Horizons in Stem Higher Education Conference 2019

HORIZONS IN STEM HIGHER EDUCATION CONFERENCE

2019

Kingston University

3-4 July 2019

Dear Delegate

We are delighted to welcome you to the fourth Horizons in STEM Higher education Conference. With the aim of “making connections, innovating and sharing pedagogy” the conference programme is designed to encourage discussions between STEM discipline areas. I would like to thank our sponsors

Neil Williams Chair of Organising Committee

National Programme Committee

Nicholas Braithwaite, The Open University Diane Butler, The Open University Chris Cane, University of Leicester Cristina De Matteis, University of Nottingham Diane Ford, The Open University Neil Gordon, University of Hull Sarah Gretton, University of Leicester Julie Robson, The Open University Sally Smith, Edinburgh Napier University Neil Williams, Kingston University

Local Organizing Committee

Graham Alsop Mark Carew James Denholm-Price Nick Freestone Hilda Mulrooney Paul Neve Baljit Thatti Ricarda Micallef

General Information

Address

Penrhyn road, Kingston university, Kingston upon Thames, Surrey KT1 2EE The conference will take place in John Galsworthy Building and the main Penrhyn road building Luggage storage facilities will be available at the Penrhyn road site. Parking at the Penrhyn road site is extremely limited.

Accommodation

Seething Wells Halls of Residence, Kingston University, Portsmouth Road, Surbiton, Surrey KT6 5PJ https://www.kingston.ac.uk/accommodation/halls-of-residence/how-to-find-us/directions-to- seething-wells/

Breakfast will be served in the main building of the Penrhyn road Campus room MB0063. There is a KU Intersite bus service between Seething wells and the Penrhyn road site.

Parking

There is parking available on site at Seething Wells halls. When you check in, please inform the staff at the reception. Parking at the Penrhyn road site is extremely limited please contact if you need a parking permit for Penrhyn road.

Travel information https://www.kingston.ac.uk/accommodation/halls-of-residence/how-to-find-us/directions-to- seething-wells/ https://www.kingston.ac.uk/aboutkingstonuniversity/location/penrhyn-road/ Directions to Penrhyn road form Surbiton and Kingston train stations

From Surbiton station  Leave the railway station via the main exit  Cross the mini-roundabout to Claremont Road  Take the 71, 281, K2 or K3 bus towards Kingston  Get off at the 'Kingston University' stop  The Penrhyn Road campus is on the other side of the road

 From Kingston station  Leave the railway station via the main exit  Cross at the lights in front of you on to Fife Road  Turn left on to Castle Street  At the end of Castle Street continue ahead on to Eden Street  Cross the mini-roundabout to Brook Street  Cross over at the lights and head right towards the roundabout  Go straight over the roundabout on to Penrhyn Road  Penrhyn Road campus is on your left opposite Surrey County Hall

Dietary requirements

Any dietary requirements specified on your booking form will be catered for but please ensure you make yourself known to the catering staff in the dining areas. We cannot guarantee that we will be able to cater for your special diet if you have not pre-advised us.

Internet

Eduroam – If you are a member of an institution using Eduroam, you can select 'Eduroam' from available networks on your device and use your normal login details _TheCloud - An internet connection is available for all guests to the University if Eduroam is not available to you. To connect to _TheCloud, select '_TheCloud' from available networks on your device and either register for a free personal account if you are a first time user or log in to your existing personal account before accessing the internet. For further details please see here: https://www.kingston.ac.uk/information-and-technology-services/wi-fi/

Information for presenters Posters should be A1 (Landscape or portrait). Posters will be housed in MB0063, the venue for all breaks. Oral presentations are part of chaired sessions. Presentations should last 15 minutes with 5 minutes allowed for questions. Rooms will be equipped with data projector, screen and PC.

ICT Guidelines for Presenters

For access to present in Kingston University rooms on Kingston University computers, you will need to have a Kingston University Account. Approximately one week before the event details of an account will be sent to you. Once you have access, you will also be able to supply a copy of your presentation in advance to a shared folder. You will be emailed an invite to a shared box.com location for this file.

The ability to load a file via usb on the day will be available, but please ensure that there is the minimum of a draft available in the shared box folder before the day. This area will only be accessible to presenters and conference organisers.

Please name you file starting with the submission number followed by an underscore. For example:

Submission98_lastname_firstname_title.pptx PowerPoint is the preferred and supported format. Please note that the projectors being used are widescreen and will display 4:3 and 16:9 slides without rescaling. .

On the day

Access to Windows 10 machines will be available for projection in all rooms. Access to these will require a Kingston University account. HDMI and VGA connections for laptop projection are also available. (If you are using a Mac, then please be aware that mini display port to HDMI connectors are available in each room too. However, there have been difficulties recently which are currently unresolved, so a contingency file on USB is recommended). If you have particular bespoke requirements, then please do get in contact in advance.

Please note that Eduroam will not allow you to log into KU computers, as noted above you will need a KU account for this.

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After the event

Please ensure an up to date version of your presentation is available in the box folder, along with an appropriate license, please consider using Creative Commons Attribution License 4.0 (https://creativecommons.org/licenses/by/4.0/), and confirm via email if you give permission for a copy of the presentation to be made available for download from the conference website. Any queries, please contact me, Graham Alsop, [email protected]

Social media The conference twitter hashtag is #UKSTEMconf19 Conference Dinner The conference dinner will be held at Ravens Ait, with drinks at 7pm and the meal at 7:30pm Ravens Ait is an island on the river Thames (accessed by boat) and located between Kingston and Surbiton a short walk from Seething Wells or 0.5 mile walk from Penrhyn road. The boat departs from Queens’s Promenade, which runs alongside the River Thames and is located opposite Catherine Road, off Portsmouth Road. A sign for the Ravens Ait Conference Centre can be found on Queens Promenade and the boat is requested by pressing the buzzer, which connects, with the venue. The venue will then arrange for the boat to make its way to the promenade to transfer you over to the venue Contact If you have any questions please contact [email protected]

Table of Contents

Plenary: Wednesday 10:00- 11:00

Clattern Lecture Theatre

Closing the Attainment ...... xi Nona McDuff

Plenary: Thursday 13:50- 14:50

Clattern Lecture Theatre

Reimaghining Assessment in Higher Education ...... xii Sam Pugh

Session 1: Wednesday 11:00- 12:50

Technology Enhanced learning (Room JG4007)

A Research-Led Masters Level Chemistry Course delivered through an Online Learning Environment ...... 1 Julia Sarju and Andrew Parsons Raising awareness about food security using a massive open online course ...... 3 Carly Stevens Redesigning online learning activities that make use of the Virtual Microscope: The students’ and teachers’ perspectives ...... 4 Christothea Herodotou, Maria Aristeidou, Eileen Scanlon and Simon Kelley A Tool for Creating and Editing On-Line Resources for the Teaching and Learning of Calculus to Take Account of Students’ Changing Approaches to Learning ...... 6 Mastaneh Davis, Gordon Hunter, Vivien Tran Ba, Lynn Thalaal and Alice Wooding- Olajorin

Assessment (Room JG4006) Evaluating assessment feedback in Higher Education: Principles of good practice ..... 8 Laura Grange Implementing spaced practice with formative quizzes and daily questions ...... 9 Mark Carew Spaced Repetition in STEM Education ...... 11 Alison Voice, Arran Stirton and Derek Raine Experiences on Designing and Presenting a Level 2 Information and Communication

Technologies Open University Module ...... 12 Soraya Kouadri Most´efaoui and Patrick Wong

Equality Diversity and Inclusion (Room JG4008) Sense of belonging in Science undergraduates ...... 13 Rebecca Barnes Exploring differential attainment by assessment type in mathematics, chemistry and life sciences ...... 14 James Denholm-Price, Nigel Page, Neil Williams and Luis Dourado

How to develop and embed a discipline-specific accessibility expertise in your teaching ...... 16 Anne-Marie Gallen and Trevor Collins Breaking barriers, building community: Improving student engagement with preparation for studying online science by distance learning ...... 17 Christopher Hutton and Julie Robson

Active learning – Laboratory work (Sponsored by Learning Science) (Room JG4010) Evaluative Judgement in Chemistry Practical Projects ...... 19 Anna Bertram Hands-on Laboratories and On-line Assessment ...... 20 Roy Lowry Approaches to improve bioscience student engagement with virtual laboratory simulations ...... 21 Caroline L. Smith, Lorna Tinworth and Sarah K. Coleman

Investigating the longitudinal effect of large scale implementation of inquiry, context and industry-based laboratory activities ...... 22 Tina Overton, Stephen George-Williams, Angela Ziebell and Christopher Thompson

Session 2: Wednesday 13:50- 15:30

Technology Enhanced Learning (Room JG4007) The Role of Virtual Learning Environments in Assessment and Feedback in STEM .... 23 Diogo Casanova and Graham Alsop The search for collaborative improvements: using learning networks and learning analytics to drive module improvements in STEM at the Open University ...... 24 Lesley Boyd, Rob Janes and Tom Olney Using Zoomable Online Outliners in STEM Education ...... 26 Naomi Bailey, James Denholm-Price and Eckhard Pfluegel

Employability Skills (Room JG4006) Leadership activity implementation ...... 27 Ricarda Micallef and Dildar Kiwani

Student perceptions of Embedded Skills in a Natural Sciences Programme ...... 29 Derek Raine and Sarah Gretton Success in Employers’ Numeracy Tests ...... 30 Ruth Douglas and Shazia Ahmed

Equality Diversity and Inclusion (Room JG4008) Exploring ‘belonging’ at university from the student perspective: what is it and how can we facilitate it? ...... 31 Daniela Dimitrova, Alison Kelly, Mehvish Mazahr, Nadine Milwood, Jeremy Prass and Hilda Mulrooney Personal Tutoring- Is There One Size That Fits All? ...... 33 Baljit Thatti, Nicholas Freestone and Aysha Ranza Students as partners in scholarship in STEM open and distance learning ...... 34 Diane Butler and Cath Brown

Active Learning: team work ( Room JG 4010) Team Based Learning in Engineering ...... 35 Steve Cayzer The Implementation and Preliminary Evaluation of Project-Based Learning in a first year Environmental Chemistry module ...... 36 Neil Williams ”Spectroscopy Unlocked”: A Chemistry Escape Room Educational Activity...... 38 Barbara Villa Marcos, Dylan P Williams, Lakshmi Sisodia and Mariam Mahomed

Session 3: Wednesday 16:00-17:20

TEL/ Computer Science (Room JG4007) Flexible Approaches to Teaching Programming ...... 39 Neil Gordon, Mike Brayshaw, Simon Grey and Mike Cargill Layered online feedback on code quality ...... 40 Anton Dil Teaching interaction design teamwork at a distance...... 42 Chris Douce, Daniel Gooch, Simon Holland and Clara Mancini

Work-based learning (Room JG4006) Exploring the work-study nexus experience of STEM degree apprentices ...... 43 Khristin Fabian, Ella Taylor-Smith, Sally Smith, Debbie Meharg and Alison Varey

Work related learning: The challenges and benefits ...... 44 Claire Cornock, Jess Hargreaves and Ellen Marshall Placement in PGT curriculum ...... 47 Miroslav Novak

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Cross-institutional study on placements in life sciences ...... 48 Vanessa Armstrong, Luciane V. Mello and Nigel Page

Assessment and Feedback (Room JG4010) Development of an automated feedback and assessment platform ...... 49 Craig Evans and Samuel Wilson Using peer-assessment to help students understand marking criteria ...... 50 Tom Wicks and Chris Brignell Student expectations from on-line feedback: credibility, personalisation and exemplified feedback tools and techniques ...... 51 Suzan Orwell, Stuart Downward, Annie Hughes, Andrea Leiva Ponce De Leon and Aaliyah Jameela Problems in the field: Using formative field based-training to improve student outcomes . . 52 Laura Grange, Ian Harding, Xiaotong Zhu, Chris Chiorean and Carol Evans

Active learning (Room JG4008) An active learning approach to statistics ...... 53 Chris Brignell Strategies Promoting Active Learning: Case studies at Institute of Engineering, University of Algarve (Portugal) ...... 54 Paulo Santos, Jaime An´ıbal, Eduardo Esteves and Ana Baptista A Study on use of Backward Design and Ipython Notebook in educating a CFD course . . . 56 Mehdi Seddighi, David Allanson and Khaled Takrouri GoFis(c)her: A Student-designed Card Game in introductory Organic Chemistry ..... 57 Dylan Williams, Richard Blackburn, Georgia Battersby and Corey Beeley

Session 4: Thursday 9:20 -11:00

Technology Enhanced Learning (Room JG4010) The Role of Interactive Web Broadcasts to Develop Online Learning Communities in STEM ...... 58 Venetia Brown, Trevor Collins and Nicholas Braithwaite LIVE demonstration! Wolfram technology for STEM teaching…………………………..59 M. Braithwaite VISION Visual Interface for Students and STEM professionals to annotate, map and outline academic papers ...... 60 Alexandra Okada

Graduate attributes/skills (Room JG4006) Learning to be a scientist: students’ views of experimental summer placements at the University of Leicester……………………… ……………………………………………61 Catherine Vial, Caroline Smith and Nicola Suter-Giorgini

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”They help you realise what you’re actually gaining”: Using skills badges to enhance skill recognition and value amongst science undergraduates ...... 62 Tina Overton, Michelle Hill, Rowan Brooks, Russ Kitson and Paolo Coppo Embedding Critical Thinking Skills in the Scientific Curricula. How Good Are We? ... 64 Francesca Arrigoni, Ricarda Micallef and Hilary Wason

Equality, diversity and Inclusion (Room JG4007)

Come on in to our research labs; promoting interactions of early-year undergraduates with researchers to gain insights into the research community of practice ...... 66 Cristina De Matteis, Snow Stolnik, Giuseppe Mantovani, Cristina Tufarelli, Xiaoyin Yang and Sharon North How does a vocational qualification (BTEC) prepare students for a degree in Biomedical Sciences? ...... 68 Elizabeth Hurrell, Emma Shawcross and Edward Keeling

What does an inclusive timetable look like in STEM? ...... 69 Nigel Page, Gary Forster-Wilkins, Annie Hughes and Mark Bonetzky

Active learning: Audience Participation (Sponsored by Turning Technologies) (Room JG4008)

Adapting tutorial teaching to larger group sizes - Alternative formats and the use of e-learning software ...... ……….…..71 Volko Straub

Staff and student perceptions of clickers from three years of faculty-wide deployment 72 James Denholm-Price and Suzan Orwell

Question-Driven Instruction: a demo, good practice discussions, and hands-on questioning of fellow attendees! ...... 73 David Hodge

Session 5: Thursday 11:30-11:50

Pedagogy (Room JG4010)

A Quantitative Approach to Problem-based Learning: a model for measuring student learning outcomes (a Kingston case study) ...... 74 Siva Muppala and Balasubramanyam Chandramohan

False assumptions about students’ knowledge in Numeracy/Mathematics ...... 75 Lovkush Agarwal

Embedding Skills (Room JG4006)

Exploring self-assessment in university students ...... 76 Hilda Mulrooney

Interdisciplinary approaches to learning and teaching in STEM are necessary to develop the graduate attributes required by students, employers and society……………77 Hilda Mulrooney and Alison Kelly ix

EDI: outreach (Room MB0062) STEM outreach at KU………………………………………………………………………….. 78 Lucy Jones

A study into the effective use of robotics in primary school teaching of a STEM subject 79 Robert Rayner and Kristina Kerwin

Professional practice (Room JG4008)

Pedagogy Through Civic Engagement: Three Case Studies from Geography ...... …..80 Mary Kelly, Debbie Humphry, Pete Garside, Sonia Kumari and Harry Hodges

How should teaching observation schemes adapt to meet students’ demands of what high quality teaching is expected to be in the STEM subjects? ...... …..81 Penny Burden and Nigel Page

Posters

To what extent do entry-tariffs and gender influence the achievement of male and female students? ...... ….82 Elizabeth Lander and Chris Jones Do students do their homework last minute? ...... ….84 Lovkush Agarwal

Plenary Speakers Horizons in STEM Higher Education 2019

Closing the Attainment Gap

Nona McDuff OBE

Director of Student Achievement, Kingston University

Nona is the director of Student Achievement at Kingston University. She is a panel member of the Teaching Excellence Framework and a member of the ministerial Social Mobility Advisory Group which has prioritised the challenges and barriers students face in Higher Education. As the chair of the Higher Education Race Action Group (HERAG) with over 400 members, Nona has organised sector conferences on race equality and advocated for changes to benefit both staff and students. Nona has won Guardian Awards for Diversity (2012) and Teaching Excellence (2017). Nona was invited to address the All Party Parliamentary Group on Higher Education on diversity in academia where she challenged the ministers to take active steps to promote social justice through education. In 2015 she was invited by the Higher Education Academy to launch a sector project on the BME attainment gap and is currently leading a £1 million Government-funded project working with six other higher education providers to expand the University's successful approaches to making the curriculum more Inclusive. She is a Principal Fellow of the Higher Education Academy and was awarded an OBE for services to Higher Education in 2017

Abstract

English universities are achieving some success in attracting increasingly diverse undergraduate cohorts. However, there is compelling evidence that students from black and minority ethnic (BME) backgrounds do much less well in their final degree classifications than their white counterparts, even when entry qualifications are taken into account. Known as the BME attainment gap, too little attention has been given to interventions to try to address it. This presentation describes how Kingston University has substantially narrowed the gap through an outcome focused institutional change programme. Drawing on race theory, the institutional programme used a multifaceted approach to change that involved: defining the scale of the problem; adopting a value added (VA) metric; engaging the university leadership and academic community; agreeing goals, interventions and outcomes/targets. Over a five-year period of collecting VA data on BME attainment, there is evidence of significant year on year improvement. In addition, the presentation touches on the challenges of complex cultural change and the initial reluctance of staff to discuss issues around racial disadvantage, and highlights implications for higher education institutions, especially those in the UK seeking a sustained way to close differentials in attainment.

Reimagining University Assessment

Dr Samantha Pugh

Associate Professor in STEM Education, University of Leeds

Dr Samantha Pugh is an Associate Professor in STEM Education and a National Teaching Fellow. Samantha has an outstanding track record for developing context-based learning and working in partnership with students in the Physical Sciences, securing over £500k for educational development in STEM. She is renowned for inspiring and mentoring colleagues to shape teaching through pedagogic research and scholarship at Leeds and beyond.

Samantha has recently completed a ‘Leeds Excellence and Innovation Fellowship’ sabbatical at the Leeds Institute for Teaching Excellence. Her project was ‘Reimagining Assessment in Higher Education by learning from Secondary Education.’ Samantha believes that programme-focused and synoptic assessments are the key to enhancing the career prospects of university graduates.

Abstract

A current issue that is often highlighted by academics is a modular approach to learning. Students become concerned with passing each course within a programme without maintaining a holistic view, perhaps because they never need to in order to be successful on the programme. In this respect, the connection between the assessments (usually modular) and the programme learning outcomes are often not explicit.

In the UK, for the last 20 years or so, A-levels have been taught and assessed in a modular fashion, leading academics to believe that students are used to modular learning and assessment, which is then reinforced in HE. From 2018, all students will experience synoptic, final examinations at A-level. This presents a golden opportunity for universities to rethink their programme structure and assessment purpose and strategy.

My research focuses on the relationship between programme learning outcomes and assessment design. Using semi-structured interviews with lecturers, I have worked with a range of disciplines (STEM, Arts and Social Science) to reimagine assessment for a degree programme, with a focus on a stronger connection between summative assessment and programme learning outcomes. I will propose a framework for programme assessment design that may be adapted for other institutions.

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Session 1: Wednesday 11:30- 12;50

A Research-Led Masters Level Chemistry Course delivered through an Online Learning Environment

1 2 Julia P. Sarju and Andrew F. Parsons 1 [email protected], University of York, Department of Chemistry, Heslington, York, YO10 5DD, UK 2 University of York, Department of Chemistry, Heslington, York, YO10 5DD, UK

Many benefits to student learning and outcomes of incorporating real research in teaching and learning in higher education have been reported; including stimulating students’ intrinsic motivation, and training students to think like experts.1, 2 The presentation will discuss the design, implementation, and evaluation of an innovative master’s level taught chemistry module. This module was designed to encourage students to build their understanding of chemistry content through exploring real, local, and modern research examples. The use of authentic research examples has been shown to promote student enthusiasm.3-5 We have explored the use of these real research articles to successfully facilitate student learning and develop scientific literacy skills. The course was designed to be inclusive, engaging, and readily-adaptable and it was developed using senior undergraduate students as partners who contributed content. The course is delivered through an online learning environment (See Figure 1 for example content), and runs throughout the academic year to provide students with as much flexibility as possible to study.

