis on building by Seery, Towns, and Hensiek thus far have practical skills will be important for any been limited to a limited range of techniques: university level course they take. Reflection pipetting; preparation of standard solutions; after the initial delivery of the course titration and distillation. To assess the skills suggested that further formative assessment developed over an entire introductory practical tools to gauge students’ development in Chemistry course would necessitate scientific writing and practical skills significant post-laboratory review on the part development, beyond the post-laboratory of the instructor watching the students’ report, were necessary in this abridged recorded video, which may prove challenging course. in terms of workload. Links with the University of Southampton, and Context discussions in 2014 about the Southampton skills assessments led to the PSP model University of Southampton being adapted for use in this unique setting in The Science Foundation Year at the China. In particular, such a portfolio would be University of Southampton provides an entry useful for Chinese students in not only route onto science degree programmes for developing practical skills but also their students who do not have the required chemical language. qualifications for direct entry. Students complete 10 chemistry practicals over the Format, delivery and assessment course of the year, introducing all of the skills of PSPs commonly encountered by “A” Level PSPs were first implemented at Southampton chemistry students. during the 2013/14 academic year and on Sheffield’s course in China in 2014/15, with University of Sheffield (Nanjing Tech small modifications to templates being University (NJTech) Joint Degree) – implemented each year to enhance the impact Practical Skills Portfolio (PSP) on learning. A pro-forma is provided to The University of Sheffield-Nanjing Tech students which they populate with University Degree is a [3+1] joint programme, photographs, reflections and other text or which began in 2011. It is delivered in English diagrams as required by the tasks set. The only and is RSC accredited. Students study PSP pro-formas are generally divided into for three years in Nanjing, China, followed by sections based on ‘technique’, ‘observation’ a year spent in Sheffield, totally integrated and ‘apparatus’. They contain: prompts for with the final-year BSc cohort (Hyde 2014a;b, students to photograph apparatus and key Hyde et. al. 2016). These students take an changes; simple yes/no questions to check abridged, specially designed practical understanding; 5-point ‘confidence’ scales to New Directions in the Teaching of Physical Sciences, Volume 13, Issue 1 (2018) https://doi.org/10.29311/ndtps.v0i13.2905 3 Tracking and assessing practical chemistry skills development: practical skills portfolios gauge experience; and free-text questions evidencing the acquisition of new skills and based on common difficulties encountered covering all the practical requirements for with new techniques. students to join and be fully integrated in the Level 3 course in Sheffield. However, At Southampton, students submit PSPs online discussion with students about this approach via Turnitin to be marked electronically, with at NJTech suggested that, although they the aim of returning marks and feedback to understood the purpose of the paper-based students within one week of submission i.e. Practical Skills Portfolio, students would prefer before the following chemistry practical. An to submit portfolios online. Therefore, from example of a student’s submission, with 2016-17 the Practical
Load more

Recommended publications
  • Equality Highlights 2014–2015 Celebrating Equality and Diversity at Sheffield Hallam University
    Equality highlights 2014–2015 Celebrating equality and diversity at Sheffield Hallam University Supporting women Mentoring scheme – Dyslexic student Football Unites SHU Fest – students In this issue in STEM – Sheffield 146 students from 33 wins award – a Racism Divides – and staff showcase Hallam’s events countries champion materials and Sheffield Hallam the diversity and encourage girls and cultural diversity engineering student students apply talent at Sheffield women to explore page 10 overcomes dyslexia their media skills Hallam science careers to win a national to explore racism page 15 page 8 award in sport page 13 page 14 Introduction Breaking down barriers supporting all This edition of Equality Highlights focuses on collaboration between people and organisations to drive positive change and make real differences to people's lives. We are shining the spotlight on Hallam students and staff who champion diversity and inclusion and have collaborated with employers and organisations on projects and activities that raise awareness around equality and diversity that help bring about change. We've asked them to tell their stories to share their experiences of what drives and motivates them and hope they will inspire others. Equality and Diversity Team Role models p4–7 News p8–15 This edition Here we highlight four student role models, Here we report on activities related to each with a passion for their work, some very equality, diversity and inclusion in the active in their communities, freely giving 2014-15 academic year. We’ve picked stories their time and talents to benefit others. that reflect the successes we’ve had, but also our plans for how to respond to the challenges that lie ahead.
