2nd Annual HEA STEM Conference

Posted by cf143 at May 29, 2013 12:00 AM |
Contributions from the Centre for Interdisciplinary Science (29/05/2013)

Dr Dylan Williams -  "Developing and trialling PBL resources for undergraduate chemistry students" (Oral Presentation)

Dr Williams’ discussed the motivations for developing a new set of chemical science themed problem based learning resources (PBL) in collaboration with IScience teaching fellows Dr Sarah Gretton and Dr Carys Bennett as well as industrial consultant Dr Kevin Parker (KKI Associates, Edinburgh). The audience were given an overview of the new problems along with a discussion of the practicalities of developing new PBL case studies. The presentation concluded with a summary of the evaluation of these resources that was conducted at several universities in the UK (Leicester, Edinburgh, Huddersfield and Edge Hill).

Dr Dylan Williams -  "Chemistry Clips – Multimedia Resources for Teaching Problem Solving in Chemistry" (poster)

Dr Williams’ poster presentation described the production of an innovative set of multimedia chemistry resources along with the findings from an evaluation of the use of the clips by undergraduate students on the chemistry and IScience degree courses at the University of Leicester.

"The impact of teaching fellows on problem based learning facilitation" (workshop)

Dr Dylan Williams, Dr Sarah Gretton and Professor Derek Raine led a workshop on the impact of teaching fellows on the facilitation of PBL sessions in the IScience degree. The workshop presented findings from a study of the impact of using trained teaching fellows on student performance and then provided a practical demonstration by putting delegates through their paces with a short PBL problem.

Student engagement across the sciences” (Oral Presentation)

Prof Derek Raine presents an analysis of our data from the widely used University of Colorado Attitudes Survey (CLASS). This employs a set of questions posed pre- and post- instruction, in our case at the beginning and end of the academic year. The responses are compared to a consensus of subject experts. It is then possible to determine whether students become more “expert-like” and engaged with a particular discipline as they progress through the programme.

(co-authors Dr Sarah Gretton and Cheryl Hurkett)

Abstract

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