Figure 1: Example educational content provided to support understanding of each of the research articles

The primary theoretical frameworks underpinning this study are constructivism6, 7 (where learners actively create their own subjective knowledge) and Ausubel’s three conditions for meaningful learning.8 A combinatorial approach to evaluate the new course over three

consecutive years is ongoing and we have employed using virtual learning environment usage statistics, questionnaires, semi-structured focus groups, exam performance, and student evaluations. Initial analysis has shown the course to be successful, with students performing well when required to apply core chemistry knowledge to unseen research problems in the summative assessment. The courses developed have also been well received by research- active academics who have welcomed the opportunity to get involved and showcase their research. Furthermore, the survey responses of students after completion of the course has demonstrated that they were more familiar with chemistry research and were able to give richer answers when offering examples.

References 1. K. Vaino, J. Holbrook and M. Rannikmae, Chemistry Education Research and Practice, 2012, 13, 410-419. 2. M. H. Alan Jenkins, Roger Zetter, Linking teaching and research in disciplines and departments, The Higher Education Academy, 2007. 3. G. Bhattacharyya and G. M. Bodner, 2014, 51, 694-713. 4. A. P. Duncan, A. R. Johnson and C. Nataro, Organometallics, 2017, 36, 2703-2705. 5. H. J. Sears and E. J. Wood, Bioscience Education, 2005, 5, 1-20. 6. L. S. Vygotsky, Mind in society: The development of higher psychological processes, Harvard university press, 1980. 7. S. L. Bretz, J. Chem. Ed., 2001, 78, 1107. 8. D. P. Ausubel, in Educational Psychology: A Cognitive View, Holt, Rinehart, and Winston, Inc., New York, NY, 1968.

Raising awareness about food security using a massive open online course

1 C.J. Stevens

1Lancaster Environment Centre, Lancaster University, Lancaster, LA1 4YQ

Food security is one of the greatest challenges facing us today. There are currently 820 million people globally without enough food (Willett et al., 2019). As the world’s population continues to grow problems of insufficient food will get worse. At the same time, production of food is putting our environment under severe stress with food production contributing to a wide range of environmental problems including land use change, pollution, climate change and biodiversity loss. In order to increase understanding of this complex topic a team from Lancaster University put together two massive open online courses (MOOCs) on this topic, one on global food security and one on soils.

Our MOOCs was offered on the platform FutureLearn (www.futurelearn.co.uk). FutureLearn is owned by The Open University and was launched in 2013. FutureLearn offers free access to MOOCs for registered users with an upgraded version offering course certificates, access to course tests and extended access to materials. The Global Food Security course ran on the platform for three years, 2014-2016. In 2015 and 2016 a step was introduced to week 8 which told learners were researching what users had learnt and asked them to answer the question: “Are your perspectives on food security similar to when you enrolled on the course or have your feelings changed at all? If they have changed, please try to tell us how and why.” I will present the results from this question and reflect on what the course team felt worked well and where there was room for improvement.

Redesigning online learning activities that make use of the Virtual Microscope: The students’ and teachers’ perspectives 1 1 1 2 C. Herodotou , M. Aristeidou , E. Scanlon , S. Kelley

[email protected]

1Institute of Educational Technology (IET) The Open University, Walton Hall,

Milton Keynes, UK.

2School of Geosciences, University of Edinburgh Edinburgh, UK

Abstract

Online courses hosted on Virtual Learning Environments (VLEs) are becoming common place in Higher Education in both distance and campus-based universities. A major challenge accompanying their implementation is how to design educationally-sound learning activities that promote the development of a range of skills, especially higher-order thinking skills and engage students with the material throughout the course presentation. In this study, we will present insights from the pedagogical evaluation of the Virtual Microscope in online Health and Earth Science courses at a distance learning university in the UK. In Phase 1 of the study, we captured students’ perspectives about the integration of the VM in online courses through a survey and follow-up, semi-structured interviews. Also, we visualised students’ engagement with VM activities using learning analytics data. We then compared students’ perceptions with a cohort of students at a campus-based university where the VM was used in blended learning conditions. The aim was to identify which learning conditions better cater for students’ learning needs and satisfaction. In Phase 2 of the study, we engaged teachers in the process of evaluation and captured their perspectives about the current integration of the VM in online courses, perceived challenges, benefits, and recommendations for improving the VM pedagogy. The aim was to triangulate students’ and teachers’ perspectives and enhance further our understanding of how best to design VM learning activities.

Insights from Phase 1 and 2 revealed the need for additional, ongoing, and on-time support when students make use of the VM in learning activities. This support can elaborate students’ understanding when they view slides and dissolve possible misconceptions. In addition to that, teachers raised the need for revising the design of VM learning activities, currently focused on viewing, reading, and measuring, to promote the development of complex learning skills such as comparisons and reflection. Implications for how specific VM learning activities could be redesigned are discussed.

A Tool for Creating and Editing On-Line Resources for the Teaching and Learning of Calculus to Take Account of Students’ Changing Approaches to Learning

1 1 3 2 2 M. Davis , G.Hunter , V. Tran Ba , L. Thalaal and A.Wooding-Olajorin

[email protected] , [email protected] , Faculty of SEC, Kingston University 2 Faculty of SEC, Kingston University, London KT1 2EE 3 École Nationale Supérieure d’Ingénieurs de Caen (ENSI-Caen), Caen, France Abstract

Competence in mathematics, at least at an elementary level, is an essential aspect of most higher education STEM programmes. There has been much debate regarding the “best” approach for students to learn Mathematics, although it is acknowledged that this may vary between students and specialised subject areas. We have investigated similarities and differences in students’ preferred approaches between different cohorts of Mathematics and Engineering students – all of whom have to study Mathematics as part of their degrees. We interviewed a number of students from each group, asking them about their previous mathematical background, how much of the first year material was new to them, whether resources provided where sufficient, how useful they found mathematics support clinics and their preferred type of resources (lecture notes, textbooks, on-line, etc) for revision. We found that many students from BTEC backgrounds felt less-well prepared for their degree studies than their peers who had taken A level mathematics, but the majority of students surveyed preferred using on-line resources to assist their studies rather than traditional textbooks. The above study highlighted the importance in modern STEM education for high-quality online tutorial resources on mathematical topics. Although there have been previous attempts to develop on-line tutorial exercises, with automated marking and feedback, to assist students with their mathematical studies, most of these have either been restricted to multiple choice or numerical answer questions, or have only addressed the most elementary of topics – notably simple algebra, functions & graphs and trigonometry. We previously (Davis & Hunter 2016) described our efforts to remedy this through the production of sets of on-line tutorial resources, called CalculEng, which included a variety of exercises on differential and integral calculus, with applications, which could be delivered on-

line or using a Virtual Learning Environment. These exercises, as structured questions, allow algebraic input from the student, which is checked for consistency with the “correct” solution, and with the outcomes of anticipated “common errors”, using a computer algebra engine. The students’ responses were automatically marked and relevant feedback - based on the mistakes made by the student - provided. However, the original version of the CalculEng system had a major drawback in that questions, answers and feedback (including tailored feedback for each anticipated “common mistake”) had to be hand-coded in XML by the tutor. This proved challenging and prohibitively time and labour intensive, which limited prospects for the materials being widely adopted or extended. Since that previous paper we have developed a question editor application which allows tutors to type-in questions and both the correct and “common mistake” answers in a straightforward way. This application allows the production of multi-part structured questions, where the answers to later parts of a question depend on the answers to earlier parts and greatly simplifies the task of creating and editing additional resources, making them available to a wider range of students and for a larger set of topics. In this paper, we discuss the editor application and how it can be used to assist students’ learning of mathematical topics. Reference :

M. Davis & G. Hunter (2016) “CalculEng – An On-Line Tutorial Tool to Assist the Teaching and Learning of Calculus”, Proceedings of the 18th SEFI Mathematics Working Group Seminar, Gothenburg, Sweden, June 2016, pp 82 – 87.

Wednesday 11:00- 12:50 Assessment Session (Room JG4006)

Evaluating assessment feedback in Higher Education: Principles of

good practice

1 L.J. Grange [email protected], Bangor University, Bangor, Gwynedd, LL57 2DG

Abstract

Development of best practice in assessment feedback is a key issue in Higher Education. Despite there being a strong evidence base promoting feedback as a primary driver of student success and the “most powerful single moderator that enhances achievement”, clear guidance on how these learning effects are realised is lacking. This study evaluates the utility of a series of teaching innovations implemented in a compulsory skills module for final year Marine Biology undergraduate students from a single higher education institution in England. Innovations included the provision of timely and focussed feedback, and the engagement of students in the process of module assessment, peer-led feedback and self- assessment activities. As part of this study students were provided with anonymous questionnaires and polled for their opinions both prior to and following the innovations. Focus group interviewing was also conducted. The findings identify three key priorities integral to effective assessment feedback practice: assessment literacy, marking consistency, and the timeliness and quality of feedback. In response, although there was a notable increase in the number of individual students improving their performance between assessment points, this was not the case for all metrics of module assessment. For example, there was no significant change in the mean or median marks recorded for the overall module nor the mean or median performance of the student body for individual pieces of assessment after the innovations were implemented. However, overall students perceived the assessment feedback innovations positively and encouraged implementation of the teaching enhancements both sooner in their academic journey and more widely throughout their degree programme. Future research should focus on the divergence in staff and student perceptions of feedback, as well as emphasise the importance of responsibility sharing and the active engagement of students in the feedback process, thereby building students’ feedback literacy levels and promoting more sustainable assessment feedback practice.

Implementing spaced practice with formative quizzes and daily questions

1 Mark Carew [email protected] 2 Department of Pharmacy, Kingston University, Penrhyn Road, Kingston upon Thames, KT1 2EE, UK. Abstract

Background

Spaced practice (spaced repetition, distributed practice) is simply the spacing out of studying over time. Spaced practice has been shown by cognitive psychologists and secondary schools to be one of the most effective learning strategies (1,2). Formative assessments, such as low stakes or no stakes quizzes, are ideally suited to providing students the chance to practice their understanding of a topic during the months before the exam. Daily questions emailed to students, are another, immediate way for students to consider a topic. Here, I describe my experience with students’ engagement with a series of formative quizzes and daily questions set throughout the academic year.

Methods

Quizzes were accessed on the Canvas module by 140 first year MPharm students. Units 1- 3 covered cell biology. Units 4-6 covered physiology. Each quiz had 18 – 28 questions of different answer types: multiple choice (one correct), multiple answer, matching questions, picture questions, etc. Questions were written to span all six levels of Bloom’s taxonomy: knowledge, comprehension, application, analysis, creativity and evaluation. The last two question types were open-ended and required written answers from students. I marked these questions, administered the quizzes, and gave feedback and encouragement as students attempted the quizzes. Quizzes were always open and students had unlimited attempts.

Results

The quizzes started with Unit 1 in October and will run until Unit 6 in March. By the middle of February, there were quizzes for 4 out of 6 units taught in traditional sessions. At this stage, out of 126 students, 55 students (44%) had engaged with Unit 1, 16 (13%) with Unit 2, 15 (12%) with Unit 3, and 7 (6%) with Unit 4. Seventy students had attempted no quizzes by the middle of February. Thirty-eight students had attempted 1 quiz, 3 students attempted 2 quizzes, 11 students attempted 3 quizzes, and 4 students had attempted all 4 quizzes available to date. In the middle of February, daily questions appeared on Canvas, one a day, posted at 9am, and the answer at 5pm. These questions proved popular and continued as another way to embed spaced practice into the academic routine.

Conclusion Spaced practice allows students, and the instructor, to learn where the understanding of a topic is weak, satisfactory or strong. The quiz results will usefully suggest areas to concentrate on in revision sessions, and in further quizzes nearer the exam. Daily questions are an excellent way to keep the subject alive outside of formal teaching sessions. Posting at 9am allows students the day to think about the question, and they can check the answer 9

available at 5pm. The association (if any) of quiz engagement with score in the May/June exams can also be examined. A full report on the data will appear in the final presentation.

References

1. Benjamin AS, Tullis J. What makes distributed practice effective?.Cogn Psychol. 2010;61(3):228-47. 2. https://educationendowmentfoundation.org.uk/projects-and- evaluation/projects/spaced-learning/ [accessed 14/2/19]

Spaced Repetition in STEM Education

1 2 2 A.M.Voice , A.Stirton and D.J.Raine 1 [email protected], University of Leeds, LS2 9JT. 2 University of Leicester, LE1 7RH. Abstract Most people acknowledge that ‘practice makes perfect’ but how much do we really employ this idea in the study of STEM in higher education? Probably we all use coursework, homework or examples classes to give students practice of the current topic, and this is excellent. But most likely this is ‘massed practice’ (all at once after teaching each topic). In fact this is the way most text books are written, with questions at the end of each chapter pertaining only to the topics in that chapter. But research into the function of our memory reveals the need for repetition to store information in our long term memory. And indeed further repetition is needed to stop us forgetting. The required timing (or spacing) of this repetition was first proposed by Ebbinghaus in 1885. His ‘forgetting curve’ demonstrates that effective memory retention can be achieved by ever increasing time between repetitions, and Mace (1968) was the first to suggest this model be used in education. More recently within STEM Gallo and Odu (2009) saw improved performance in college algebra classes, and Kerfoot et al (2007) demonstrated improved recall with medical students, when using spaced practice. The research presented in this talk aimed to investigate the use of spaced repetition within a 1st year UG Physics module. A web-based question bank was provided to the students, with the facility to schedule the repetition of each question according to how well they could answer it. In this way each student had access to a personal ‘revision’ programme throughout the module, which encouraged them to repeat most frequently the aspects they found most difficult, whilst keeping all other aspects fresh in their mind. The questions comprised core equations, concepts and calculations taught in the module, and the students’ use of it is compared to their performance in problem solving exercises which required knowledge of this core material. The research is being undertaken with this year’s cohort and we present the preliminary findings. In this way it is hoped to persuade students (and staff) to practise spaced repetition, to keep core material alive in their minds throughout their studies, and to reduce the tendency to ‘cram’ for the exam, which whilst satisfying the short term memory is known to be far less effective for long term memory or deep understanding (Kornell 2007). References Ebbinghaus, H., Memory: A contribution to experimental psychology. 1885. Gallo, M.A., Odu, M, Examining the Relationship Between Class Scheduling and Student Achievement in College Algebra. Community College Review, 2009. 36(4): p. 299-325. Kerfoot, B.P., DeWolf, W.C., Masser, B.A., Church, P.A., Federman, D.D., Spaced Education Improves the Retention of Clinical Knowledge by Medical Students: A Randomised Controlled Trial. Medical Education, 2007. 41(1): p. 23-31. Kornell, N. and Bjork, R.A., The Promise and Perils of self-regulated study. Psychonomic Bulletin & Review, 2007. 14(2): p. 219-224. Mace, C.A., The Psychology of Study. 1968: Penguin Books: A Pelican Book.

Experiences on Designing and Presenting a Level 2 Information and Communication Technologies Open University Module

Soraya Kouadri Mostéfaoui and Patrick Wong [email protected], [email protected] School of Computing and Communication, the Open University Milton Keynes, UK.

Abstract With the changes of the government’s funding regime on university tuition fees in 2012, the Open University (OU) students are now more likely to register to a qualification than a module as this enables them to be eligible for a loan. This causes more students studying multiple modules concurrently. Because of this change, many aspects of the module designs, such as alignment with qualifications, study patterns and pathways, need to be carefully considered. This paper uses the design of a new Level-2 module to discuss how these challenges are addressed. TM255 is a new 30 credits Level-2 module designed to introduce a broad range of information and communication technologies (ICT). TM255 is a core module for the networking pathway of the BSc IT and Computing qualification. To address the emerging issues from the change of qualification alignment, aspects such as students’ workload, employability and value for money were carefully considered. The module materials are divided into 22 weekly study parts. This enables students to plan their study time more easily. To enhance study flexibility, a mix of printed and online materials were used to deliver the module. These are supported by a wide range of multimedia content such as videos, screencasts and online tutorials. Apart from building students’ knowledge of ICT concepts and principles, the module also develops students’ academic, practical and employability skills such that they can apply the gained knowledge in a variety of practical situations. Communication skills such as reading and writing technical reports and evaluating information are developed and assessed throughout the module. The module includes a number of practical activities that are based on real-life scenarios. Another important component is group working. Four to eight students are grouped together to jointly develop a website using the popular collaborative website building tool, Wordpress. By providing students with synchronous and asynchronous communication tools, and encouraging them to discuss matters among themselves through assessed forum-based discussion activities, this enables them to build a strong sense of learning community and enhance their learning experiences. Students are assessed through a combination of formative and summative continuous assessments and a summative End of Module assessment (EMA). Each block is assessed by a summative Tutor Marked Assessments (TMA) and a thresholded formative interactive Computer Marked Assessments (iCMA). The small threshold (30%) applied encourages students to engage with the iCMA yet they will not fail the module easily if they do not engage fully. The EMA includes a 4 week individual project, in which students will build a website to explain a new ICT concept. Apart from assessing students’ ability to learn the new topic independently, this approach enables emerging topics to be covered by the module. To pass the module, students need to achieve an overall average score of at least 30% on the TMAs and EMA, and an average score of the two components of at least 40%. This paper presents the challenges encountered in designing TM255 and provides a preliminary discussion of the issues faced by the module team.

Sense of Belonging in Science Undergraduates

1 R.L. Barnes

[email protected], University of Sheffield, Firth Court, Western Bank, Sheffield, S10 2TN. Abstract

This talk concerns sense of belonging in undergraduate students at all levels of the undergraduate degree in a Life Sciences department at a Russell Group university. We know that belonging is important for general wellbeing, and in particular for student retention and success; and moreover that in general it is a problem for many underrepresented groups (see, for example, the work of Vincent Tinto). This work therefore fits very well into broader efforts around equality, diversity, and inclusion. Over the course of this academic year, I am looking at sense of belonging among the undergraduates in my Department. Firstly, I am using student surveys to look at how sense of belonging, engagement, and self-confidence vary according to demographic group and over time. Secondly, I am using quantitative and qualitative methods as well as examining best practice across the sector to identify departmental activities that affect belonging, with a view to changing our offering accordingly (with particular emphasis on the induction process and the personal tutorial system). We hope that curriculum changes that increase belonging will ultimately increase attainment, particularly in underrepresented student groups. I will use similar research methods next academic year to measure how successful our changes are in increasing belonging in our student body. I will present some preliminary findings, mostly from the quantitative part of the project. Some interesting observations that may provide points for discussion are a reduction in belonging in Level 3 students over the course of the year as workloads increase; lower perception of belonging and welcome in British BAME students as compared to British white students; and lower self-confidence in female as compared to male students.

Exploring differential attainment by assessment type in mathematics, chemistry and life sciences

1 2 2 3 J. Denholm-Price , N.M. Page , N.A. Williams and L. Tojal Dourado

1 [email protected], Kingston University, Faculty of Science, Engineering and Computing, Kingston upon Thames 2 Kingston University, Faculty of Science, Engineering and Computing, Kingston upon Thames 3 Undergraduate Research Intern, Kingston University, Faculty of Science, Engineering and Computing

Abstract

A BME attainment gap persists across the HE sector: the proportion of students who attain a 1st or 2:1 honours degree is lower for students from a BME background than for non-BME students, even when controlled for prior attainment or entry profile. The reasons for the gap are unclear (Richardson, 2015) and many theories have adopted a student-deficit model. However, Broeke and Nicholls (2007) found that even when controlling for other factors (including prior attainment, subject of study, age, gender, disability, a proxy of socio-economic background, type of HE institution attended, type of level 3 qualifications, mode of study and term-time accommodation) being from a minority ethnic community remained a statistically significant variable in explaining final attainment. More recent research directed at understanding the gap has focused on institutional practice; including assessment practices. This research also identifies the importance of positive relationships with staff, which provide students with support and encouragement (HEFCE, 2015). Assessment practices must consider a significantly more diverse student body nowadays and measures taken to improve assessment should promote inclusivity. Poor legitimacy in assessment harms student confidence when assessments are not inclusive, authentic or linked to developing employability. Modes or types of assessment have received relatively limited literature scrutiny with respect to the BME attainment gap debate, although there is well-established evidence of differences related to student gender and contradictory evidence around assessment type, possibly confounded by subject. For example, Leathwood et al. (2011) analysed records of students graduating from Kingston in 2009 and found that examination (as opposed to coursework) disadvantaged BME students. However, when looking at assessment in Mathematics modules, Fairclough (2015) offers examples where time-constrained assessments reduces attainment disparity with respect to ethnicity compared to less traditional portfolio assessment. This project aims to contribute to discussion by expanding the evidence base. It focuses on the outcomes of a broad range of assessments with a sample from 25 undergraduate maths, life science and chemistry modules combined with demographic information from nearly 1000 students to examine student performance on different forms of assessment (encompassing formal exams, coursework, “in-class tests” and oral presentations). The sample data show

statistically-significant differences in the attainment of certain groups of students in some assessment modalities, but not all. This talk will present some of the results of this analysis and their possible interpretation that is relevant to strategies for addressing the BME attainment gap. The talk aims to give attendees an appreciation of the fact that students perform differently on different types of assessment across different subjects, irrespective of the relative perceived “difficulty” of the subject.