    [Show full text]
  • Main Panel C
    MAIN PANEL C Sub-panel 13: Architecture, Built Environment and Planning Sub-panel 14: Geography and Environmental Studies Sub-panel 15: Archaeology Sub-panel 16: Economics and Econometrics Sub-panel 17: Business and Management Studies Sub-panel 18: Law Sub-panel 19: Politics and International Studies Sub-panel 20: Social Work and Social Policy Sub-panel 21: Sociology Sub-panel 22: Anthropology and Development Studies Sub-panel 23: Education Sub-panel 24: Sport and Exercise Sciences, Leisure and Tourism Where required, specialist advisers have been appointed to the REF sub-panels to provide advice to the REF sub-panels on outputs in languages other than English, and / or English-language outputs in specialist areas, that the panel is otherwise unable to assess. This may include outputs containing a substantial amount of code, notation or technical terminology analogous to another language In addition to these appointments, specialist advisers will be appointed for the assessment of classified case studies and are not included in the list of appointments. Main Panel C Main Panel C Chair Professor Jane Millar University of Bath Deputy Chair Professor Graeme Barker* University of Cambridge Members Professor Robert Blackburn University of Liverpool Mr Stephen Blakeley 3B Impact From Mar 2021 Professor Felicity Callard* University of Glasgow Professor Joanne Conaghan University of Bristol Professor Nick Ellison University of York Professor Robert Hassink Kiel University Professor Kimberly Hutchings Queen Mary University of London From Jan 2021
    [Show full text]
  • About the Authors
    Fast Capitalism ISSN 1930-014X Volume 16 • Issue 1 • 2019 About the Authors David Arditi David Arditi is an Associate Professor of Sociology and Director of the Center for Theory at the University of Texas at Arlington. He holds a PhD in Cultural Studies from George Mason University. His research addresses the impact of digital technology on society and culture with a specific focus on music. Arditi is author of iTake- Over: The Recording Industry in the digital era. Arditi serves as Editor of Fast Capitalism. In 2016, he developed MusicDetour, a local music archive available for everyone to stream free music. Christian Garland Christian Garland teaches precariously at Queen Mary, University of London and has degrees in Philosophy and Politics from the University of East Anglia (UEA) and Social and Political Thought from the University of Sussex. He has research interests include Marx and Frankfurt School Critical Theory especially applying this to the rapidly changing nature of work and how this can be said to embody social relations of atomization and individualization: the re-composition and restructuring of the capital-labor relation itself. Henry A. Giroux Henry A. Giroux currently holds the McMaster University Chair for Scholarship in the Public Interest in the English and Cultural Studies Department and is the Paulo Freire Distinguished Scholar in Critical Pedagogy. His most recent books include American Nightmare: Facing the Challenge of Fascism (City Lights, 2018), and his forthcoming, The Terror of the Unforeseen (Los Angeles Review of Books, 2019). Denisa Krásná Denisa Krásná is a doctoral student of North-American Cultural Studies and Literatures in English at Masaryk University with a special interest in Indigenous issues and literatures.
    [Show full text]
  • Senior Research Associate, Lancaster University Management School Vacancy Ref: A2488
    JOB DESCRIPTION Senior Research Associate, Lancaster University Management School Vacancy Ref: A2488 Job Title: Senior Research Associate Present Grade: 7 Department/College: Management Science/Organisation, Work and Technology Directly responsible to: Professor James Faulconbridge and Professor Martin Spring Supervisory responsibility for: N/A Other contacts Internal: Other academic staff and research associates; members of the Centre for Productivity & Efficiency and Centre for Technological Futures; professional service staff across the university. External: Other members of the project team - Professor Tim Vorley, University of Sheffield Management School; Professor Lucy Kimbell University of the Arts London, Professor Bruce Tether, The University of Manchester Alliance Manchester Business School; Dr Nikolaos Aletras University of Sheffield Information School; Dr Chay Brooks University of Sheffield Management School; Dr Cristian-Andrei Gherhes, University of Sheffield Management School; Mr Richard Chaplin, Managing Partners' Forum; Mr Gerrit Drenth, Normann Partners AB; Research participants; relevant industry and policy stakeholders; suppliers e.g. catering/venue providers; academics at other universities. Major Duties: This project concerns the adoption of Artificial Intelligence (AI) in Law and Accounting firms, specifically in medium- sized firms in these sectors. The project will be conducted in conjunction with the Managing Partners Forum. The focus of the project is on the institutional, organizational and managerial issues
    [Show full text]
  • Cardiff University International Prospectus 2021
    Cardiff University International Prospectus 2021 www.cardiff.ac.uk/international www.cardiff.ac.uk/international bienvenue The photographs in this prospectus are of Cardiff University students, locations at Cardiff University and the city of Cardiff. studying at cardiff university www.cardiff.ac.uk/international welcome Cardiff University has been producing successful Contents graduates since 1883, combining a prestigious About Us heritage with modern and innovative facilities. 04 #WeAreInternational 06 Research The University has changed dramatically over the 08 Studying at Cardiff University last 137 years, but the 10 About Cardiff University commitment to quality 12 Career prospects education and a rewarding 14 Cardiff, the capital city of Wales university experience remains. 16 Accommodation 18 University life 20 The future Course List 21 Courses and Schools directory Enhancing Your Studies 42 Study Abroad 43 Global Opportunities 44 English Language Programme Next Steps 47 How to apply 49 Money and living expenses 50 University map 3 3 studying at cardiff university #WeAreInternational Cardiff University is truly international. With over 8,600 international students from more than 130 countries stepping through our doors each year, our student population is diverse and multicultural. We recruit worldwide for the best academic talent who help to deliver a rich and engaging study environment. The University reaches far beyond its home in Wales, with hundreds of overseas partnerships and research projects around the world, contributing to our ever-growing global community. University of Bremen Cardiff Carlos Jiminez Santillan, University * Mexico MSc Operational Research and Applied Statistics, 2018 Discovery Partners “Cardiff is such an amazing city to Institute (DPI) live in .
    [Show full text]
  • The University of Sheffield Is a Leading Research University with a Global Reputation for Excellence
    The University of Sheffield is a leading research university with a global reputation for excellence. Ranked in the world top 100 universities (QS World University Rankings 2020) and a member of the prestigious Russell Group, Sheffield offers a world-class education in a vibrant and welcoming city in the centre of the UK. Our Students’ Union is number one in the UK (Whatuni Student Choice Awards 2019) and provides a range of clubs and societies, events, activities and volunteering opportunities to enhance your student experience. The University of Sheffield is home to world-leading research, excellent teaching and a vibrant international community. Researchers at the University of Sheffield are passionate about tackling the great global challenges of our time. Our research influences national and international policy and changes lives. It also informs our first-class teaching across a wide range of disciplines, including arts and humanities, engineering, medicine, dentistry and health, science, social sciences and business. Nearly 30,000 students from over 144 countries choose to come and study at Sheffield creating a diverse and rich community and the university has been named one of the top 50 most international universities in the world (Times Higher Education 2019). Home to more than half a million people, Sheffield is a vibrant city with a reputation for being friendly and welcoming. It is conveniently located in the centre of the UK, meaning students can travel to Manchester by train in 45 minutes and London in only two hours. It’s also among the top ten most affordable UK university cities (2019 NatWest Student Living Index).
    [Show full text]
  • Potential Teaching Excellence Framework Measures
    Strategy, Planning & Governance. Potential Teaching Excellence Framework Measures. Professor Wyn Morgan Dr Tony Strike February 2016 2 Potential Teaching Excellence Framework Measures Contents Introduction 3 1 Average Tariff 4 2 UG degree outcomes 6 3 Student/Staff ratio (SSRs) 8 4 Destination of leavers: Positive destinations 10 5 Salaries for new graduates 12 6 NSS: Overall Satisfaction 14 7 NSS: Teaching on my course 16 8 NSS: Learning resources 18 9 International Staff 20 10 Students no longer in HE after 1 year 22 11 Students from LPN (low participation neighbourhoods) 24 12 Applications per registration 26 13 Proportion from state sector 28 14 About the data 30 1 The University of Sheffield 2 Potential Teaching Excellence Framework Measures Introduction This is a consultation document for internal use only. The next step in the building of national proposals for a By providing a set of available measures with data, Strategy, Teaching Excellence Framework (TEF) is to be a technical Planning & Governance aims to stimulate an internal debate consultation. In anticipation of universities being invited to on which, if any, of these measures the University might seek submit comments later in 2016, the university can develop to support over others if metrics are still to be a part of and strengthen its own view. In the first year it is likely the TEF. By showing the data for the University of Sheffield, the TEF will be based on results from Quality Assurance. by comparing it to the rest of the Russell Group and to the Subsequently, it is proposed the TEF will include metrics sector, it may be possible to identify defining strengths and used as proxies to indicate teaching excellence.