Broeke, S., Nicholls. T.(2007)‘Ethnicity and degree attainment’. Munich Personal RePEc Archive. MPRA Paper No, 35284. Fairclough, R. (2015) The effect of assessment regimes on the performance of BME students studying mathematics-based courses, DiSA project, University of Wolverhampton. HEFCE (2015) Causes of differences in student outcomes, Report to HEFCE by King’s College London, ARC Network and The University of Manchester. Leathwood, C., Hutchings, M. and Mansaray, A. (2011). Student diversity and success at Kingston University. Institute for Policy Studies in Education and London Metropolitan University. Richardson, J (2015) The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t, Journal of Further and Higher Education, Vol. 39, No. 2 278- 291.

How to develop and embed a discipline-specific accessibility expertise in your teaching

Anne-Marie Gallen [email protected], School of Engineering & Innovation, The Open University, Milton Keynes Trevor Collins, Knowledge Media Institute, The Open University, Milton Keynes Chetz Colwell, LTIA-WELS, The Open University, Milton Keynes

Abstract

Disciplines define subject-specific areas where students choose to learn and where academics share their knowledge, skills and passion. Disciplines by their nature differ and each brings with it challenges around teaching and learning. So, what do you do if your discipline contains a specific barrier to students with disabilities, such as a symbolic language? One approach could be to form a discipline-based accessibility working group.

In April 2017, two people within the School of Maths and Statistics at The Open University wrote a letter to their Head of School asking to set up a ‘mathematics accessibility working group’. The subsequent journey led them to create an innovative, well-formed and highly effective discipline-based working group that supports students specifically within their subject area. By looking at the approach taken, and the stakeholders involved, much can be learned about how to identify and then overcome disciplinary practices that disadvantage some students.

As part of the Office for Students Catalyst program Addressing Barriers to Student Success, the IncSTEM project team has looked in depth at the formation and running of the Maths and Statistics Accessibility working group, as an example of developing inclusive teaching within a discipline. This is an opportunity to learn about this highly successful group, and consider how their approach could inform others seeking to tailor the accessibility of the teaching they provide to the needs of their discipline. By presenting a blueprint that details their initial plan, the timeline of events and gathering of resources, it is hoped that other STEM disciplines can create similarly inclusive teams to support an inclusive approach within their discipline. [266 words]

Breaking barriers, building community: Improving student engagement with preparation for studying online science by distance learning.

1 2 C. Hutton and J. Robson [email protected], The Open University, School of Earth Environment and Ecosystem Sciences, Wolfson Building, Walton Hall, Milton Keynes, MK76AA. 2The Open University, School of Earth Environment and Ecosystem Sciences, Wolfson Building, Walton Hall, Milton Keynes, MK76AA.

Abstract Ensuring students are sufficiently prepared to start a module can be a problem, while maintaining interest and motivation during a Summer break of several months between modules presents a further challenge. At the Open University, these issues affect both retention and progression across our interdisciplinary level 1 science curriculum. The continued evaluation and development of an online preparatory website for the new, year one module S112 - Science: concepts and practice is reported. Evaluation of the site in 2017- 18 showed high levels of student satisfaction with the resources, though very little engagement with the asynchronous forum through which students could contact each other or tutor moderators (Hutton, 2018a). Developing an online learning community can help to improve student success (Calhoun and Green, 2015). Therefore, improvements planned before the October 2018 module start centred on increasing student engagement on the forum: Firstly, tutors moderating the forums were tasked with developing regular, optional scientific tasks to release in order to generate student discussion (Hutton, 2018b). Secondly, following findings by Robson et al., (2018), volunteer peer mentors from the 2017-18 presentation were recruited and trained as “student buddies”, who established their presence on the forum in order to provide non- academic advice and support to prospective students. Student engagement increased markedly prior to the October 2018 module start with a 10- fold increase in the number of students posting on the forum. Tutors who moderated the forums were asked to provide evaluative peer review of student engagement. The clearest emergent theme from this was that students were seeking to establish a study community, rather than obtain subject-specific advice for their preparation. It followed that students engaged best with optional tasks that were “low stakes” in terms of scientific content; these tasks could be related to the module, but mainly provided a vehicle for students to share personal information as part of their community building. Student response to the buddies was positive, with a wide range of questions covering topics including academic preparation in maths, and face-to-face tuition events. Students seemed more willing to ask these questions of the buddies than of the tutor moderators. These findings are supported by Calhoun and Green (2015). The prep site may be one of many complex factors affecting student behaviour, but data for S112 show that registrations at module start increased by 23.5% from 2017 to 2018, and early withdrawals (13 days after module start) dropped by 2%. Future improvements to the

prep site prior to the October 2019 start include earlier introduction of the student buddies to encourage questions, and refinement of the optional tasks to reduce the scientific content and increase the potential for students to share information with each other. Our results provide ideas for building online student engagement, potentially building confidence and resilience for when a module starts. These findings could apply to a number of Higher Education Institutions seeking to help students successfully bridge gaps in study, whether face-to-face or online.

References Calhoun, D.W., and Green, L.S. (2015) “Utilizing Online Learning Communities In Student Affairs” in Benjamin, M. (ed) Learning Communities From Start To Finish: New Directions For Student Services, Number 149. San Francisco, Jossey Bass, pp. 55 – 66. Hutton, C. (2018a) “Evaluation of a VLE site to prepare students for a Level 1, online, distance-learning science module.” Paper presented at Higher Education Academy STEM Conference. Newcastle, 31 Jan – 1 Feb 2018. Hutton, C. (2018b) “Evaluating and improving the S112 prep site.” Paper presented at eSTEeM Conference. Milton Keynes, 25 – 26 April 2018. Robson, J., Wheeler, P., and Church, K. (2018) “Peer mentoring schemes for Distance Learners; a successful working example from Environmental Science.” Paper presented at Horizons in STEM Conference. Hull, 3 – 4 July 2018.

Evaluative Judgement in Chemistry Practical Projects

A. Bertram [email protected], University of Nottingham, University Park, Nottingham, NG7 2RD. Abstract

A common theme in student feedback is a lack of understanding of assessment criteria; this is despite module convenors continually attempting to improve how they are presented. This year we redesigned a third-year laboratory module with an emphasis on evaluative judgement and engagement of students in synthesising module learning outcomes.

Evaluative judgement is the students’ ability to make judgements about their own work and that of others (Boud et al 2018). The conceptual work on evaluative judgement provides a useful and integrative conceptual framework for instruction and learning.

The third year practical module requires students to work in teams to undertake two mini- research projects, one in each semester. The format and assessment of both projects is the same but the chemistry differs. At the beginning of both semesters, before each project commenced a series of workshops was delivered.

Activities were designed in which students were asked to reflect on skills already developed and those skills needing further development, these scaffolded exercises paved the way for students to synthesise module learning outcomes and to then consider how these could be assessed. Throughout these sessions ‘Padlets’ were used to gather student input and structure discussion. Devoting workshops to the understanding of module learning outcomes and assessment criteria has been extremely well received by students.

Students were invited to complete questionnaires before and after these interventions to indicate their confidence and understanding of the module learning outcomes and assessment criteria. Early evaluations show a positive impact on students’ ability to understand criteria and expectations. The evaluation is ongoing through the year to establish impact on learning and the student experience of these various activities.

This short presentation will summarise these interventions and the headline conclusions from student feedback thus far.

References Boud, D., Ajjawi,R., Dawson, P., & Tai, J. (2018). Developing evaluative judgement in higher education. Abingdon Oxon, Routledge.

Hands-on Laboratories and On-line Assessment

1 R.B. Lowry [email protected], Centre for Chemical Sciences, University of Plymouth, Drake Circus, PLYMOUTH, PL4 8AA Abstract

Reviews of on-line formative assessment (1,2) have demonstrated that for an activity to be considered valid, it must be authentic and provide effective feedback. Whilst there have been considerable improvements in making virtual laboratory simulations authentic in recent years, it has been shown that the virtual lab cannot completely replace the acquisition of skills provided by a real laboratory (3), but is best used in blended learning (4). Hence, the hands- on acquisition of data in a laboratory is an essential part of scientific training. The assessment of laboratory work is normally carried out by the submission of a laboratory report or the completion of a workbook. The subsequent marking and feedback can take a considerable amount of time, not least due to the need to check that calculation steps really do follow from the student’s own data. Add to this the need to “carry forward” an error into subsequent steps and the marker can find that the only way to provide meaningful feedback is to complete the calculations themselves using each student’s raw data. Computers would seem ideally suited to the repetitive nature of checking student’s calculations against model answers and there have been some attempts to use common VLE elements to do this (e.g. 5), but the variability of students’ raw data and the misconceptions that might arise at each calculation step that must be trapped make this onerous. In response to a large increase in numbers on our foundation chemistry modules, we have implemented formative and summative post-labs using “smart worksheets” developed by Learning Science Ltd. These allow students to input their raw data and the results of subsequent calculation steps. In formative mode, these are checked at each step and feedback given instantly, including the opportunity to re-calculate and re-input. In summative mode, the feedback is deferred until the deadline is passed. This presentation will demonstrate how the system works and the specific feedback available to students at each stage. Initial feedback from students via module questionnaires shows that they appreciate the mix of formative and summative assessments using the same system and the speed at which feedback is given when used in formative mode. It will also discuss the effect upon results (in terms of mark distributions and successful submissions) of using the system for the past 2 years (350+ students.) Comparisons with previous cohorts yield interesting differences, which are discussed in terms of learning outcomes and nature of assessment. 1) Gikandi, J. W., Morrow, D. & Davis, N.E. Comput. Educ. 57, (2011), 2333-2351 2) Mclaughlin T. & Yan Z. J. Comput. Assist. Learn., 33, (2017), 562-574 3) Hawkins, I & Phelps A.J. Chem. Educ. Res. Pract.14, (2013), 516-523 4) Bortnik, B., Stozhko, N., Pervukhina, I., Tchernysheva, A. & Belysheva, G. Res. Learn.Technol. 25, (2017), 1968-1987 5) Whitworth, D.E. & Wright, K. Brit. J. Educ. Technol. 46, (2015), 1201-1213

Approaches to improve bioscience student engagement with virtual laboratory simulations

1 Sarah K. Coleman, Lorna Tinworth and Caroline L. Smith

[email protected] School of Life Sciences, College of Liberal Arts and Sciences, University of Westminster, 115 New Cavendish Street, London, W1W 6UW

Abstract

In the Life Sciences, there are a large number of laboratory techniques which are commonly used in research, biotechnology, forensics, medical diagnosis and therapeutics hence, knowledge of these techniques is desirable for employability. Many techniques in the molecular biosciences are very expensive and time-consuming; they often involve multiple steps and long incubation times so they do not always align with traditional teaching timetables. They may also require specialist instrumentation. Virtual laboratory simulations enable students to experience this type of specialist equipment and techniques with round the clock access and students may repeat virtual experiments to improve their learning. Virtual simulations often include animations of key processes and questions which need to be answered by the participant in order to progress. In response to Likert type response surveys about the Virtual Laboratory simulations students report increased understanding of both theory and techniques within molecular biology and genetics. However, when virtual laboratories are used for formative assessment the uptake by students has been disappointingly low. In this study we have considered second year students studying molecular biology full time and as distance learners; we have evaluated three approaches to using the simulations within modules a) inclusion as part of summative assessment grades, b) in tutorial class completion for formative assessment or c) promoting the simulations in class and leaving students to complete these formative assessments in their own study time. Students indicate that all molecular biology and genetics simulations used in the second year have increased their understanding. However, our findings indicate that student completion of virtual laboratory simulations is greatest where included as part of the summative assessment.

Investigating the longitudinal effect of large scale implementation of inquiry, context and industry-based laboratory activities.

T. L. Overton1, S. R. George-Williams2, A. L. Ziebell2, C. D. Thompson2 [email protected], University of Leeds, Leeds, LS2 9JT, UK 2 Monash University, Melbourne, Australia Abstract

The Transforming Laboratory Learning program at Monash University has sought to increase the amount of inquiry-, context-, and industry-based learning in the laboratory program delivered by the school of chemistry. This effect of this program on student perceptions of laboratory aims and their expectations of how they will act and feel during laboratory activities has been monitored through the use of the Meaningful Learning in the Laboratory Instrument survey1 alongside a single open question. The baseline data has been published2,3 and showed students held narrow views of the aims of teaching laboratories but positive expectations of their own actions and experiences. The students’ perspective of the new laboratory activities have been investigated through end of session and end of semester surveys and focus groups and indicate broadening of the students’ views on skill development and reasons for engagement and a recognition of the increased challenge4. A longitudinal study followed the impact of the new inquiry-, context, and industry-based approach across the three levels of the bachelor’s programme through focus groups and a reflective exit survey. This longitudinal study indicated that the gains observed by making changes to the level 1 and 2 programme were largely lost at the end of the level 3 programme, as there was a reversion back to largely expository experiences. The reasons for this fall back will be discussed and lessons learned for successful and lasting impact will be shared. 1 Galloway, K. R.; Bretz, S. L. J. Chem. Educ. 2015, 92 (7), 1149-1158. 2 George-Williams, S. R.; Karis, D.; Ziebell, A. L.; Kitson, R. R. A.; Coppo, P.; Thompson, C. D.; Overton, T. L. Chem. Educ. Res. Prac. 2018, Awaiting review. 3 George-Williams, S. R.; Ziebell, A. L.; Kitson, R. R. A.; Coppo, P.; Thompson, C. D.; Overton, T. L. Chem. Educ. Res. Prac. 2018, 19(2), 463-473. 4 George-Williams, S. R.; Soo, J. T.; Ziebell, A. L.; Thompson, C. D.; Overton, T. L. Chem. Educ. Res. Prac. 2018, 19(2), 583-592.

Session 2: Wednesday 13:50-15:30

The Role of Virtual Learning Environments in Assessment and Feedback in STEM 1 2 Diogo Casanova and Graham Alsop

[email protected], University of West London, St Mary's Road, Ealing, London, W5 5RF 2 Kingston University, Penrhyn Road, Kingston upon Thames KT1 2EE

Abstract

This workshop will build on desk research being undertaken on students’ and lecturers’ perceptions of feedback represented in the literature, and practice at University of West London and Kingston University. To complement this a bench-marking exercise of the existing assessment tools in Canvas, Blackboard, Brightspace Core, Aula and Turnitin is being undertaken. This exercise is focus on existing features, how assessment is supported and how students and staff access assessment information. From this, mock-ups have been designed comprising of 4 different scenarios of assessment and feedback experiences. In the workshop participants will first be given a lightning review of the desk research and bench-marking exercise, before participating in ‘sandpits’ where they will be able to critique and redesign these 4 scenarios based on their existing practices and perceptions ‘Sandpits’ are a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a particular product, object or artefact and are subsequently encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017) The output of this work will be presented to VLE product design teams to influence the support of assessment and feedback in STEM subjects. References

Casanova, D. & Mitchell, P. (2017) The ‘Cube’ and the ‘Poppy Flower’: Participatory approaches for designing technology-enhanced learning spaces. Journal of Learning Spaces. 6 (3) [online]. Available from: http://libjournal.uncg.edu/jls/article/view/1510 (Accessed 8 March 2019). Frohlich, D. M. et al. (2014) Keep, lose, change: Prompts for the re-design of product concepts in a focus group setting. CoDesign. [Online] 10 (2), 80–95.

The search for collaborative improvements: using learning networks and learning analytics to drive module improvements in STEM at the Open University

1 2 2 Lesley Boyd , Rob Janes and Tom Olney [email protected],The Open University, Walton Hall, Milton Keynes, MK7 6AA 2The Open University, Walton Hall, Milton Keynes, MK7 6AA

Abstract

This presentation describes a work-in-progress action research scholarship project in a UK distance learning HE context. The project investigates how technology-enabled learning networks can be used in STEM to facilitate a collaborative and equitable problem-solving process that aims to contribute towards practical organisational improvement outcomes, such as improved student experience or retention. Distance learning delivery challenges frequently transcend institutional boundaries, especially within the complexities of a dedicated distance learning HE institution where tutors are not based on campus. A learning network is defined in this research as a technology-enabled and structured way of collaboratively learning how to problem-solve and improve, connecting together disparate and geographically scattered practitioners across the various organisational boundaries. Each network participant can contribute their experiences, insights and expertise across their different practice areas in order to ‘construct’ a series of issues or challenges being faced by both students and tutors. Together they can identify, plan and provide evidence for possible improvement actions, and evaluate them afterwards. The emphasis in this type of ‘organisational’ learning network is on collaborative and equitable participation, and joint ownership of the unfolding improvement process and outcomes from it. In the first phase of the project, a learning network was hosted in a specially developed VLE (Virtual Learning Environment) site for a Level 2 chemistry module. A VLE website was chosen in contrast to any other collaborative technology because it is very familiar and accessible to all university staff, available at no additional cost, and secure and confidential for discussing matters relating to internal practice and improvement. The tutors were initially asked to supply feedback on Tricky Topics1, or aspects of academic work that students consistently find tricky or challenging. Discussion forums and online workshops were used to identify Tricky Topics and then to collaboratively suggest improvements and produce learning interventions. The tutors also identified a list of additional student challenges including incomplete prerequisite knowledge, and pace and volume of material. In the second phase, a further cycle of collaborative research has built on the analysis of issues identified in the first, in particular addressing concerns regarding pace and volume of material. Various learning analytics being produced by the University were interpreted for tutors, to assist towards the further co-construction of issues and the planning and taking of action. A learning design ‘map’ of the module, plus aggregated module VLE usage or engagement data plotted against this map, was presented in the form of ‘visualisations’ to

1 See http://www.open.edu/openlearn/education-development/learning/teaching-and-learning-tricky- topics/content-section-0 for a Badged Open Course developed by the Open University and hosted on OpenLearn, on Teaching and learning tricky topics, as a practice-based application of Threshold Concepts theory (Meyer and Land, 2006).

tutors in an online workshop. Discussion forum feedback was again sought on ideas for teaching improvements or adjustments. The action research methodology, underpinning analysis of the learning network discussions and improvement actions under trial will be described. The underpinning analysis using Grounded Theory Method (GTM) aims to conceptualise characteristics of a successful learning network, to transfer to other areas across STEM.

Using Zoomable Online Outliners in STEM Education

1 2 2 Naomi Bailey , James Denholm-Price and Eckhard Pfluegel

1 [email protected], Kingston University, School of Computer Science and Mathematics, Penrhyn Road, Kingston upon Thames, KT12EE, UK 2 Kingston University, School of Computer Science and Mathematics, Penrhyn Road, Kingston upon Thames, KT12EE, UK

Abstract

Zoomable Online Outliners (ZOOs) are emerging niche tools. Their main benefit is the provision of cloud-based access and storage of textual information in form of a hierarchical outline, combined with an intuitive user interface.

Our work investigates the use of ZOOs for learning and teaching in higher education, a methodology about which very little appears to be known in the literature.

This talk reports on our experience of using the ZOO tools WorkFlowy and Dynalist for improving student satisfaction at Kingston over the course of the last three academic years. We consider four use cases for learning and teaching: the use of ZOOs as learning management systems, as presentation tool for delivering lectures, as content management system for e-learning and for formative assessment.

Our methodolgy has been used in one undergraduate and several postgraduate cyber security modules, as well as a postgraduate mathematics revision session. Data based on module evaluations and student surveys consistently give evidence of the positive impact on student learning and experience. In particular, a majority of students prefer hierarchical delivery of content using ZOOs to a linear delivery using PowerPoint.

In the concluding part of this talk we also discuss the limitations of our approach, the lessons learnt so far and future directions.

Leadership activity implementation for Pharmacy Students

1 2 R. Micallef , D. Kawani

1 [email protected], Kingston University, Penrhyn Road, Kingston Upon Thames, Surrey, KT1 2EE 2 Kingston University, Penrhyn Road, Kingston Upon Thames, Surrey, KT1 2EE

Background and Aims: Leadership is an essential skill for all graduates. For pharmacists, it is highlighted throughout the Master of Pharmacy (MPharm) degree, and once qualified. The pharmacy regulator, the General Pharmaceutical Council (GPhC) along with the professional body, the Royal Pharmaceutical Society (RPS) and the British Pharmaceutical Students Association (BPSA), all advocate and encourage the development of leadership skills. ‘Demonstrate leadership’ is one of the nine GPhC standards that all pharmacy professionals including pharmacy students should abide by.1 Furthermore leadership is also important within the national health service (NHS) as it has proven to have a positive impact on healthcare service outcomes.2 Currently there is nothing noteworthy in the MPharm degree that directly addresses leadership skills development. This study aimed to create interventions for students to take part in and then assess on students’ leadership knowledge, confidence and ability, both before, and after the intervention.

Methodology: There were three phases of this project; Phase I was the designing of tools which consisted of creating leadership activity material, Pre and Post activity questionnaires and interview questions. Phase II was data collection and implementation of intervention, where participants took part in three 1-hour interventions, involving leadership theories, teamwork leadership scenarios and leadership traits. Phase III involved participants completing a questionnaire before and after the intervention, based on the student leadership practices inventory.3 Participants were also interviewed post intervention. The sample size was 36 students; 9 from each of the four years of the MPharm course, with varying extracurricular experience, after a pilot involving 15 students. All questionnaires were analysed using SPSS. Interview transcripts were analysed through thematic analysis. The University ethics committee ethically approved this project.

Results: When comparing student responses pre and post activity, there was an increase in Likert Scale score with a statistical significance (p-value ≤ 0.05) for 11/12 leadership statements, with biggest increases for statements being a confident leader and accepting leadership responsibility. There was no notable difference when comparing responses pre- activity based on Year group, However there was an increase in Likert score when comparing participants with 2 or more extracurricular activities to 1 or 0 (statistically significant for 4/12 statements). Thematic analysis identified four main themes; Definitions of leadership, understanding of leadership, activities and confidence in leadership, each with associated subthemes.

Conclusion: There is great emphasis on leadership skills within the pharmacy profession, hence it is crucial for this important aspect of practice to be addressed in the MPharm course. The results of this study clearly demonstrate that after participation of the leadership activities created, there was a significant increase in student’s leadership knowledge, confidence and ability. Hence, we would recommend that these activities be incorporated into the MPharm curricular, and other courses, during future curriculum design.

A workshop will explore leadership theory, outlining some key leadership theory and allowing participants to experience some of the intervention created to allow a greater understanding of student leadership activities, and increase knowledge, confidence and ability, and identify ideas for application in other courses. References:

1: General Pharmaceutical Council. Standards for Pharmacy Professionals. May 2017. Available at: https://www.pharmacyregulation.org/sites/default/files/standards_for_pharmacy_profession als_may_2017_0.pdf Accessed 14 January 2018. 2: West M, Eckert R, Armt LLK, West T, Lee A. Leadership in Health Care: A Summary of The Evidence Base', The Kings Fund. undefined: 1-9. 3: Kouzes, J. Posner, B. The Student Leadership Challenge: Five Practices for Becoming an Exemplary leader. 2nd Ed. San Francisco. Jossey-Bass. 2014.

Student perceptions of Embedded Skills in a Natural Sciences Programme

1 2 D J Raine and S N Gretton

[email protected], University of Leicester, Department of Physics & Astronomy, Leicester LE1 7RH

2 University of Leicester, College of Life Sciences, Leicester LE1 7RH

Abstract

Employability is a key element of current trends in curriculum design. Embedding employability skills in a programme runs the risk that students do not recognise and are unable to articulate fully the skills that they acquire. The natural sciences programme at Leicester was designed to embed employability through a student-centred problem- and project-based pedagogy, which deploys authentic assessment throughout the undergraduate curriculum. We present a longitudinal study of student perceptions of their skills development in the programme. As a by-product, we also look at the impact of embedded skills on the development of a sense of community.

Success in Employers’ Numeracy Tests

1 2 Ruth Douglas , Shazia Ahmed 1Ruth.Douglas@glasgow.ac.uk, University of Glasgow, LEADS, Southpark House, 64 Southpark Avenue, G12 8LB 2University of Glasgow, LEADS, Southpark House, 64 Southpark Avenue, G12 8LB Abstract Final year students applying for graduate jobs in industry are often required to sit numeracy tests as part of the recruitment process. Students can find this challenging and daunting as, often, the last time they will have come across this kind of mathematics will have been at school. This project is a collaboration between the Mathematics & Statistics Support within the Learning Enhancement and Academic Development Service (LEADS) and the Careers Service to create a repository of resources designed to help students refresh their basic mathematical skills and give them the confidence to tackle Employers’ Numeracy tests successfully. Although originally targeted at students from the College of Arts, this initiative is accessible and inclusive to students from a range of backgrounds at the University. The resource and ongoing related support aims to increase employability outcomes for all students, including the non-traditional student and those seeking a career outside of their degree specialism. We also found that students from a STEM background benefitted from the opportunity to practice this particular style of testing, as it is very different from the maths they encounter in their degree courses. In this talk we will discuss the content of the Moodle course which includes: • A video featuring representatives in industry, giving students an insight into the application process and the place of numeracy testing within it; • Resources and tailored learning materials to enable students to improve their confidence and ability in relevant mathematical and statistical skills; • Khan Academy style videos giving a step-by-step demonstration of a variety of questions; • Sample tests to give students an idea of what to expect in a real assessment, including both timed and untimed quizzes. We will also reflect on the findings from focus groups and discuss further plans for supporting a wide range of students with the recruitment process.

Exploring ‘belonging’ at university from the student perspective: what is it and how can we facilitate it?

2 2 2 2 2 1,2 Dimitrova D , Kelly A , Mazahr M , Milwood N , Prass J & Mulrooney HM [email protected], Kingston University, Penrhyn Road, Kingston upon Thames KT1 2EE 2School of Life Sciences, SEC Faculty, Kingston University, Penrhyn Road, Kingston upon Thames KT1 2EE

Abstract A sense of belonging within higher education impacts upon student integration and participation (Thomas, 2012). Feeling that they belong can help to engage and retain students (Strayhorn, 2012; Hausman, 2009; Freeman et al, 2007), issues clearly of importance to higher education institutions as well as individuals. Nonetheless, what ‘belonging’ means to students, and how it may be facilitated among different student groups, is unclear.

We previously showed that the majority of KU level 3 students taking their first year at a sister college did not have a sense of belonging to the university (in press). Building upon that, this research project aimed to establish among a diverse student population, what they understood by ‘belonging’, the extent to which they felt it mattered to them and what factors influenced their sense of belonging. In order to do this, a questionnaire was designed and distributed across all four campuses of Kingston University. Demographic information was collected from participants to explore whether issues such as mode of study, commuting status, ethnicity and age affected perceived belonging.

The questionnaire included quantitative and qualitative questions, and optional participation in focus groups was offered. Data was collected within large undergraduate modules common across several degree pathways, and in open social spaces within the university across the four campus sites. Full ethics approval for the project was granted by the Health Research Ethics Committee. Over 600 questionnaires have been completed and 67 participants indicated an interest in participating in focus groups, which are currently being organised. At present, data is being collated for analysis.

Layout of workshop

Activity Who? Brief introduction & Presenters background to project Exploring the importance of All, small group activity belonging

Findings of the research Presenters & representatives from each small group All, small group activity Exploring factors which impact upon belonging

Pulling it all together; what Presenters can we do in practice to facilitate belonging?

Intended learning outcomes At the end of the sessions participants will:

 Understand the importance of facilitating belonging among students  Identify factors which facilitate belonging  Explore practical ways of helping students belong

References: Freeman T, Anderman L, & Jensen J (2007) Sense of Belonging in College Freshmen at the Classroom and Campus Levels. The Journal of Experimental Education, 75, 203-220. Retrieved from http://www.jstor.org/stable/20157456

Hausmann LR, Ye F, Schofield JW, Woods RL. (2009) Sense of belonging and persistence in white and African American first-year students. Research in Higher Education, 50, 649– 669. URL: https://www.jstor.org/stable/40542320

Strayhorn TL (2012) College students’ sense of belonging: A key to educational success. New York, NY: Routledge. ISBN: 9781136312397

Thomas L (2012) Building Student Engagement and belonging in Higher Education at a time of change. Final report from the What Works? Student Retention and Success programme. HEA: York. Available at: https://www.heacademy.ac.uk/system/files/what_works_final_report.pdf

Personal Tutoring- Is There One Size That Fits All?

1 2 2 B.T hatti , N.Freestone and A.Ranza 1 [email protected], Kingston University, Penrhyn Road, Kingston Upon Thames, Surrey, KT1 2EE 2 Kingston University, Penrhyn Road, Kingston Upon Thames, Surrey, KT1 2EE

Abstract

The fundamental responsibility of a personal tutor is in assisting students to fulfil the requirements of their course. A personal tutor is a member of academic staff whose role and function may include responsibilities such as:

 Facilitating the personal development of their tutees,  Monitoring the progress of their tutees,  Providing a link between the student and the university authorities,  Being a responsible adult within the organization, in whom the student can confide,  Intervening with the university authorities on behalf of their tutees (1).

However, whilst most students would like to see their personal tutors more often, tutors report often feeling overwhelmed by the demands of students, not only with the amount of time (2) needed for the role but also by the types of difficulties they are presented with Ongoing research carried out by B.Thatti and N.Freestone has suggested that structure to personal tutorial sessions enable a clearer dialogue between tutor and tutees and encourage a greater engagement with students. However, dependant on a student’s discipline the focus of the personal tutorial session will vary, therefore adopting a university wide system may not always work and perhaps tailored sessions are needed for each discipline. This research in collaboration with students, will explore what factors positively or negatively influence the personal tutor experience from the perspective of tutors and tutees. Data collected through the use of questionnaires, will be used to explore tutoring schemes and views across different professional disciplines; pharmacy, fine art and nursing. Postgraduate MSc students will also be surveyed for their views on personal tutoring whilst they spend a year in the higher educational institute. Furthermore, we will look deeper into understanding how the equality and diversity of tutors and tutees may affect the student personal tutoring experience. We will also explore suggestions for training for personal tutors.

References

1. Wheeler S, Birtle J, A handbook for personal tutors. London: Open university press; 1993 2. Braine M, Parnell J. Exploring student's perceptions and experience of personal tutors. 8th ed. Nurse education today; 2011

Students as partners in scholarship in STEM open and distance learning

D. Butler and C. Brown Open University

Abstract eSTEeM: the Open University centre for STEM pedagogy has , for many years now, provided opportunities for OU STEM practitioners to investigate issues around teaching and learning. In recent times it has become clear that we need to systematically include our own students at the heart of our scholarly enquiry, not merely using them as subjects for our research but enabling them to take a prominent role in the co-design, co-investigation and execution of SoTL projects (Healey et al, 2014). Indeed a ‘commitment to more shared responsibility for learning among students and teachers, a more democratic intellectual community and more authentic co- enquiry’, (Hutchings and Huber in Werder and Otis, 2010, p. xii) is characterised as a hallmark of good scholarship. In a distance learning institution such as the OU, working in partnership with our students in this way presents unique challenges. Overcoming the barriers of distance and the onerous non-study commitments of most of our adult students is a significant difficulty when seeking to collaborate meaningfully and productively in this way. In addition, given the size and diversity of our student body we need to ensure that an inclusive approach is possible, with students able to contribute in a variety of ways to the SoTL given their other commitments. In this short talk we will outline the issues and difficulties we face around engaging with our student body in this way, presenting both the Faculty perspective (Diane Butler, Director of eSTEeM and that of our students (Cath Brown, President, Open University Students Association). We will describe structures and systems we are developing which we feel will position students at the centre of our STEM scholarship activities including the development of a prototype STEM student scholarship design panel. Finally we will draw on specific examples of current STEM scholarship projects which are benefitting from the inclusion of students in partnership at the very earliest stages and describe the enormous advantages of this collaborative approach to SoTL.

Healey et al (2014) Engagement through partnership: students as partners in teaching and learning in Higher Education, HEA. Werder, C & Otis, M.,eds. (2010). Engaging Student Voices in the study of teaching and learning. Sterling, VA: Stylus

Team Based Learning in Engineering

S.A. Cayzer [email protected] University of Bath, Claverton Down, Bath BA2 7AY Abstract

Team Based Learning (TBL) offers the potential to transform group work into something that: builds high performing teams; creates meaningful learning partnerships between students; and holds students accountable to their peers. The promise of TBL is that flipped teaching will work and peer learning will become a reality not just an aspiration. TBL offers a scaleable way to increase engagement while delivering higher level learning outcomes – a triple win. Is TBL too good to be true? In this workshop you will answer this question by experiencing TBL for yourself.

Pre reading will be provided and you will be assigned to diverse teams. You will then experience the student journey through a typical TBL session, including an individual test, and team test. If time permits there will be a short application activity during which you will assess to what extent TBL could be applied to your teaching. The author was introduced to TBL in 2017 and it has since transformed his teaching in cohorts of 80-100 students. Along the way, many lessons have been learnt about what works best in an engineering context. Some of the empirical data will be provided as part of this workshop. This session is suitable for those with no experience of TBL, but it is designed to be of value to those who have experienced TBL or related approaches like problem based learning or flipping. Intended Learning Outcomes

• Define Team Based Learning (TBL)

• Describe some empirical evidence for the efficacy of TBL.

• Assess the suitability of TBL for your own context.

The Implementation and Preliminary Evaluation of Project-Based Learning in a first year Environmental Chemistry module

Neil Williams [email protected], Faculty of Science Engineering and Computing, Kingston University, Penrhyn road, Kingston upon Thames, KT1 2EE

This presentation will outline how Project Based learning (PjBL) has been introduced to teach atmospheric environmental chemistry in the first year of a chemistry degree programme. The motivation was to increase active learning by replacing lecture-centred teaching with student- centred learning, and thereby increasing student engagement. In addition, PjBL enables the development key employability skills such as teamwork, communication and research skills and critical thinking. The curriculum was designed to ensure constructive alignment of learning outcomes, learning activities and assessment. This is consistent with Constructivist learning theory and focuses on learning activities that allow students to create meaning. Research has reported that Problem Based Learning in first year chemistry (Williams et al. 2010) and environmental chemistry (Jansson et al., 2015) has had a positive effect on student learning employability skills Lectures and a workshop (4 hr total) were used to provide some background information on atmospheric pollution problems and the basic principles of atmospheric chemistry. The rest of the topic was then taught in six PjBL sessions (12 hr). Small groups (4-6) were asked to act as a team of research scientists charged with producing an evidence-based report on a specific atmospheric pollution problem. The report required a summary of the science involved, atmospheric concentration data and a critical analysis of potential solutions and progress made so far. The report was used as a formative assessment, feedback on which was designed to help prepare students for the major summative assessment which was a seen exam question based on the evidence-based report. The PjBL sessions provided support on team working, literature searching, data analysis and communication skills as well as time for teams to discuss their individual findings and the production of the group report. These sessions also contained small in-class portfolio-assessments (e.g. mini- presentations, self-reflections) to encourage regular engagement and progress. Each group was required to present preliminary reports on their topic to the rest of the class. Peer- assessment of the presentations was used in providing feedback on communication skills Some preliminary qualitative and quantitative evaluation of the PjBL experience will be presented. Student views were obtained by in-class clicker questions and written self- reflections. 81% of students said they were looking forward to working as part of a team at the beginning but only 50% said they had enjoyed working as part of the team after submitting their final report. Overall students did not necessarily enjoy it they did recognise the value of group work. Performance on seen exam question base on PjBL activity will be compared to previous years’ unseen exam questions based on lecture material.

Jansson S, Söderström H, Andersson PL, Nording ML. Implementation of problem-based learning in environmental chemistry. Journal of Chemical Education. 2015 Sep 25;92(12):2080-6

Williams DP, Woodward JR, Symons SL, Davies DL. A tiny adventure: the introduction of problem based learning in an undergraduate chemistry course. Chemistry Education Research and Practice. 2010;11(1):33-42.

“Spectroscopy Unlocked”: A Chemistry Escape Room Educational Activity

1 2 2 2 B. Villa-Marcos, L. Sisodia, M. Mahomed and D. P. Williams

1 [email protected], University of Leicester, University Road, Leicester LE1 7RH 2 University of Leicester, University Road, Leicester LE1 7RH

Abstract

Games have proven to be an effective method of active learning1 and many different methods have been explored in the last decade: board games, card games, word games and others.. “Spectroscopy Unlocked”, a spectroscopy-based escape room has been developed as part of a BSc Chemistry pedagogic research project. This spectroscopy escape room engages chemistry students in an innovative simulation activity that can improve inter-professional teamwork and communication; develop problem- solving skills and help students to familiarise with the laboratory environment. “Spectroscopy Unlocked” is designed for post-16/foundation level and covers basic principles of nuclear magnetic resonance and infrared spectroscopy, thin layer chromatography and mass spectrometry. The tasks consisted of a combination of short laboratory experiments, structure determination activities as well as decoding and finding hidden clues around the room. The students were working in groups of up to four members and had roughly two hours to complete the entire escape room. They were shown a video clip that set up the scene and provided them with the initial instructions. Each activity included instructions on how to use the required equipment and/or perform the specific technique. The solution for each task provided the participants with a clue to find the instructions for the following activity. The game has been tested on 29 chemistry foundation level students at the University of Leicester. A questionnaire was completed by the students and showed that 92% of students agreed that the escape room helped them to reinforce previous knowledge and the same percentage found spectroscopy/structure determination an enjoyable subject. 1 Orlik, Y. Chemistry: Active Methods of Teaching and Learning; Iberoamerica Publ: Mexico,

Session 3: Wednesday 16:00- 17:20

Flexible Approaches to Teaching Programming

1 2 3 4 N.A. Gordon , S. Grey , M. Cargill and M. Brayshaw [email protected], Computer Science, University of Hull, Hull, HU6 7RX, UK. 2,3,4 Computer Science, University of Hull, Hull, HU6 7RX, UK. Abstract

In this talk, we consider how to support students as they learn to program. This is particularly important for Computer Science, which has amongst the worst levels of both [attainment here is in terms of achieving a “good” degree, i.e. a 2.1 or 1st] (Gordon, 2016). This talk will consider some recent work looking at novice programmers behaviours (using the Crumble visual block-based programming language (Redfern, 2019) and (Plaza et al, 2018), to provide visualisations of programmers activity, and the use of an interactive programming tutor environment in teaching more traditional text based (C#) programming (Gordon et al, 2019). We will discuss the scalability of approaches – from small cohorts up to hundreds or more – and the way in which by providing suitable challenges and support, students can be encouraged to engage with their studies and to (potentially) improve their outcomes.

Gordon, N., Brayshaw, M. and Grey, S., 2019, January. A Flexible Approach to Introductory Programming: Engaging and motivating students. In Proceedings of the 3rd Conference on Computing Education Practice (p. 15). ACM. Gordon, N.A., 2016. Issues in retention and attainment in Computer Science. York: Higher Education Academy. Plaza, P., Carro, G., Blazquez, M., Sancristobal, E., Castro, M., García-Loro, F. and Muñoz, J., 2018, June. Crumble as an educational tool to introduce robotics. In 2018 XIII Technologies Applied to Electronics Teaching Conference (TAEE) (pp. 1-7). IEEE. Redfern Electronics. 2019. Crumble Software. [ONLINE] Available at: https://redfernelectronics.co.uk/crumble-software/. [Accessed 1 March 2019].

Layered online feedback on code quality

Anton Dil

The Open University, United Kingdom, Walton Hall MK7 6AA [email protected]

Abstract

Integrated development environments such as NetBeans provide feedback on syntax errors, and a variety of third party tools provide feedback on specific aspects of coding quality, such as style and unit functionality, but there is a lack of integrated online feedback for teaching coding in widely used platforms such as Moodle. CheckM250 is a tool under development to provide end to end feedback on Java syntax, task requirements, functionality, runtime issues, and style, based on instructor requirements. Through formative assessment integrating automated feedback on these issues, students are supported in understanding several layers of code quality and how they relate to each other. This project has so far developed two tools for improving feedback to students on the quality of their code in the Moodle (VLE) environment, using the Coderunner question type. The first tool provides support to students in interpreting compilation errors in their code, providing hints as to possible causes for errors that have been found in students’ code during the compilation phase, and support for interpretation of technical language that students will often find difficult to understand. The second tool provides feedback on whether structural requirements for students’ code have been met, and on how these errors can be fixed. It is important to draw attention to structural aspects of code because functionality tests will not be able to proceed unless structural requirements have been met, and because functionality tests may not detect some kinds of structural errors. Automated feedback on structural aspects of code (sometimes called task requirements) is scalable and helps to guide students towards complete solutions. The anonymity of automated feedback may also be less threatening than submitting work to human scrutiny. Over a thousand students made use of at least one of three formative quizzes we provided incorporating this feedback. Over 800 student forum postings were generated, and these helped to create conversations about coding issues and how to fix them. The discussions also helped to highlight student misunderstandings about stages of code development and their relationships to each other, indicating a need for the module team to develop our teaching around how compilation, specification, functionality and style relate to one another, and contribute towards the quality of the software we produce. Assignment submissions and scores increased in this cohort, which we attribute to this extra discussion and practise. The use of automated structural checking of code was found to lead to identification of errors that might not have been detected by human markers, including subtly misspelled method

names, incorrect access modifiers and unexpected choices of types, including when these errors might not have led to the students’ software failing functionality tests. In addition, automated structural checks on code were found to be useful for the module team to check the completeness of assignments, since we had to determine the structure of our solutions precisely in order to set up tests.