    [Show full text]
  • 12:32:00 William Lee Guest Men's Open (1)
    12:30:00 Julian Bosl University of Edinburgh Men's Open (1) 12:31:00 Miklos Antal LUU OC Men's Open (2) 12:32:00 William Lee Guest Men's Open (1) 12:33:00 Craig Lucas LOG Men's Open (2) 12:34:00 Cyril Bucher University of Edinburgh Men's Open (1) 12:35:00 Tim Harrison Oxford University Men's Open (2) 12:36:00 Alex Heath Combined Services Men's Open (1) 12:37:00 Luke Fieldhouse University of Bristol Men's Open (2) 12:38:00 David Gubbins University of Leeds Men's Open (1) 12:39:00 Oli Nokes Combined Services Men's Open (2) 12:40:00 Erik Simkovics Aston University Men's Open (1) Douglas Fransson- 12:41:00 University of Stirling Men's Open (2) Lee 12:42:00 Rich Crabb Combined Services Men's Open (1) 12:43:00 Joe Law University of Sheffield Men's Open (2) 12:44:00 James Nicholson University of Leeds Men's Open (1) 12:45:00 John Owens Combined Services Men's Open (2) 12:46:00 Lova Chechik University of Sheffield Men's Open (1) 12:47:00 Tom Miller Loughborough University Men's Open (2) 12:48:00 Ed Dickins Combined Services Men's Open (1) 12:49:00 Daniel Cade Sheffield Hallam University Men's Open (2) 12:50:00 Dylan Barry Oxford University Men's Open (1) 12:51:00 Geoff Ellis Combined Services Men's Open (2) 12:52:00 Matthieu Griot Aston University Men's Open (1) 12:53:00 Max Wainright University of Sheffield Men's Open (2) 12:54:00 Calvin Routleedge Combined Services Men's Open (1) Eglantine Cussac University of Edinburgh Womens A 12:55:00 Oscar Holroyd University of Warwick Men's Open (2) Remy Dupuy University of Sheffield Men's Open (1) 12:56:00
    [Show full text]
  • The Modern Slavery Agenda, Edited by Gary Craig
    New title information The modern slavery agenda Policy, politics and practice in the UK Edited by Gary Craig, University of Newcastle upon Tyne and University of York, Alex Balch, University of Liverpool, Hannah Lewis, University of Sheffield and Louise Waite, University of Leeds Modern slavery, in the form of labour exploitation, domestic servitude, sexual trafficking, child labour and cannabis farming, is still growing in the UK and industrialised countries, despite the introduction of laws to try to stem it. This hugely topical March 2019 book, by a team of high-profile activists and expert writers, is the first critically to assess the legislation, using evidence PB £24.99 978-1-4473-4680-7 from across the field, and to offer strategies for improvement HB £75.00 978-1-4473-4679-1 in policy and practice. It argues that, contrary to its claims to EPUB £24.99 978-1-4473-4682-1 be ‘world-leading’, the Modern Slavery Act is inconsistent, EPDF SEE VENDOR 978-1-4473-4681-4 inadequate and punitive; and that the UK government, through its labour market and immigration policies, is actually creating the conditions for slavery to be promoted. Available on Amazon Kindle 240 pages The modern slavery agenda is available to buy with 20% discount from our website: policy.bristoluniversitypress.co.uk/the- modern-slavery-agenda Table of Contents Editorial Introduction: The modern slavery agenda: politics, policy E-books and practice ~ Gary Craig, Alex Balch, Hannah Lewis and Louise Waite; Books are available as e-books on Modern slavery in global context: ending the political economy of publication.