Teaching interaction design teamwork at a distance

Chris Douce1, Daniel Gooch, Simon Holland and Clara Mancini [email protected], School of Computing and Communications, The Open University, Walton Hall, Milton Keynes, MK7 6AA Abstract

Interaction design is an important subject within computing and information technology; it introduces students to tools and techniques that help to guide the design and development of interactive systems. Interaction design is an interdisciplinary subject and effective designs can sometimes require collaborating with different subject specialists: computer scientists, hardware designers, graphic designers and even social scientist. The paper describes an interactive teaching event called a ‘Design Hackathon’ that takes place as a part of an Open University computing module in interaction design. The design of the hackathon addresses the challenge of how to teach group working at a distance, where historically it has been noted that distance learning students are reluctant to participate. This paper describes a face to face teaching event that is combined with an online component where students are encouraged to present designs to a group of students who attend remotely. To explicitly explore the dynamics of group work, the interaction design academics and module team create what is described as a ‘hackathon retrospective’ event, where students are able to more directly appreciate the actions that take place during a collaborative design session. A final reflection is that it remains difficult to convey the advantages of group work to interaction design but the notion of a retrospective tutorial remains an interesting possibility. There are further opportunities to extent this approach by using more student generated content and taking the time to interview individual students, with permission, to enable distance learners to gain a greater insight into group work and interaction design.

Exploring the work-study nexus experience of STEM degree apprentices Khristin Fabian2, Ella Taylor-Smith2, Sally Smith1, Debbie Meharg2 and Alison Varey2 1e-mail [email protected], 2Centre for Computing Education Research, Edinburgh Napier University, Merchston Campus, Edinburgh EH10 5DT

In the UK, degree apprenticeships in STEM subjects are a relatively new educational model, combining degree-level study with work experience. Not much is yet known about apprentices’ perceptions of work and study and the way they view and negotiate the relationship between the two, leaving education providers with little evidence on which to base an apprentice-led curriculum framework. This study used Q-methodology to explore student viewpoints of the degree apprenticeship experience. Q-sort statements included items on belonging, challenges encountered and the overall learning experience. These statements were derived from previous research, including Johnston, Angerilli, and Gajdamaschko’s Q- sort investigation of work-based learning (20041), in addition to separate interviews with these apprentices and observed attitudes. Second year degree apprentices (n=17), studying computing degrees at a UK university ranked the statements according to how much they agreed with them. Factor analysis of these ranks revealed three distinct profile of apprentices: work-based students; upskillers and new workers. Those categorised as work-based students, although rooted in their organisations, had a student identity, seeing work as secondary and concerned about the prospect of staying with their employer over the four years. They were looking to ensure work would support them (with meaningful projects and experience) throughout the degree. The upskillers strongly identified with their work organisation and the IT profession, finding university enjoyable, but work was more important than their studies. Their responsibilities at work also led to them feeling obliged to “catch up” with work after a day at the university; they were already making a positive contribution to their company. Finally, the new workers had an ambiguous identity, thinking of themselves as students, looking forward to university study days, while not actually feeling part of the university. They sought work mentoring and opportunities for development and were lacking a strong knowledge base, while still feeling they were making a positive contribution to work. This early study involved the development of new Q-sort statements that could be shared by other degree apprenticeship providers. By better understanding the apprentices’ perspectives we can learn how a sense of belonging and study experience sit alongside lived experiences in the context of workplace and work-based learning. These insights can inform the delivery of existing courses and development of new apprenticeship models.

1 If there’s a way to add the citation: Johnston, N., Angerilli, N., & Gajdamaschko, N. (2004). How to Measure Complex Learning Processes: The Nature of Learning in Cooperative Education. In P. Linn, A. Howard, & E. Miller (Eds.) Handbook for Research in Cooperative Education and Internships (Pp. 157–190) Abingdon: Routledge.

Work related learning: The challenges and benefits

C. Cornock1, J. Hargreaves2 and E. Marshall2 [email protected], Sheffield Hallam University 2 Sheffield Hallam University Abstract

The teaching of mathematics and statistics at undergraduate level often focuses on the passive absorption of mathematical theory through lectures and the testing of procedures in exams which often does not effectively prepare students for the workplace (Cobb, 1992; GAISE, 2016). As presented by Tynjala et al (2003), "learning in a workplace environment is very different from …in a university environment". Hills et al (2003) investigate the gap between skills developed on degrees and those required in industry, and explore how work- related learning can be used to address this difference. Educational literature suggests that active (Tishkovskaya, 2012; Freeman et al, 2014), collaborative (Roseth et al, 2008) or problem based learning (Hmelo-Silver; 2004; Marriot et al, 2009) increase understanding and the creation of more authentic project based assessment techniques (Chance, 2004; Garfield, 1994; GAISE, 2016) allow students to apply their knowledge and develop their problem solving skills more effectively. Details of the implementation and evaluation of two work-related group assessments will be presented including challenges and benefits. The problem based assessments require students to work collaboratively with companies and other students on real world problems as part of their BSc Mathematics degree. In their first semester, students create an Excel template for local businesses, as part of a Peer Assisted Learning (PAL) Scheme. In the second semester, students apply their taught statistical knowledge to authentic research projects using data provided by one of a number of companies. The statistics projects primarily investigate the impact of services and provide the clients with valuable statistical reports as well as allowing students to deepen their statistical understanding and thinking. In both projects, the students work closely with companies to discuss requirements, progress and results through meetings, written reports and presentations. Responses from questionnaires surveying students, PAL leaders and companies have already been evaluated following the first assignment and the response has been overwhelmingly positive. Of the 31 students who took part in the evaluation, 80% felt that the project was challenging but well supported, 70% identified that the project developed their employability skills and 70% were able to see how parts of the course could be used in the workplace. In addition, a statistically significant change in confidence was found with 75% of respondents reporting an increase in confidence undertaking open projects. Student comments included: ‘Realistic and practical along with the satisfaction of completing the task knowing our work will go to good use’. 'Interesting, good to start working with real life problems and clients. we can improve and develop so when we leave we already have experience' Company comments included:

'My business has benefited from this project greatly. I can't thank everyone enough.'

'As a small charity, any project work like the SHU Maths students completed for us provides valuable insights that we otherwise wouldn't be able to obtain due to limited staff and resources.'

Chance, B., 1997. Experiences with Authentic Assessment Techniques in an Introductory Statistics Course, Journal of Statistics Education, 5(3). http://www.amstat.org/publications/jse/v5n3/chance.html Cobb, G. (1992), "Teaching Statistics," in Heeding the Call for Change: Suggestions for Curricular Action, ed. L. Steen. MAA Notes, No. 22, Washington: Mathematical Association of America, pp. 3-34. Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014), “Active Learning Increases Student Performance in Science, Engineering, and Mathematics,” Proceedings of the National Academy of Sciences of the United States of America, 111, 8410–8415. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060654/ GAISE (2016). American Statistical Association. Guidelines for the assessment and instruction of statistics education, 2016. http://www.amstat.org/asa/education/Guidelines-for- Assessment-and-Instruction-in-Statistics-Education-Reports.aspx Garfield, J., 1994. Beyond Testing and Grading: Using Assessment to Improve Student Learning, Journal of Statistics Education, 2(1). http://www.amstat.org/publications/jse/v2n1/garfield.html Garfield, J., 1995. How Students Learn Statistics, International Statistical Review, 63(1), 25- 34. Hills, J.M , Robertson, G. , Walker, R. , Adey, M.A. and Nixon, I. (2003) Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning, Teaching in Higher Education, 8(2), pp. 211-231

Hmelo-Silver, C.E. (2004). “Problem-Based Learning: What and How do Students Learn?” Educational Psychology Review, 16, 235-266. Marriott, J., Davies, N., and Gibson, L. (2009). Teaching, Learning and Assessing Statistical Problem Solving, Journal of Statistics Education, 17(1). http://www.amstat.org/publications/jse/v17n1/marriott.html Tishkovskava, S. and Lancaster, G.A., 2012. Statistical education in the 21st century: A review of challenges, teaching innovations and strategies for reform. Journal of Statistics Education. https://amstat.tandfonline.com/doi/abs/10.1080/10691898.2012.11889641#.W9qRRGaYRL M Tynjala, P, Valimaa, J. and Sarja, A. (2003) Pedagogic Perspectives on the Relationships Between Higher Education and Working Life, Higher Education 46, pp. 147-166

Placement in PGT curriculum

M. M. Novak [email protected], Faculty of SEC, Kingston University, Surrey KT1 2EE Abstract

Taught postgraduate courses are offered by most Universities. Over the last 2 years, we have been able to include external placement as part of an expanded postgraduate portfolio. Duration of placement is one year, resulting in a two year postgraduate course. Such courses have proved very popular, primarily with international students. Our intake increased by 15% last September and nearly 40% last January, in comparison with entries in the previous year. Onus to find a suitable placement rests with students. However, to ensure success of the scheme, we have put a range of tasks in place, training and engaging students with searching for and securing the placement. Majority of students come from outside of the UK and adjusting to different customs and practices takes time. Our scheme is fully structured, with well-defined milestones. Emphasis is on engaging students and guiding them, through independent learning, to develop new skills. We have learned from the first year's experience and have introduced additional tasks to develop skills needed to get the placement. Initial success rate was around 50%. With the new framework in place, we expect to improve this substantially in the current academic year. This presentation will outline the scheme and report on latest findings.

Cross-institutional study on placements in life sciences

2 3 1 Vanessa Armstrong , Luciane V. Mello and Nigel Page [email protected], Kingston University London, School of Life Sciences, Pharmacy and Chemistry, Penrhyn Road Campus, Kingston upon Thames, KT1 2EE 2Newcastle University, Biomedical Sciences, Framlington Place, Newcastle upon Tyne, NE2 4HH 3University of Liverpool, School of Life Sciences, Crown Street, Liverpool, L69 7ZB

The workplace for life science graduates is rapidly changing and the destinations of recent graduates has never been so diverse. The importance of gaining valuable work experience in order to develop and gain graduate positions is clear, however, not all students undertake such experiences. Determining student motivations and inhibitory factors they may face for undertaking work placements is essential in order to best determine needs and offer support. Most current research is fixed on a single institution but in order to determine whether themes are seen across the sector in 2017, an ethically approved study was performed across three institutions, Newcastle University, Kingston University London and University of Liverpool. A survey including 18 questions and a diverse range of placements were incorporated. Two student interns helped analyse data and ran a focus group in order to gain further insight into undergraduate opinion. A total of 292 students responded to this survey, evenly split across the three institutions. Motivations for undertaking such opportunities were similar with reasons such as improving employability and developing new skills being ranked highly. Interestingly distinct differences across the institutions was seen in the reasons for those not planning to undertake such an opportunity. The majority of those who had undertaken one had had a very positive experience and would recommend to others, although some institutional distinctions in perceived benefits were observed. Further analysis of in-house placement data highlighted some interesting patterns. Combined, these findings will allow improved engagement and support provision for all students to undertake a range of placements and help improve their employability acknowledging and addressing the diversity of the student cohort.

Development of an automated feedback and assessment platform

1 2 C. A. Evans and S.S.Wilson

1 [email protected], School of Electronic & Electrical Engineering/Leeds Institute for Teaching Excellence, University of Leeds, Leeds, LS2 9JT 2 [email protected], School of Computing/Leeds Institute for Teaching Excellence, University of Leeds, Leeds, LS2 9JT Abstract

Learning to write computer code and how to use simulation software are key aspects of STEM degree curricula. Due to the practical nature of these tasks, they are usually taught in laboratory sessions so that students can gain hands-on experience and develop the required skills. During each of these sessions students usually carry out several formative learning exercises. Unfortunately, class sizes are typically too large for staff to provide individual feedback on each exercise to all students in the cohort. Instead, feedback is usually provided after some form of summative assessment.

In order to enhance the student experience and provide more tailored and regular feedback, we are currently developing an automated platform that will enable students to submit their solutions to formative learning exercises and receive instant feedback. In addition, the platform will be used for automating the grading of summative assignments.

The platform is founded on the scripts and processes that we currently use to automate some of the workflow involved in grading summative assessment. It is being improved through the use of industry-standard practices (version control and continuous integration) that will enable students to submit their solutions to a web-based server that will automatically test the submissions and provide real-time feedback. The platform is being made customisable and will support multiple languages and simulation tools including C/C++, Python, Java and MATLAB amongst others.

Another key benefit of the platform is that it will provide invaluable learning analytic data to academics. Staff will be able to track and monitor the engagement of individual students with the formative learning exercises. By analysing the number of attempts made by the cohort to complete each of the learning exercises, it will also enable staff to identify potential threshold concepts and specific points of difficulty, allowing them to proactively intervene before summative assessment.

Using peer-assessment to help students understand marking criteria 1 2 Tom Wicks and Chris Brignell [email protected], University of Nottingham, School of Mathematical Sciences, University Park, Nottingham, NG7 2RD 2 [email protected], University of Nottingham, School of Mathematical Sciences, University Park, Nottingham, NG7 2RD

Abstract

At a national level it is established that assessment related NSS questions perform consistently lower than the other areas of satisfaction or even the overall satisfaction. This study pays attention to a particular element of the satisfaction with assessment: “assessment criteria have been made clear to me in advance”. The significance of this question is primarily about validity of assessments. For an assessment to be valid, the expected or required performance should be understood by all stakeholders, of which students are a primary one. Whilst the NSS questions have adopted a political significance, we explore how criteria, in the specific context of mathematics, can be communicated clearly to students in advance of assessments. At the University of Nottingham we piloted the use of peer-assessment in order to help students gain greater understanding of the marking criteria and the thought processes staff use when evaluating work. The pilot involved a large first-year mathematics class who completed a formative piece of coursework prior to a problem class. At the problem class students were trained in the use of marking criteria before anonymously marking peer work. The pilot was evaluated using questionnaires (97 responses) at the beginning and end of the class. The questionnaires elicited students’ understanding of criteria and perception of their own abilities to solve mathematical problems (self-efficacy). The survey results showed significant changes on all key aspects. Students’ self-perceived confidence in assessing their own work and knowing how to write good solutions to mathematical problems, after the session, had increased. In addition, students’ understanding of the assessment criteria was expanded. After the session, explanation of the method and notation (consistent and correct) were much more present in students’ descriptions. Furthermore, 67 per cent of students stated they had specific ideas on how to improve their solutions to problems in the future. The pilot gives strong evidence for the use of peer- assessment within mathematics.

Student expectations from on-line feedback: credibility, personalisation and exemplified feedback tools and techniques

Suzan Orwell, Stuart Downward, Annie Hughes, Andrea Leiva Ponce De Leon and Aaliyah Jameela [email protected]. Kingston University, Kingston upon Thames, UK.

Assessment and feedback affect the student learning experience and should form an integrated and motivational component of their learning. Students’ satisfaction (e.g. measured using: Module Evaluation Questionnaire, Kingston Student Survey and National Student Survey) will be adversely affected when Students receive feedback that does not meet their needs. This may happen, for example, when feedback is poorly aligned with the assessment criteria and when staff lack the necessary understanding and exposure to exchange effective feedback. The Student Academic Development Research Associate Scheme (SADRAS) scheme at Kingston University has funded a project called ‘what do I expect from online feedback?'. This project was a partnership between a team of staff from the Learning and Teaching Enhancement Centre and students from the Faculty of Science, Engineering and Computing at Kingston University. The project team designed a study to investigate student interpretation of feedback using assessment and feedback tools in the University’s Virtual Learning Environment (VLE), Canvas. The students ran two focus group interviews with Level 5 and 6 students enrolled on STEM degrees and used videos to demonstrate various ways to communicate feedback using the VLE, Canvas. In this presentation, four main contributions will be presented. First, what students perceive as feedback, including the inconsistent notions of what ‘good feedback’ looks like, a desire for ‘credible’ feedback, dialogue-based feedback and personalised feedback. Second, the potential mismatch between staff and student expectations of feedback. Third, exemplified feedback tools and techniques in Canvas, and finally recommendations for good practice on assessment and feedback.

Problems in the field: Using formative field based-training to improve student outcomes 1 2 2 2 3 L.J. Grange , I.C. Harding , X. Zhu , C. Chiorean and C.A. Evans

[email protected], Bangor University, Bangor, Gwynedd, LL57 2DG 2University of Southampton, University Road, Southampton, SO17 1BJ 3University of Birmingham, Edgbaston, Birmingham, B15 2TT Abstract

Field-based training is an integral component of all earth science degree programmes in the UK that is valued by students, academic staff and prospective employers alike. However, although fieldwork provides the learner with a deep and immersive learning environment, where they are required to apply class-based knowledge and theory to the natural world, outdoor learning experiences often create a challenging environment in which to both teach and acquire field skills. These challenges are frequently logistical, for example teaching large numbers of students outside the normal lecture setting and in all manners of weather. In addition, novice earth scientists participating in introductory level fieldwork often experience issues because of an actual, or perceived, lack of discipline-specific skills (e.g. spatial and temporal reasoning and mapping skills for undergraduate geology students) and confidence. In this study first year geology students from a single higher education institution in England were required to engage in three bespoke field training sessions designed to improve students’ understanding, abilities and confidence in the collection and recording of geological field data, and their assessment literacy levels. Training included formative workshop sessions on field sketching, geological data collection and sedimentary logging, where participants engaged in peer-led teaching activities, self-reflection, identification of what constitutes good and the design of marking schemes over a spring term prior to attending their first residential field course during Easter. Students were also encouraged to reflect on their perceptions of competency and confidence in their acquisition of skills that formed the focus of each training session both prior to and after attending. The results demonstrated significant improvements in students’ assessment literacy levels and their performance in summative assessments. Overall, the student study group demonstrated enhanced levels of confidence which supported them to consolidate their knowledge base and transformed the way they felt and performed in the field. This experience has also led to sustainable changes to the curriculum and in the process has enhanced lecturer understandings of how to effectively engage with students.

An active learning approach to statistics

1 C.J. Brignell

[email protected], University of Nottingham, School of Mathematical Sciences, University Park, Nottingham, NG7 2RD. Abstract

At the University of Nottingham we started a new module on introductory statistics for joint honours students studying maths and biology or maths and chemistry. The aim of the module is to develop statistical literacy, reasoning and thinking. Instead of traditional lectures we encourage students to take a hands-on approach necessary for the digital age where the availability of data has made the subject more accessible and relevant, and better technology and applications enables students to explore concepts and analyse data at their own pace. The focus is on teaching statistics as an investigative process of problem-solving rather than a collection of formulae and methods. Each week students use R Markdown to complete exercises, simultaneously building up a portfolio of work and creating a bespoke textbook. The exercises use large real data sets for authenticity, with inherent problems such as missing data, and simulation to explore properties such as sampling distributions. Students also give presentations to the class about advanced statistical topics and submit a project demonstrating the application of techniques to a data set of their choice. The different assessment tasks enable students to progress from isolated pieces of knowledge and superficial understanding of particular techniques to a richer knowledge and deeper understanding that makes connections between concepts. The module has been evaluated using student surveys and feedback. Overall the module has been positively received. Staff report the module gives a more authentic assessment of student employability and deeper understanding of concepts compared to traditional exams that assess superficial knowledge, such as recall of formulae, accuracy of calculation and use of statistical tables, which are superseded in the digital age. However, it is also evident that students find some aspects of computing difficult and their independent study skills need further support and development. Although the assessment is fully integrated into the module, there is scope to provide more timely and constructive feedback on the weekly exercises. Scaling the approach to large class sizes would introduce new challenges.

Strategies Promoting Active Learning: Case studies at Institute of Engineering, University of Algarve (Portugal) 1 2 2 3 P. Santos , J. Anibal , E. Esteves and A. Baptista

1 [email protected], ISE, University of Algarve, Campus da Penha, 8005-139 Faro, Portugal

2 ISE, University of Algarve, Campus da Penha, 8005-139 Faro, Portugal

3 Queen Mary University of London, Learning Development within Academic Development, Mile End Road, London E1 4NS, United Kingdom

Abstract

The Institute of Engineering (ISE), University of Algarve (UAlg), Portugal, offers Higher Education (HE) degrees in the scientific areas of Engineering and Technology. Over the last 5 (five) of academic years, the number of students recruited via the National Access Competition (the regular Portuguese entry system) has been decreasing. Contrary to this, we have been observing the enrolment of growing numbers of international students, and students from special entry competitions (e.g. Certificate of Higher Education). This is thus a trend that Portuguese HE institutions (ISE UAlg included) are facing: to integrate students from quite different (learning) backgrounds. Simultaneously, and similarly to other countries, HE students’ academic and personal profiles are increasingly heterogeneous. Faced with this ‘massification of diversity’, not only HE institutions but also academics should question themselves about the success and dropout rates of students in any cycle of study: from undergraduate to postgraduate degrees. Therefore, reflection about the factors that intervene in the academic success of HE students, mainly studying STEM disciplines, is required.

In light with this background, since early-2017, ISE UAlg has been pondering on pedagogical practices of academics, especially in terms of teaching and learning strategies that they use. Informal discussions within ISE have been promoted, alongside structured training courses about ‘Active Learning in HE’ for ten teaching/academic staff per year. One of the objectives is to provide academics with pedagogical tools to enhance students’ experiences in the classroom. We have thus been questioning the ‘traditional’ and/or transmissive models of teaching, and reviewing our teaching and learning repertoires in a systematic way. The dialogic nature of teaching and learning thus prompts us to act on what we can do to create meaningful and engaging environments suited to a diversity of students.

With this presentation we therefore intent to report on (i) different active learning strategies (identified below), (ii) share insights about their application, (iii) reflect on their impact and/or success, and (iv) share takeaway ideas to support other colleagues to develop these or similar strategies.

We will thus showcase short case studies that can be organised in a continuum of ‘easier’ to ‘more elaborate’ to apply (considering academics preparation and student engagement): brainstorms, polls or quizzes using interactive classroom response systems, story-telling, collaborative learning, (soft) flipped classroom, and peer-review assessment. These teaching and learning strategies have been used in two academic years (2017-2018 and 2018-2019), and in STEM modules: Food Quality Control, Food Biochemistry, Physics, and Quality

Management. These contexts will be described as well as the objectives underpinning the implementation of each strategy mentioned above.

To understand the impact and/or success of the strategies, we have been analysing (i) attendance data, (ii) students’ marks, (iii) students’ self-reported views on the use and value of the strategies, and (iv) other factors that demonstrate students’ engagement. Preliminary results demonstrate: enhanced attendance; increase of students’ marks; positive feedback from students; and more interaction. More nuanced quantitative and qualitative analyses will be carried out and reported at the conference.

A Study on use of Backward Design and Ipython Notebook in Educating a CFD Course 1* 1 1 M. Seddighi , D.R. Allanson and K. Takrouri

1 Department of Maritime and Mechanical Engineering, Liverpool John Moores University, James Parson Building, Byrom street, Liverpool, L3 3AF

*Email address for correspondence: [email protected]

Abstract

We study use of Backward Design and a novel tool called Ipython (Jupyter) Notebook in redesigning a post-graduate Computational Fluid Dynamics (CFD) course. The new course was delivered to a class with total of 61 students in the second semester of academic year 2017-2018, at Liverpool John Moores University (LJMU). The Ipython tool has received increasing attention and is being embedded in teaching many STEM (Science, Technology, Engineering, Mathematics) subjects, in very recent years. By applying the three-step principles of Backward Design approach, Ipython Notebook is used to design one of the assignments of the course, and also series of integrated lecture slides and tutorial tasks for the blended- learning-based, semester-run, CFD course. The tool allowed to implement backward curriculum design and learn-by-doing approach in redesigning the course. The produced materials are used on the first part of the course which weighted 40% towards the course's final mark, and concerns teaching fundamental concepts about CFD over half the semester. The rest 60% of the mark was based on a final project from the materials taught on using an industry-standard CFD package in solving complex CFD problems during the second-half of the semester. It was shown that the Ipython environment is a useful tool which provides learning-by-doing, blended learning practices by allowing to have coherent integrated lecture, tutorial, and assignment materials in a highly-interactive way. It improved i) students' engagement in teaching complex theoretical concepts in CFD, taught over the first half of the semester; ii) students’ performance in working with the industry-standard package over the second half of the semester.

GoFisher: A Student-designed Card Game in introductory Organic Chemistry 1 2 2 2 D.P. Williams , R.A.R. Blackburn , G. Battersby and C. Beeley

[email protected], University of Leicester, University Road, Leicester, LE1 7RH 2 University of Leicester, University Road, Leicester, LE1 7RH Abstract

The use of games in chemistry education is known to facilitate the development of engaging, active learning contexts that allow students to collaboratively develop their understanding of the subject (Antunes, Pacheco et al., 2012, Martí-Centelles and Rubio-Magnieto, 2014, Russell, 1999). This study describes the student-led development and evaluation of a card game designed to introduce students at the early stages of chemistry degree programmes to organic nomenclature, methods of structure representation and simple functional group chemistry. The game was designed, evaluated and refined by a team of undergraduate students in the later stages of the degree programme. The game is played in small groups (usually two or three players) and is loosely based on the established card game Go Fish. The activity was initially piloted with a foundation year cohort (n = 23). The impact of the game was measured through the use pre- and post-tests as well as a questionnaire that measured student agreement with a number of statements. The initial evaluation revealed a small (4%) increase in the average student performance after playing the game. 87% of students agreed that playing the game was a useful learning experience but only 39% agreed that the rules of this initial version of the game were easy to follow. A focus group of foundation year students was organised to identify improvements that could be made to the game. A revised set of rules was presented to focus group participants who welcomed the changes that had been made (the main change was to present the rules in the form of a flow chart with images added to help support key points). The revised version of the game was then used with part of the first year chemistry cohort at Leicester (n = 55). Student performance between the pre- and post-test again showed a small (2%) increase but students attitudes towards this version of the game were generally more positive than those of the pilot group. 82% of participants stated that they enjoyed playing the game and 67% agreed that the rules were easy to follow. It is interesting to note that the percentage of students agreeing that the game was a useful learning experience (72%) was lower than the percentage of the pilot group that agreed with the same statement. This may be because the first year cohort had more pre-existing knowledge of the subject. Antunes, M., M. A. R. Pacheco and M. Giovanela (2012). Design and Implementation of an Educational Game for Teaching Chemistry in Higher Education. Journal of Chemical Education 89(4) 517-521. Martí-Centelles, V. and J. Rubio-Magnieto (2014). ChemMend: A Card Game To Introduce and Explore the Periodic Table while Engaging Students’ Interest. Journal of Chemical Education 91(6) 868-871. Russell, J. V. (1999). Using Games To Teach Chemistry: An Annotated Bibliography. Journal of Chemical Education 76(4) 481.

Session 4: Thursday 9:20 – 11:00

The Role of Interactive Web Broadcasts to Develop Online Learning Communities in STEM 1 1 2 Venetia Brown , Trevor Collins and Nicholas Braithwaite

Email: [email protected]; [email protected]; [email protected]

1. Knowledge Media Institute, The Open University, Walton Hall, Milton Keynes, UK.

2. School of Physical Sciences, The Open University, Walton Hall, Milton Keynes, UK. Abstract

Online learning has become an integrated part of the educational process in many higher education institutions. A common challenge in online learning experiences is the physical separation and lack of interaction between students and lecturers, which can lead to a sense of isolation and become a barrier to learning. One way of counteracting isolation is to foster a sense of belonging and social connectedness through the online learning environment (Rovai & Wighting, 2005). Online interaction is usually mediated through asynchronous tools such as discussion forums. Asynchronous communication provides flexibility for students to study at their own pace and location. Synchronous communication, such as live-video streaming, instant messaging and audience polling, enable participants to communicate at the same time. Studies suggest that instantaneous feedback helps lecturers gauge their students’ understanding and enhances a sense of community (Martin, Parker, & Deale, 2012; Oztok, Zingaro, Brett, & Hewitt, 2013). Interactive web broadcasts combine synchronous features to support community building online. In these events, large cohorts of students use synchronous text-chat and question- and-answer widgets to interact with their lecturer during live broadcasts of practical science experiments and demonstrations. Students ask and answer questions through the text-chat and the collated responses to the widgets are used by the lecturer to check the students understanding and make decisions regarding the experiments. The purpose of this research is to explore how interactive web broadcasts are being used to enhance community building in cohorts of online STEM courses. Based at a distance learning university, this is investigating the practices and perceptions of students, lecturers, course and audio-visual production teams to identify: the specific teaching approaches used; the ways in which interaction happens between lecturers and student; and the effectiveness of the system’s functionality to facilitate interaction, develop students’ sense of community, and support online learning. An initial study used observation methods with archived broadcasts and usage data (i.e. text- chat transcripts and system logs) to understand the nature and forms of interaction. Content analysis of transcripts were used to explore the students’ sense of community. Independent t- tests checked whether there were significant differences in the proportion of students interacting with the tools between two stages across four schools within the STEM faculty. The qualitative findings indicated that the student cohorts used the chat-room to connect through academic and social discourse. Statistical findings showed a significant difference between stage cohorts in their willingness to interact with the synchronous tools. The tools encouraged participation and thereby contributed to the students’ sense of community.

Community building will be explored through further studies designed to investigate the intentions, perceptions and interactions of lecturers and their students. Interviews, questionnaires and interaction data will be used to examine how the use of polling widgets and text-chat influences student participation, and how lecturers engage and promote a sense of community through their web broadcasts. The intended outcomes will be to compare findings on the effectiveness of web broadcasting strategies and identify guidelines and recommendations for practitioners teaching practical science online.

References

Martin, F., Parker, M. A., & Deale, D. F. (2012). Examining interactivity in synchronous virtual classrooms. The International Review of Research in Open and Distributed Learning, 13(3), 228–261. https://doi.org/10.19173/irrodl.v13i3.1174

Oztok, M., Zingaro, D., Brett, C., & Hewitt, J. (2013). Exploring asynchronous and synchronous tool use in online courses. Computers & Education, 60(1), 87–94. https://doi.org/10.1016/j.compedu.2012.08.007

Rovai, A. P., & Wighting, M. J. (2005). Feelings of alienation and community among higher education students in a virtual classroom. The Internet and Higher Education, 8(2), 97–110. https://doi.org/10.1016/j.iheduc.2005.03.001

LIVE demonstration! Wolfram technology for STEM teaching

M. Braithwaite

Abstract

As computers get ever more intelligent, how can they engage with teaching better?

This fast-paced, interactive and example-driven exploration showcase will cover various STEM subjects with interactive content and audience participation just via the Wolfram NOTEBOOK interface. Mark Braithwaite will show why millions of students, educators and researchers use Wolfram Language every day in this live demo.

Wolfram is leading the charge in computational knowledge and you will be shown how to use one unified system to create Computational Essays and Collaboration Work in very short time, by this powerful, high-level symbolic programming language with a built-in knowledge engine with no knowledge of coding required.

Visual Interface for Students and STEM professionals to annotate, map and outline academic papers 1 Alexandra Okada

[email protected], Open University, [email protected]

Abstract

Online annotation is an increasingly important task for students to select the key issues, add their own reflections, and map knowledge for writing essays. There is a growing set of web annotation tools, however, literature is limited on the impact of these technologies for authentic writing, assessment and meaningful learning. This exploratory workshop aims to examine the use of annotation mapping tools by STEM students and tutors in online courses for personal and collaborative annotation.

One of the key issues for students is to make sense of the large amount of online information, which includes: course content, discussions, references and videoclips. Although students find that online courses offer flexibility about time, place and pace, it requires engagement, effort and committed work. Literature on Argumentative Visualisation highlights that visual representations can facilitate the process of sensemaking and decision- making, by making those explicit for students.

Meaningful learning occurs when learners choose to seek ways to relate new propositions to existing knowledge and make those relations visible to apprehend new meanings. Various studies show that mapping tools can support activities, such as discussions and teamwork; however, there is not enough research about mapping annotations for authentic writing. This qualitative study based on Responsible Research and Innovation (RRI) examines how STEM students used LiteMap - a collective mapping tool for individual and group annotation.

First, we will reflect on some successful and unsuccessful examples of annotation, mapping and outlining of academic references developed by STEM students. Then we will discuss about the benefits and challenges of using annotation for students and academic professionals in STEM to increase their authorial identity and reduce plagiarism.

Keywords: Responsible Research and Innovation; online annotation; knowledge mapping; writing skills in STEM; authorial identity

Learning to be a scientist: students’ views of experimental summer placements at the University of Leicester

1 2 3 Dr Catherine Vial , Caroline Smith and Nicola Suter-Giorgini

1 [email protected], Department of Molecular and Cell Biology, University of Leicester, Leicester LE1 7RH, UK 2 Leicester Learning Institute, University of Leicester, Leicester LE1 7RH, UK 3 Department of Genetics and Genome Biology, University of Leicester, Leicester LE1 7RH, UK

Project background: Providing integrated work experience placements of varying length is a central feature of many UK undergraduate courses. For Biosciences students at the University of Leicester, experimental summer placements in university or industry laboratories between the second and third years are also available. These summer placements are believed to provide additional opportunities to improve students’ academic performance, career perspectives, employability, wellbeing, confidence, social interaction and transferable skills which prepare them for their future. Despite these perceived benefits, not all students seek out and secure a summer placement – those that do are either bursaried or financially independent and are generally selected on their academic record. Students who do not undertake a summer placement would therefore appear to be somewhat disadvantaged compared to their peers.

The aim of this study: To explore the views of Biological Sciences students who undertook an experimental summer project and establish the self-reported learning outcomes of this experience.

Research methods: An initial survey was administered in May 2018 to the entire second year cohort (223 out of 277 students answered the survey) to elicit students’ perceptions of the summer placement. Students who indicated they wanted to do a summer research placement were invited to take part in focus group meetings to share their views and experiences - whether they did a summer placement or not.

Findings: Out of the initial group of 61 students who wanted to undertake a summer placement, 10 students agreed to participate in the focus group meetings. Some students faced challenges in securing their experimental summer placements and they went through a variety of routes to obtain them. All interviewees reported very positive experiences of their summer placements. Perhaps not unsurprisingly, analysis of these interviews revealed that students emphasised the opportunity to work alongside academic staff and experience realistic, hands- on scientific work and to contribute to the advancement of the research team’s project. Preparation for third year experimental project work was also highlighted by interviewees. Students were able to put into context the learning from earlier laboratory practicals. However, more importantly for students, the development of transferable skills appeared to be the overriding benefit.

“They help you realise what you’re actually gaining”: Using skills badges to enhance skill recognition and value amongst science undergraduates

T. L. Overton1, M. A. Hill2, R. Brookes2, R. Kitson3 and P. Coppo3 [email protected], University of Leeds, Leeds, LS2 9JT, UK 2 Monash University, Melbourne, Australia University of Warwick, Coventry, CV4 7AL, UK Abstract

Employers of graduates seek a range of transferable skills from job candidates in addition to discipline knowledge and skills (Deloitte Access Economics 2014; Rayner & Papakonstantinou 2015; Sarker, Overton, Thompson & Rayner 2016). Academics are building opportunities for undergraduates to develop such skills into the curriculum. However, past studies suggest students may not recognise skill development without prompting (Tomlinson 2008; Whittle & Eaton 2001). ‘Badging’ is an easily scalable potential tool for enhancing skill recognition, and making the explicit links between the curriculum and employability. We have created a set of transferable skill badges/icons for highlighting where undergraduates can build their employability and research skills in science modules. It is believed that the impact of badging course materials on student awareness of the skills the curriculum is designed to develop, has not been reported to date. Eleven transferable skills badges/icons were developed and applied to student-facing online and hard copy course materials in nine science units at Monash University and the University of Warwick. The icons were displayed on documents related to practicals, assignments, workshops, group and problem solving tasks.

This mixed methods study involved administering surveys to students completing the relevant units both before and after adding badges and analyzing results for statistical differences. Focus groups were also carried out amongst students pre- and post-badging, providing detailed qualitative data on student views of skill development opportunities in these modules and their responses to the badges. More than half of students found the badges helpful and quantitative results indicate they have the potential to increase student recognition of the development of some transferable skills. Qualitative analysis of student and staff feedback suggests several strategies for maximizing the impact of skills badging. Deloitte Access Economics. (2014). Australia's STEM workforce: a survey of employers. Australia: Australian Government, Office of the Chief Scientist. Rayner, G., & Papakonstantinou, T. (2015). Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study. Journal of Teaching and Learning for Graduate Employability, 6(1), 100-115.

Sarkar, M., Overton, T., Thompson, C., & Rayner, G. (2016). Graduate Employability: Views of Recent Science Graduates and Employers. International Journal of Innovation in Science and Mathematics Education, 24(3), 31-48. Tomlinson, M. (2008). ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability. British Journal of Sociology of Education, 29(1), 49-61. Whittle, S. R., & Eaton, D. G. M. (2001). Attitudes towards transferable skills in medical undergraduates. Medical Education, 35(2), 148-153.

Embedding Critical Thinking Skills in the Scientific Curricula. How

Good Are We?

Dr. Francesca Arrigoni, Ricarda Micallef,1 Hilary Wason

1 [email protected], Kingston University, Penrhyn Road, Kingston Upon Thames, Surrey, KT1 2EE 2 Kingston University, Penrhyn Road, Kingston Upon Thames, Surrey, KT1 2EE

Abstract Critical thinking (CT) is crucial for the successful functioning of the contemporary university promoting new ideas and knowledge (Barnett, 1997). However, many students do not have the necessary critical thinking abilities enabling them to succeed academically and in the workplace (Nicholas and Roth, 2016). Following meta-analysis of a range of CT studies, Abrami et al. (2015) argue that CT should be explicitly taught within existing disciplinary contexts, however, educators often construct their own meaning concerning CT, based on their disciplinary contexts and teaching experiences (Danczak, Thompson and Overston, 2017). This interactive workshop aims to discuss how staff in the Department of Pharmacy have embedded CT skills development into curriculum design and teaching practice, using a Critical Thinking Skills Toolkit (Wason, 2016). Based on the work of Facione (1990), this toolkit explicitly deconstructs Kingston’s Institutional Framework of CT skills and applies it to a variety of disciplines. The toolkit was edited within the department of Pharmacy to include disciplinary and statistical content. One chapter was introduced to either level 4 pharmaceutical sciences students who had previously undertaken a module of statistics, philosophy and scientific process, or to pharmacy students (n=370, levels 4-6). An online formative test was then undertaken assessing inference, assumption, deduction, logic and comprehension. Levels of engagement in pharmacy were good or poor (Level 4: 73%; Level 5: 5%; Level 6: 20%). In the pharmaceutical science cohort (n=104) engagement was high (81%). Both level 4 cohorts had similar scores in inference, assumption and deduction, but the pharmaceutical science cohort scored better in the logic and comprehension sections of the test. The lowest scorers overall were the level 5 students while the best scorers were level 6 pharmacy students. Practical group activities during the workshop will enable delegates from diverse disciplines to engage with each of the teaching tools within the toolkit and immerse themselves in tasks designed to develop students’ deductive reasoning, analysis, interpretation, and evaluation. By engaging delegates in the CT process and providing resources to support them, delegates can learn how to adapt the tools already available within their teaching and apply CT processes to them.

References

Abrami, P.C. Bernard, R.M., Borokhovski, E., Waddington, D. I., Wade, C. A. and Persson, T. (2015) 'Strategies for Teaching Students to Think Critically: A Meta-Analysis', Review of Educational Research, 85(2), pp. 275-314.

Barnett, R. (1997) Higher Education: A Critical Business. Buckingham, England: Open University Press.