    [Show full text]
  • Supporting the Fight Against Covid-19
    Supporting the fight against Covid-19 Russell Group universities are playing their part in the United Kingdom’s fightback against Covid-19. Members are carrying out life-saving research and giving practical support to NHS staff and local communities. At Birmingham, Cambridge, Cardiff, Edinburgh, Exeter, Glasgow, Liverpool, UCL, Imperial, Nottingham, Oxford and Sheffield, our members are part of the £20m Covid-19 Genomics UK Consortium analysing the virus. Glasgow is leading one of three new national testing centres to deliver thousands of tests a day. Fighting the virus • Researchers at Oxford, Imperial, Bristol and Southampton are already carrying out vaccine trials. • Laboratories at several universities have been allocated to Covid-19 research: Manchester’s virology and Leeds’s data science labs, Edinburgh’s Centre for Virus Research and STOPCOVID drug trial programme which uses fibre optics to test lung tissue, and Liverpool’s Outbreak Lab. • Engineers from UCL have worked with the NHS and Mercedes-AMG High Performance Power- trains to develop a breathing aid that can help keep Covid-19 patients out of intensive care. • King’s College London’s Covid-19 Symptom Tracker App has been used by 2.3 million people. • Experts from Queen Mary University of London are central to the leadership and development of London’s new Nightingale Hospital. • Durham researchers are working with dogs that can accurately detect people carrying the virus. Practical support • Medical students are bolstering hardworking NHS staff by volunteering and extending medical and nursing placements, and final year students are graduating early to join the NHS workforce. • Several universities including Birmingham, Newcastle, Nottingham, Queen’s University Belfast, York and Warwick have brought forward qualifications and trained new staff in their buildings for the NHS frontline.
    [Show full text]
  • How Universities Are Helping Fight Covid-19
    How universities are helping fight Covid-19 # WeAreTogether Universities UK Introduction The Covid-19 pandemic has disrupted public life in ways never before seen in peacetime. The implications of the outbreak on the UK’s university sector stretch far beyond the short-term impact on teaching and research and the sector faces challenges that could take many months to overcome. Despite this, almost immediately, universities and their communities began responding to the crisis. Numerous examples from across the country show that universities are doing all they can to contribute to the national effort against the outbreak. Together, the university sector is carrying out vital medical research into a possible vaccine; providing much-needed equipment, facilities and extra staff to frontline NHS services; and is exploring ways to support the people’s health and wellbeing through this difficult time. This collection of case studies forms part of the #WeAreTogether campaign and shows how everyone in our society benefits from universities. Through their research, teaching and role in local communities, universities make an untold contribution to the nation’s prosperity, and as 2020 has shown, are prepared to redouble their efforts during a crisis. Themes 1. Research, vaccines, and testing 2. Resources and people power 3. Helping people get through the crisis 4. Supporting students 2 Universities UK 1. Research, vaccines, and testing 3 Universities UK Many universities are involved in research to understand more about the virus: Mathematical modelling work Together with drug development from Imperial College London company Synairgen, researchers at is informing both the UK and US the University of Southampton are government’s response to the trialling an inhaled drug that could pandemic and providing vital prevent Covid-19 worsening in those insights into the nature of the most at risk.
    [Show full text]
  • Protecting Our Water Environment Professor David Lerner Retirement Symposium
    Protecting Our Water Environment Professor David Lerner Retirement Symposium Speaker Programme Symposium Chair: Prof Bob Harris https://www.sheffield.ac.uk/civil/staff/visiting_staff/bh 09.30-10.00: Registration and coffee 10:00-10:30: Ecohydrology of an endorheic basin: A View from the Heihe River Basin, northwest China. Prof Chunmiao Zheng (Southern University of Science and Technology, Shenzhen, China) http://www.sustc.edu.cn/en/faculty_58/f/Zheng%20Chunmiao 10:30-11:00: Urban hydrogeology: accomplishments and challenges. Prof Mario Schirmer (EAWAG, Switzerland) http://www.eawag.ch/en/aboutus/portrait/organisation/staff/profile/mario- schirmer/show/ 11:00-11:30: Break 11:30-11:50: Going organic in the early years - a steep Lerner curve. Dr Mike Rivett (University of Birmingham, UK) http://www.birmingham.ac.uk/staff/profiles/gees/rivett-michael.aspx 11:50-12:10: The good, the bad and the ugly: what social science can and cannot deliver to water research. Dr Liz Sharp (University of Sheffield, UK) http://www.sheffield.ac.uk/usp/staff/lizsharp 12:10-13:30: Lunch (two venues – Diamond and ICOSS) 13:50-14:10: Fate of gasoline ether oxygenates in groundwater – something old and something new. Prof Steven Thornton (University of Sheffield, UK) http://www.sheffield.ac.uk/civil/staff/academic/sft 14:10-14:30: Deducing environmental controls on the biodegradation of organics in groundwater: New light through old windows using stable isotopes. Prof Simon Botttrell (University of Leeds, UK) http://www.see.leeds.ac.uk/people/s.bottrell 14:10-14:30: Merging observations in subsurface modelling through data assimilation.
    [Show full text]