Danczak, S. Thompson, D and Overton, L. (2017) ‘What does the term Critical Thinking mean to you?’ A qualitative analysis of chemistry undergraduate, teaching staff and employers views of critical thinking’, Chemistry Education Research and Practice, 18, 420- 434

Facione, P.A. (1990) Critical Thinking A statement of expert consensus for purposes of educational attainment and instruction. American Philosophical Association

Nicholas, M.C. and Raider-Roth, M. (2016) 'A Hopeful Pedagogy to Critical Thinking', International Journal for the Scholarship of Teaching and Learning, 10(2), pp. 1-10

Wason, H. (2016) ‘Embedding a Critical Thinking Framework for Undergraduate Business Students’, in Remenyi, D. (Ed.) 2016 Innovation in the Teaching of Research Methodology Excellence Awards: An Anthology of Case Histories, Reading: Academic Conferences and Publishing International

Come on in to our research labs;promoting interactions of early-year undergraduates with researchers to gain insights into the research community of practice

C. I. De Matteis1, S. Stolnik2,3, G. Mantovani2, S. North2, C. Tufarelli2 and X. Yang2 [email protected], School of Pharmacy, The University of Nottingham, Nottingham, NG7 2RD 2 School of Pharmacy, The University of Nottingham, Nottingham, NG7 2RD 3 Doctoral Training Centre in Advanced Therapeutics and Nanomedicines (CDT), University of Nottingham

Abstract

“Come on in to our research labs” is an innovative extra-curricular project structured as task-based workshops that allow undergraduate students (UGs) to ‘taste’ research through discussions and creative working with postgraduate research students (PGs) and academic staff about the nature of research, experiments, science communication, and through visits to research laboratories.

https://www.nottingham.ac.uk/pharmacy/study/teaching-innovation/come-on-in-to-our-research- labs.aspx The research community of practice (CoP) within an academic department is usually composed of researchers, such as PGs and academic staff. Surprisingly, UGs, potential future candidates for the research CoP, have few opportunities for legitimate peripheral participation in the community, so that they have less knowledge about research, few [1],[2] chances to learn about research, and may have low interest in becoming a researcher.

This project has involved Year 1 and Year 2 Pharmacy UGs, and PhD students at the School of Pharmacy and the CDT in Advanced Therapeutics and Nanomedicines, University of Nottingham. UGs and PGs that participated in workshops were designated as “Founding Delegates and Contributors”, and encouraged to contribute their ideas and experiences with the project.

UGs’ and PGs’ experiences of the project were explored using questionnaires and focus groups. The UGs self-reported that they had developed their transferable skills and gained understanding of research. They appreciated the informal ‘research experience’ and would like further opportunities to be exposed to the research culture, to gain deeper insights into the research CoP. The PGs reported that they had valued the experiences, but in some cases were less clear about the skills they had developed. This suggests that further work is needed to better articulate the learning outcomes for PG contributors.

The project was funded by CASCADE (alumni and friends of the University of Nottingham) and HEFCE (Catalyst funding for Learning and Teaching Innovation).

1. Mercer-Mapstone, L., Dvorakova, L.S., Matthews, K.E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017) A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students as Partners 1 (1): 1-23

2. Wheeler, A.J., Ali, Z., Anand, P., Harris, D., Shakira, A., Zhang, A., Harris, P., Harrison, J., & Kelly, F. (2013) Review of undergraduate research education for pharmacy students in New Zealand, Australia and the United Kingdom. Currents in Pharmacy Teaching and Learning 5 (1): 180-190

How does a vocational qualification (BTEC) prepare students for a degree in Biomedical Sciences?

E Hurrell, E Shawcross, E Keeling University of Central Lancashire

Abstract

The acceptance of students with a Level 3 Business and Technology Education Council (BTEC) qualification onto university courses has been instrumental in broadening access to Higher Education (HE). However, whilst BTEC numbers in HE have grown over the last decade there are key concerns about the higher drop-out rate and lower degree classification obtained by students with a BTEC qualification compared with more traditional qualifications. To address these concerns the aim of our research was to explore the transition experience of BTEC students studying on a Biomedical Sciences (BS) degree at a research-intensive university. There were 2 stages to this research: 1) focus groups with current BS undergraduate students who came to university with a BTEC qualification and 2) semi-structured interviews with staff at four feeder colleges who provide the Level 3 Applied Sciences BTEC qualification.

Our results indicate that there are many aspects of the BTEC that prepare students well for study on a BS degree. In particular, students were well prepared for laboratory practicals, scientific report writing, independent study and critical thinking. However, the variability of the BTEC programme; Maths and Chemistry learning; and lack of exams limited the preparedness of BTEC students for study. Differences in teaching styles, lack of confidence, stigma and clarity in university advertising material were also key themes that emerged from the research. In response to these findings pre-arrival materials and early support mechanism were implemented for all BS students. Initial evaluation of these materials suggest that they were positively received and helped to improve confidence of students transiting from college to university.

What does an inclusive timetable look like in STEM?

1 1 2 3 Nigel Page , Gary Forster-Wilkins , Annie Hughes , Mark Bonetzky

[email protected], Kingston University London, School of Life Sciences, Pharmacy and Chemistry, Penrhyn Road Campus, Kingston upon Thames, KT1 2EE

1Kingston University London, School of Life Sciences, Pharmacy and Chemistry, Penrhyn Road Campus, Kingston upon Thames, KT1 2EE

2Kingston University London, Learning and Teaching Enhancement Centre, Kingston Hill Campus, Kingston upon Thames, KT2 7LB

3Kingston University London, Academic Registry, Penrhyn Road Campus, Kingston upon Thames, KT1 2EE

Widening participation has encouraged students from a diverse range of backgrounds into university. Yet, this presents challenges to ensuring that there is not only a connected transition but one that is inclusive and positive in which all students are able to engage. None more so is this diversity found than at the post-92 universities, where many students face long commutes from the communities, they live that they did not previously have at school or college. This potentially hinders their ability to fully participate and can adversely affect their sense of belonging. Moreover, timetabling related issues are often found to be the predominant responses in internal student surveys and those of the National Student Survey. In London, these challenges have been compounded by lower scores in NSS/TEF (which have been referred to as the ‘London effect’) and where the prevalence of commuting students likely plays a major role in making it harder for these universities to establish effective learning communities that students feel part of. Our own results have shown a strong negative correlation between the impact of travel time and ‘the timetable works efficiently for me’ (Q16NSS), which was independent of ethnicity or gender. In this workshop, will set the scene by discussing the results of a study involving over 500 undergraduate students across the life sciences, chemistry and pharmacy at Kingston University, which demonstrates the impact of transition and commuting on different student groups. With timetabling playing such a major role in the way students perceive and interact with their learning environment (and especially so in the STEM subjects, where there is a tendency for more complex timetables that have greater number of timetabled activities) understanding the challenges faced in developing more inclusive learning communities becomes even more paramount. This session will involve interactive discussion and activities that will also include perspectives from the Head of Timetabling at Kingston University on the challenges faced in implementing an inclusive curriculum and discussion of overarching university strategies employed to help commuting students from our equality and inclusion team. We will also explore how academic staff can work in partnership to create and influence these processes that can lead to a more inclusive and student-centred timetable by modifying their practices in learning, teaching and assessment and through the development of greater empathy.

The outline of the workshop will be as follows; 10 minutes – overview of the project including stimulus for the research and key points to address 15 minutes – through working in small groups we will explore some of the data gathered during the project, discuss emerging challenges in student timetabling of the STEM subjects, invite comparisons / similarities with other institutions 15 minutes – through interactive discussion and e-learning polling we will discuss how learning, teaching and assessment environments can be modified to ease the impact of

timetabling by making it more inclusive and general strategies that can be employed to help commuting students 5 minutes – plenary: what have conference delegates learnt from the discussions activity and what questions remain, scope for further development /collaboration

Adapting tutorial teaching to larger group sizes - Alternative formats and the use of e-learning software 1 VA Straub

[email protected], School of Biological Sciences, University of Leicester, University Road, Leicester LE2 7RH Abstract

The drastic expansion of class sizes on many university courses over the last few years have resulted in challenges in traditional teaching methods. While certain types of teaching delivery such as lectures can be readily scaled-up and accommodate larger group sizes, small group teaching activities such as tutorials are more challenging to adapt as maintaining a high staff/student ratio would require a dramatic increase in teaching staff numbers. As a consequence, group sizes in tutorials have increased considerably with negative effects on student engagement and participation. Increasing tutorial group sizes changes students attitude and a larger proportion of students arrive at tutorials unprepared and treat tutorials more like additional lectures. Many students are also less willing to express their opinion in larger groups, which makes it more difficult for tutors to judge to the true level of understanding of the group. In an attempt to address these issues, over the course of 5 years I have experimented with different formats to adapt traditional tutorials to larger group sizes (up to 40 students) including tutor-led work sessions focusing on student group work and the use of audience participation software such as Top Hat. The effectiveness of the various approaches has been assessed by student feedback questionnaires as well as interviews with tutors. The results so far suggest that tutor-led work sessions which provide space and time for students to carry out work in smaller subgroups before discussing questions/problems with the whole group are only partially effective. One recurrent criticism of this structure is that students work at different rates, which invariantly results in some students having the impression that they have to wait for unnecessary amounts of time. It also appeared to encourage 'free-loading' by some students that did not engage with the activities. These issues were difficult to address and led to abandoning this approach in favour of shorter, more structured sessions incorporating the student participation software Top Hat during the preparation for the tutorials and the actual tutorial delivery. Here I will discuss in more detail the issues with previous attempts and present the results and experiences from the latest iteration using Top Hat.

Staff and student perceptions of clickers from three years of faculty-wide deployment

1 2 J. Denholm-Price , S. Orwell

1 [email protected], Kingston University, Faculty of Science, Engineering and Computing, Kingston upon Thames 2 Kingston University, Learning and Teaching Enhancement Centre, Kingston upon Thames

Abstract

There is an established evidence-base supporting the effective use of clickers to promote active learning in the classroom [1,3], although access to and correct functioning of the systems used are commonly cited as barriers by instructors and students alike. The ubiquity of mobile device ownership amongst students increases the access that instructors have to these kinds of response systems, although evidence from the TEL community suggests that students may still prefer separate devices for classroom use, and moreover that they are resistant to any requirement to use equipment for learning that was not provided by their institution. We evaluated staff and students’ perceptions of clickers in a pilot study in two departments (mathematics and life sciences) in 2015. Following that successful trial clickers were provided to complete cohorts of first year students in 2016 and in 2017 and a programme of university- wide staff development started in the summer of 2016. Staff and student perceptions of their use in the Science, Engineering and Computing faculty have been evaluated in two student-led surveys in 2017 and 2018. In this presentation we will explore how students’ perceptions have changed in the 2 years since the pilot, comparing their responses situated within Kingston’s implementation with arguable “best” practice [3]. We will also summarise the responses from staff, highlighting successes and shortcomings of the support and environment surrounding the “clickers project”. Together these provide insights into TEL innovation practices generally as well as specifically in the use of classroom response systems. [1] S. Freeman, et al. (2014). `Active learning increases student performance in science, engineering, and mathematics'. Proceedings of the National Academy of Sciences 111(23):8410-8415.

[2] M. E. Lantz and A. Stawiski (2014). `Effectiveness of clickers: Effect of feedback and the timing of questions on learning'. Computers in Human Behavior 31:280-286.

[3] Y.-T. Chien, et al. (2016). `Do we click in the right way? A meta-analytic review of clicker- integrated instruction'. Educational Research Review 17:1-18.

Question-Driven Instruction: a demo, good practice discussions, and hands-on questioning of fellow attendees! David Hodge

University of Nottingham School of Mathematical Sciences, University Park, Nottingham, NG7 2RD, [email protected],

Abstract

Building on the work of Beatty et. al (Question-Driven Instruction: Teaching science with an audience response system) I have been teaching a final-year module to over 150 mathematics students via a pure question-driven learning approach. This approach avoids assessment-based, or progress-monitoring questioning, instead focusing upon providing opportunities for learning and engaging with so-called ‘higher- order thinking skills’. The necessary student reading guidance (flipped classroom) and active learning techniques (audience response systems) require serious advance thought and planning.

This workshop plans to provide a short demonstration of the setup I have been using (the Pingo audience response system) and then focus upon providing the audience with opportunities to collaborate in drawing up answers to key questions for teaching via such an approach.

The participants will collaborate on identifying vital foundations for start-of-term guidance, along with expectation setting. Before then discussing the impact of a ‘question-driven philosophy for learning’ upon good question design. The pros and cons of different audience response tool techniques (repeat questions, revealing answers, open/text questions) will be discussed.

The workshop will include time for audience members to have the opportunity to design their own questions and test them out on the other attendees.

Attendees wishing to actively participate are encouraged to bring an internet-enabled device, and those wishing to test out their own question design will benefit from signing up for a free teacher account in advance at https://pingo.coactum.de/users/sign_up

Workshop outcomes: Test the student experience of audience response systems; share and learn from others on approaches to gaining initial student buy-in as well as question design; share and learn good advice (including practical examples) for multiple choice question design for engaging different levels of student thinking and learning; and finally having the chance to test out question-setting on fellow

Session 5: Thursday 11:30-12:50

A Quantitative Approach to Problem-based Learning: a model for measuring student learning outcomes (a Kingston case study) Siva PR Muppala1 and 2Chandramohan Balasubramanyam2

1School of Engineering and the Environment, Kingston University London, SW15 3DW, ^ email: [email protected]

2School of Advanced Study, 2Institute of Commonwealth Studies, University of London

As interdisciplinary programmes at various universities are attracting students with a wide spectrum of abilities and interests from different backgrounds, the focus of teaching in Engineering subjects is shifting from subject(s) per se to problem-based learning. Although this method of teaching and learning has been proved to be effective [1], it is worth understanding quantitatively its general implications on various disciplines. A simple mathematical model is proposed to quantitatively predict the knowledge gains of a student who is involved in collaborative learning. Using this model one could estimate analytically the levels of learning achievements by students in small groups (maximum group size: 4). This predictive model is a complex function of the following parameters: previous knowledge of the learner, a measure of the environment conducive to learning, and the level and amount of information communicated which is the product of duration of exposure or communication and rate of communication among the students in a particular group. The above input parameters are required to evaluate the quantity, and to measure the level of attainment by a learner through PBL. It is assumed that the knowledge gained by the learner within the group-learning environment cannot exceed the defined cognizance of the leading student. Typically, the number of students not exceeding four in a group is a reasonable figure to reflect variations in the knowledge base of participating students. We are using this model in a study at Kingston University, London [2] to assess if students that participate in collaborative learning perform better on the critical-thinking tests than students who study individually. We will share the results and our experience with the conference delegates. The findings of the case study will be discussed in subject pedagogy in 2020 at national and international conferences.

References:

S.P.R. Muppala and C. Balasubramanyam (2017). Problem-based Learning Strategies in Engineering. Teaching in the spotlight: Learning from global communities. STEM Programme. Higher Education Academy Birmingham, UK (3-5 July 2018).

First-year module EG4013, with 240 students cohort. Year 2018/19. Three-year BEng Mechanical and Automotive Engineering programme. Kingston University London.

False assumptions about students’ knowledge in Numeracy/Mathematics 1 L. Agarwal

[email protected]; University of Leicester; Department of Physics, University of Leicester, Leicester, LE1 7RH Abstract

The aim of the workshop will be to challenge the assumptions we make about our students’ knowledge and understanding of basic mathematics, and to discuss what, if any, changes are required to how we teach. In the past two years of teaching Maths to STEM Foundation Year students at the University of Leicester, I have discovered numerous gaps in mathematical knowledge or understanding that I previously took for granted. As an example, I incorrectly assumed that all students knew how to calculate 9-5+3. When I mention this to colleagues, they are surprised, so I believe it will be valuable to share my experiences with you. I will start the workshop by listing various assumptions I have had about students, and asking you to predict which of those assumptions are true and which are false. Then I will give you a chance to discuss, in groups, any examples you have observed in your own teaching. To end, there will be a discussion about what changes we can or should make to improve our teaching.

Exploring self-assessment in university students.

Mulrooney HM1,2

[email protected], Kingston University, Penrhyn Road, Kingston upon

Abstract Self-assessment, involving students in making judgements about their work, is recognised as an important tool which can be used to support student learning (Wride, 2017, Taras, 2010). Self-assessment helps students to develop the ability to assess their learning (Boud & Falchikov, 2006), an important skill for their future professional development.

Self-assessment is not currently routinely carried out within many courses. A short self- assessment tool was developed and distributed across staff with the School of Applied & Human Sciences. Staff were asked to distribute this along with suitable assignments to students at all levels of undergraduate degree programmes. The self-assessment tool asked students to rate their work, indicating which grade bracket they believed it to be worth, and to give their reason/s for this choice. Completed self-assessments were submitted along with the assignments.

Actual marks awarded and self-assessments will be collated at the end of the academic year, and analysed to identify the extent to which student self-assessment agreed with staff marks. Analysis by year of study and course of study will also be carried out to see if these factors influence the accuracy of student self-assessment. In addition, qualitative thematic analysis of the reasons given by students for their self-assessment will be completed. The outcomes and implications of the findings will be presented in an oral presentation.

Intended learning outcomes At the end of the sessions participants will:  Understand the importance of facilitating self-assessment skills among students  Identify the extent to which a group of students could accurately self-assess their work

References:

Boud, D & Falchikov, N (2006) Aligning assessment with long-term learning. Assessment Evaluation in Higher Education 31 (4): 399-413. Taras, M (2010) Student self-assessment: processes and consequences. Teaching in Higher Education 15 (2): 199-209. Wride, M (2017) Guide to Self-Assessment. Academic Practice, University of Dublin Trinity College. Available from: https://www.academia.edu/32066589/Guide_to_Self-Assessment

Interdisciplinary approaches to learning and teaching in STEM are necessary to develop the graduate attributes required by students, employers and society.

1 2 H.M. Mulrooney and A.J. Kelly

[email protected], Kingston University, Penrhyn Road, Kingston upon Thames KT1 2EE 2School of Life Sciences, SEC Faculty, Kingston University, Penrhyn Road, Kingston upon Thames KT1 2EE Abstract

Employability is an important issue for students and for institutions (Pegg et al, 2012; Neves & Hillman, 2016; O’Leary, 2016). Working effectively in multidisciplinary teams exemplifies many important graduate attributes, and is a common feature of postgraduate working life especially within the health sector. Opportunities to develop these key employability skills are limited within most undergraduate degree programmes. Co-curricular activities offer an opportunity for students to develop and demonstrate employability skills. These activities are usually voluntary and extracurricular but complement the taught material (Higher Education Academy, 2015). A range of co-curricular projects was offered to STEM students over several years as part of funded staff: student research opportunities for undergraduate students. These projects offered a unique opportunity to facilitate interdisciplinary working across STEM subjects, and to explore the advantages and disadvantages of such working from the student and staff perspectives. The experiences and skills gained by student participants as well as the difficulties and limitations of such interdisciplinary working will be described. This workshop offers participants the opportunity to identify key graduate attributes and employability skills, and to explore possible ways to encourage working across STEM disciplines within their own practices.

Intended learning outcomes At the end of the sessions participants will:  Identify key employability skills & graduate attributes  Explore practical ways of helping students gain key skills through interdisciplinary approaches

Outline of proposed workshop

Activity Brief introduction on employability in STEM What are the graduate attributes demanded by students, employers & society? Explore in small groups. Summing up from activity & information from literature. How do we achieve these in practice across disciplines? Intro to the SADRAS projects Exploration of employability skills gained by students from participation in the projects (small group activity) The way forward. .Brainstorming ways of working across disciplines without high resource costs

References HEA (2015) Relevant Knowledge Hub Content. https://www.heacademy.ac.uk/knowledge- hub/co- curricular-activities Neves J & Hillman N (2016) Student Academic Experience survey. HEA: York. O’Leary, S. (2016) Graduates’ experiences of, and attitudes towards, the inclusion of employability- related support in undergraduate degree programmes: trends and variations by subject discipline and gender. J Educ and Work. Doi: 10.1080/13639080.2015.1122181 Pegg A, Waldock J, Hendy-Isaac S & Lawton R (2012) Pedagogy for employability. HEA: York.

STEM outreach at Kingston University

Dr Lucy Jones Faculty of Science Engineering and Computing, Kingston University

Abstract

This session will take place in the Kingston University STEM Outreach Centre and will outline a range of interactive activities developed to engage learners of all ages in STEM. There will also be an opportunity to see one of KU’s Lab in a Lorry, which takes outreach activities out into the community. These mobile laboratories give school pupils a first taste of university life by bringing STEM subjects to life through a range of hands-on activities under the guidance of its outreach team

A study into the effective use of robotics in primary school teaching of a STEM subject

1 2 Dr Robert Rayner Kristina Kerwin [email protected], Kingston University, Roehampton Vale, Friars Avenue, London SW15 3DW [email protected], Kingston University, Roehampton Vale, Friars Avenue, London SW15 3DW

Abstract With active learning teaching methods being known to promote deep learning in students, a known problem in the art is how to design effective lessons including active learning activities to teach fundamental STEM subjects. Attempts have been made in the past to do this albeit with varying levels of success. In recent times a number of commercially available robotic devices have been released, which could potentially be used as teaching aids to enable fundamental STEM subjects to be taught in a more active manner. Although it has been strongly suggested that such devices could be beneficial as teaching aids, little work has been done to quantify their effectiveness. Also little work has been done to identify the best methods of using such devices as teaching aids. This session will describe work currently being undertaken as part of a Masters level research project. The aim of this project is to quantify the effectiveness of robotic devices as teaching aids for teaching fundamental STEM subjects. This work will attempt to address these issues by demonstrating how robots can be easily incorporated into a lesson plan whilst also drawing attention to some of the beneficial features and characteristics of such devices, and by describing the design of a novel lesson plan which includes the use of such robotic devices as a teaching aid. A method of quantifying the effectiveness of this lesson plan will also be proposed. At present, some educational practitioners are hesitant to use modern technological teaching aids such as robots. It is hoped that this research initiative will help demonstrate the benefits of using robotic devices as teaching aids, in particular, in the teaching of fundamental STEM subjects. This work will therefore help alleviate some of the uncertainty that exists around these teaching aids and so allow educationalists to make more informed decisions on whether investing in robotic teaching aids is suitable for their lessons.

Pedagogy Through Civic Engagement: Three Case Studies from Geography

1 2 , 3 4 5 M. Kelly , D. Humphry , P. Garside , S Kimari , and H. Hodges 1 [email protected], Department of Geography, Geology and Environment, Kingston University London, Penrhyn Road, Kingston-upon-Thames, KT1 2EE 2,3, Department of Geography, Geology and Environment, Kingston University London, Penrhyn Road, Kingston-upon-Thames, KT1 2EE 4,5 Kingston Hub, Kingston University London, Penrhyn Road, Kingston-upon-Thames, KT1 2EE Abstract

Service learning, particularly when it involves civic engagement, and when students are asked to critically reflect on the key benefits and beneficiaries within the process, has been identified as a 'a promising pedagogical strategy for geographers' (Cahuas and Levoke 2017: 246). Service learning has also been found to be particularly useful in building social capital for students from underrepresented backgrounds and consequently contributes to their employability.

This paper explores these issues using three service learning initiatives at Kingston University involving first, second and third year Geography students. These include a community inclusion project in which students develop initiatives to promote community interaction and the use of green space, a schools outreach project in which students develop and deliver learning resources for schools in local areas and an investigative journalism exercise where students identify an issue relevant to rural communities, research that issue and disseminate the findings to wider public audiences. On all three initiatives students are strengthening their geographical knowledge, developing employability skills and graduate attributes and contributing to wider non-academic communities

From once all three service learning activities have been completed (one is currently complete and two are in process) focus group data will be collected from student participants and qualitative interview data will be collected from community groups and teaching staff. Analysis of this data will involve an examination of student experiences and levels of engagement, the nature of relationships developed between the university, students and the community organisations who benefit from service learning activities, and teacher experiences of service learning as an effective pedagogic tool.

How should teaching observation schemes adapt to meet students’ demands of what high quality teaching is expected to be in the STEM subjects? 2 1 Penny Burden and Nigel Page

[email protected], Kingston University London, School of Life Sciences, Pharmacy and Chemistry, Penrhyn Road Campus, Kingston upon Thames, KT1 2EE

2Kingston University London, Learning and Teaching Enhancement Centre, Kingston Hill Campus, Kingston upon Thames, KT2 7LB

Higher education (HE) appears driven by a thirst for metrics as the sector decides on those most appropriate for measuring the quality of teaching. However, there can be issues and variations with using metrics as a measure of teaching quality including in their interpretation. Overall, there needs to be an understanding of how what is being measured is perceived between different groups of students and academics in order to bring closer alignment in expectations. The introduction of tuition fees and concomitant removal of public funding has focussed attention on the competitive nature of teaching quality. It has also shifted the onus of determining what good teaching looks like from practitioners to students. That is from mechanisms such as the Teaching Quality Assessment (TQA) in determining a quality teaching score to student evaluation through the National Student Survey (NSS) with these scores now being used to feed into the Teaching Excellence Framework (TEF) results. With attention now focussed on student perceptions of the quality of teaching and what this means for their overall student experience, we have considered how this may impact on the delivery of teaching observation schemes and the training of observers in facilitating excellence in teaching. In this workshop, will set the scene by discussing the results of student and staff focus groups in determining what high-quality teaching means to each group, how it can be evaluated/measured and what the necessary improvements are to achieve high quality teaching and fulfilment of our students’ potential. We will demonstrate through an activity the use of a dialogue sheet developed and subsequently implemented in our continuous professional development programme to aid these discussions. We will also highlight differences exposed in subject level specialist teaching as revealed from a lecturers’ perspectives between STEM, and business, music and arts subjects as well as how we have started to develop a taxonomy of ‘high-quality teaching’ from both an academic and student perspective. We will finish with an interactive discussion with delegates about the various attitudes, values and methods that could be evolved/implemented in developing teaching observation schemes to match the changing HE landscape and the demands of students.

The outline of the workshop will be as follows; 10 minutes – overview of the project including stimulus for the research and key points to address 15 minutes – through a dialogue sheet activity (in small groups) we will share some of the data gathered during the project, discuss emerging criteria for defining high quality teaching, invite comparisons / similarities with other institutions 15 minutes – through interactive discussion and e-learning polling we will discuss attitudes, values and methods used across institutions to how teaching observation schemes are conducted and how they can be potentially evolved to meet the demands of the changing HE landscape 10 minutes – plenary: what have conference delegates learnt from the discussions activity and what questions remain, scope for further development /collaboration

To what extent do entry-tariffs and gender influence the achievement of male and female students?

1 2 E.R. Lander and C.I Jones 1 [email protected], University of Reading, Whiteknights Campus, Reading, RG6 6UR 2 University of Reading, Whiteknights Campus, Reading, RG6 6UR The relationship between gender, engagement and attainment is a complex one. Previous work has documented that overall female students obtain better degree classifications than male students, except first class degrees where there is no gap (Richardson, 2008). There is a general consensus that females take their education more seriously than males, valuing both educational and personal development more highly (Grebennikov and Skaines, 2009) and spending more time studying (Cotton et al, 2016). In the School of Biological Sciences, we aimed to examine two influences on attainment and engagement: one, if entry tariffs (for example, A level grades) on enrolment together with gender give any indication to identify students that will proceed to engage poorly with their course, particularly with regards to coursework submission. Two, to what extent is the large difference in attainment noted between male and female students influenced by a sub-group of poorly engaging male students. Data are being collected from two large part 1 modules over three years. These data are being collated at the end of the academic year and include overall module marks, failure to submit coursework, engagement with the virtual learning environment (VLE), student entry tariffs and gender. Acquisition of these data allow determination of the relationships between gender and entry tariffs on measurements of attainment such as overall module mark and engagement such as coursework submission and VLE usage. Preliminary results suggest that males fail to attain as highly as females in the modules studied, being reflective of previous findings in the field (Richardson, 2008). However, a more complex picture is emerging in these data when examining certain influences such as entry tariff. Firstly, male and female students enter our School with very similar entry tariff points, despite this a larger number of male students go on to engage and attain poorly in their course. These results have also identified a particular group of non-engaging male students, who initially do not submit coursework and then go on to attain poorly in the final module marks. If this sub-group is removed from the final module marks the attainment gap between males and females is less prominent or is not present, suggesting a certain sub-set of males is contributing disproportionally to the weighting of averages. Therefore, the attainment gap between male and female students may in fact only be due to a sub-group of male influence over cohort attainment, and when taken into account female and male student attainment gap diminishes. References: Cotton, D.R.E., Joyner, M., George, R., & Cotton, P.A. (2016) Understanding the gender and ethnicity attainment gap in UK higher education. Innovations in Education and Teaching International, 53, 475-486. Grebennikov, L., & Skaines, I. (2009). Gender and higher education experience: A case study. Higher Education Research and Development, 28, 71-84.

Richardson, J. (2008) Degree attainment, ethnicity and gender: A literature review. York Equality Challenge Unit, Higher Education Academy.

Do students do their homework last minute?

1 L. Agarwal

[email protected]; University of Leicester; Department of Physics, University of Leicester, Leicester, LE1 7RH Abstract

A common stereotype of students (and people in general) is that they do their work last minute. Previously, the only way of finding out whether and to what extent this stereotype is true would be by asking students, which is not reliable. In the STEM Foundation Year at the University of Leicester, we use the NUMBAS e-assessment system, which records the times that students start and end the assessment. This has allowed me to answer the question: Do students do their homework last minute? In this talk/poster, I will present my analysis of this data. I will start by briefly describing the structure of the e-assessments. I will then present charts that summarise the data, and describe what we can conclude from them. Time/space permitting, I will discuss some pedagogic implications of the findings.

Author Index

Agarwal, Lovkush 75, 84 Ahmed, Shazia 30 Allanson, David 56 Alsop, Graham 23 An´ıbal, Jaime 54 Aristeidou, Maria 4 Armstrong, Vanessa 48 Arrigoni, Francesca 64

Bailey, Naomi 26 Baptista, Ana 54 Barnes, Rebecca 13 Battersby, Georgia 57 Beeley, Corey 57 Bertram, Anna 19 Blackburn, Richard 57 Bonetzky, Mark 69 Boyd, Lesley 24 Braithwaite, Nicholas 58 Brayshaw, Mike 39 Brignell, Chris 50, 53 Brooks, Rowan 62 Brown, Cath 34 Brown, Venetia 58 Burden, Penny 81 Butler, Diane 34

Carew, Mark 9 Cargill, Mike 39 Casanova, Diogo 23 Cayzer, Steve 35 Chandramohan, Balasubramanyam 74 Chiorean, Chris 52 Coleman, Sarah K. 21 Collins, Trevor 16, 58 Coppo, Paolo 62 Cornock, Claire 44

Davis, Mastaneh 6 De Matteis, Cristina 66 Denholm-Price, James 14, 26, 72 Dil, Anton 40 Dimitrova, Daniela 31

Douce, Chris 42 Douglas, Ruth 30 Dourado, Luis 14 Downward, Stuart 51

Esteves, Eduardo 54 Evans, Carol 52 Evans, Craig 49

Fabian, Khristin 43 Forster-Wilkins, Gary 69 Freestone, Nicholas 33

Gallen, Anne-Marie 16 Garside, Pete 81 George-Williams, Stephen 22 Gooch, Daniel 42 Gordon, Neil 39 Grange, Laura 8, 52 Gretton, Sarah 29 Grey, Simon 39

Harding, Ian 52 Hargreaves, Jess 44 Herodotou, Christothea 4 Hill, Michelle 62 Hodge, David 73 Hodges, Harry 81 Holland, Simon 42 Hughes, Annie 51, 69 Humphry, Debbie 8 Hunter, Gordon 6 Hurrell, Elizabeth 68 Hutton, Christopher 17

Jameela, Aaliyah 51 Janes, Rob 24 Jones, Chris 82

Keeling, Edward 68 Kelley, Simon 4 Kelly, Alison 31, 77 Kelly, Mary 80 Kerwin, Kristina 79 Kitson, Russ 62 Kiwani, Dildar 27

Kouadri Most´efaoui, Soraya 12 Kumari, Sonia 80

Lander, Elizabeth 82 Leiva Ponce De Leon, Andrea 51 Lowry, Roy 20

Mahomed, Mariam 38 Mancini, Clara 42 Mantovani, Giuseppe 66 Marshall, Ellen 44 Mazahr, Mehvish 31 Meharg, Debbie 43 Micallef, Ricarda 27, 64 Milwood, Nadine 31 Mulrooney, Hilda 31, 76, 77 Muppala, Siva 74

North, Sharon 66 Novak, Miroslav 47

Okada, Alexandra 60 Olney, Tom 24 Orwell, Suzan 51, 72 Overton, Tina 22, 62

Page, Nigel 14, 48, 69, 81 Parsons, Andrew 1 Pfluegel, Eckhard 26 Prass, Jeremy 31

Raine, Derek 11, 29 Ranza, Aysha 33 Rayner, Robert 79 Robson, Julie 17

Santos, Paulo 54 Sarju, Julia 1 Scanlon, Eileen 4 Seddighi, Mehdi 56 Shawcross, Emma 68 Sisodia, Lakshmi 38 Smith, Caroline 61 Smith, Caroline L. 21 Smith, Sally 43 Stevens, Carly 3 Stirton, Arran 11

Stolnik, Snow 66 Straub, Volko 71 Suter-Giorgini, Nicola 61

Takrouri, Khaled 56 Taylor-Smith, Ella 43 Thalaal, Lynn 6 Thatti, Baljit 33 Thompson, Christopher 22 Tinworth, Lorna 21 Tran Ba, Vivien 6 Tufarelli, Cristina 66

V. Mello, Luciane 48 Varey, Alison 43 Vial, Catherine 61 Villa Marcos, Barbara 38 Voice, Alison 11

Wason, Hilary 64 Wicks, Tom 50 Williams, Dylan 57 Williams, Dylan P 38 Williams, Neil 14, 36 Wilson, Samuel 49 Wong, Patrick 12 Wooding-Olajorin, Alice 6

Yang, Xiaoyin 66

Zhu, Xiaotong 52 Ziebell, Angela 22

Keyword Index

1st-year students 75

Academic Success 54 Accessibility 16 Action research 24 Active learning 12, 36,53,54 57,73, 76 Apprenticeships 43 Assessment 12, 21, 23, 40,49,85 Assessment and feedback 8,51 Assessment for learning 44 Assessment literacy 8, 19,52 Attainment 83 Attainment gap 14 Audience Response Systems 71, 73 Authentic assessment 29, 53 Backward Design 56 Badging 62 Belonging 13,31 Biological Sciences 61 Biomedical 68 Blended learning 42 BME gap 14 BTEC 68

Calculus 6 Canvas assessment and feedback tools 51 Career development 48 Chemistry 57 Civic engagement 81 Classroom response system 72 Clickers 72 Collaborative improvement 24 Community 29 Commuting 69 Computational-related courses 56 Computer Algebra 6 Computer marked assessment 20 Computer programming 49 Computer Science Education 39,42 Context-based learning 22 Cooperative learning 38 Credible feedback 51 Criteria-based marking 50 Critical Thinking 1,64

Digital Story Telling 79 Distance learning 12, 17, 42 Diversity 83 Dynalist 26 e-learning 3 Earth science degree 52 Education 11, 80 Educational games 57 Electronic voting system 72 Embedded Skills 29 Employability 29, 30, 44, 47, 48, 62, 77, 81 Engagement 31, 83 Equal opportunities 61 Evaluative judgement. 19 Experiential 35

False-Assumptions 75 Feedback 20, 21, 23, 49 feedback 40 Feedback quality 8 Field-based training 52 Fieldwork 52 Flexible Pedagogy 39 Flipping 35 Formative assessment 9, 20 38 Games Gamification 57 Gender 83 Geography education 81 Global food security 3 Graduate attributes 77 Group work 36,42 High quality teaching 82 Homework 85 Inclusion 13, 16,31 inclusive assessment 14 Independent Learning 1 Inquiry-based learning 22 Interdisciplinary 77 Interpretation of online feedback 51 Intervention 27 Ipython (Jupyter) Notebook 56

Java 40

Knowledge mapping 60

Laboratory 22 Laboratory visits 66 Laboratory work 49 Large-cohort 74 Last-minute 85 Leadership 27 Learn-by doing 56 Learning analytics 24, 49 Learning Communities 69 Learning community 17, 58 Learning design 4 Learning networks 24 Learning Preferences 6 Learning Styles 6 Learning Technologies 26 Learning through play 79

Marking consistency 8 Masters Level 1 Mathematics 6, 75 Measurement of learning 74 Memory 11 MOOC 3 Numeracy 30, 75 Online Assessment 23 online learning 4, 6,58 online pedagogy 42 Pedagogic strategies 81 Pedagogical Practices of Academics 54 Pedagogy 4, 42, 56 Peer Learning 35 Peer mentoring 17 Peer-assessment 50 Personal Tutoring 33 Personalised feedback 51 PGT courses 47 Pharmacy 27 Placements 47,48 playful coding 79 Pre-arrival 68 Presentation Modes 26 Problem Based Learning 35, 74 Problem solving 53 Product design 23 Professional competencies 66 Programming 39 Progression 68 Project based learning 36 Psychometric testing 30 Puzzles 38 Q-sort 43 Question-Driven Instruction 73 Research community of practice 66 Research projects. 19 Research-led Teaching 1 3

Responsible Research and Innovation 60 Retention 68 Retention 13 Robotics 80 Scholarship 24 Scientific Literacy 1 Self-assessment 76 Service learning 81 Short Case Studies 54 Simulation tools 49 Small group teaching 71 Social Inclusion 79 Soil 3 SoTL 34 Spaced practice 9 Spaced repetition 11 Spectroscopy 38 Statistical computing 53 Statistics 53 Student engagement 21, 52, 71 Student Experience 33, 69,82 student interaction 58 Student perceptions 29 Student self-efficacy 50 Student Voice 34 Student-centred 36, 57 Student-led 57 Students as partners 34 Students’ support 12 Study habits 85 Summative assessment 20 Summer research project 61 Sustainability 3 Synchronous technologies 58 Teaching and learning 81 Teaching Delivery 26 Teaching observation 82 Team Based Learning 35 Technology enhanced learning 1, 6, 42, 80 Timely feedback 8 Timetabling 69 Transferable skills 61,62 Transition 13,68 Tricky Topics 24 Tutees 33 Tutor 33 Tutorial delivery 71 Tutorial Resources 6 Virtual laboratory simulations 21 Virtual Learning Environments 23 Virtual microscope 4 VLE 4 Vocational course 68 Work experience 61 Work-based learning 43 Work-related learning 44 WorkFlowy 26 Working group 16 Workplace learning 43 Zoomable Online Outliner 26

Delegate List Ahmed Elbediwy Kingston University Alison Kelly Kingston University Alison Voice University of Leeds Andrew Polland Wolfram Research Anna Bertram University of Nottingham Anne-marie Gallen Open University Anton Dil Open University Baljit Thatti Kingston University Barbara Villa Marcos University of Leicester Carly Stevens Lancaster University Caroline Smith University of Leicester Caroline Smith University of Westminster Cath Brown Open University Catherine Vial University of Leicester Chris Brignell University of Nottingham Chris Douce Open University Christine Leach Open University Christopher Hutton Open University Christothea Herodotou Open University Claire Cornock Sheffield Hallam University Craig Evans University of Leeds Cristina De Matteis University of Nottingham Cunningham, Richard Kingston University David Hodge University of Nottingham Debbie Humphry Kingston University Delia O'Rourke Oxford Learning Institute Depak Gc Kingston University Derek Raine University of Leicester Diane Butler Open University Diane Ford Open University Dildar Kawani Kingston University Diogo Casanova University of West London Duncan Parker Staffordshire University Eastwood, Jonathan Kingston University Eckhard Pfluegel Kingston University Elizabeth Hurrell The University of Central Lancashire Elizabeth Lander University of Reading Emily Stratton St Georges University London Emma Bourton Brunel University Emma Shawcross Lancaster University Federico Buonocore Kingston University Francesca Arrigoni Kingston University Gary Forster-Wilkins Kingston University George Vazanellis University of Glasgow Georgia Battersby University of Leicester Graham Alsop Kingston University Hilary Wason Kingston University

Hilda Mulrooney Kingston University Iain Thistlethwaite Learning Science James Denholm Price Kingston University Jayaramakrishnan, Jay Kingston University Julia Sarju University of York Julie Robson Open University Khaled Takrouri Liverpool John Moores University Kristina kerwin Kingston University Laura Grange Bangor University Lesley Boyd Open University Lorna Tinworth University of Westminster Lovkush Agarwal University of Leicester Lucy Jones Kingston University Mark Carew Kingston University Mark McManus Turning Technologies Mark. Barnard Kingston University Marzio Grasso Kingston University Mastaneh Davis Kingston University Mehdi Seddighi Liverpool John Moores University Miroslav Novak Kingston University Miyyada Boumechache Kingston University Naomi Bailey Kingston University Neil Gordon University of Hull Neil Williams Kingston University Nick Freestone Kingston University Nicola Suter-Giorgini University of Leicester Nigel Page Kingston University Nona McDuff University of Hull Patrick Wong Open University Paulo Santos University of Algarve Peter Garside Kingston University Rachel Redford Open University Rebecca Barnes University of Sheffield Ricarda Micallef Kingston University Robert Rayner Kingston University Ruth Douglas University of Glasgow Sally Smith Edinburgh Napier University Sam Wilson University of Leeds Samantha Pugh University of Leeds Sarah Gretton University of Leicester Siva Muppala Kingston University Soraya Kouadri Mostefaoui Open University Stan Mitchell Learning Science Steve Cayzer University of Bath Stuart Downward Kingston University Suzan Orwell Kingston University Tina Overton University of Leeds Tom Wicks University of Nottingham

Trevor Collins Open University Venetia Brown Open University Volko Straub University of Leicester