Class story-board to outline the teaching, assessment and feedback for a class from the start of a teaching block.

We redefined the emphasis of our curriculum, moving from classes in particular topics – medicinal chemistry, pharmacy practice, pharmacology, pharmaceutical science – to an interdisciplinary class that (i) emphasized students learning rather than our teaching; (ii) was interdisciplinary, focusing on body systems and people rather than disciplines like chemistry, pharmacology and pharmaceutics; and (iv) focused on the development of professional skills.

We emphasize skills development through (i) 'Being a Pharmacist' classes that run through every year and which integrate what is being taught in other more knowledge based classes and workshops with relevant practical skills; (ii) by teaching key transferable skills such as communication explicitly; (iii) by an extended and increasing programme of experiential learning (in all bar the very first semester) where students go out to work on specific topics in community or hospital pharmacies; and (iv) through interprofessional learning with medical and dental students from the University of Glasgow.

This work was supported by Enhancement Theme funding from the QAA.

Reorganisation of 3rd year teaching lab including changes to assessment and feedback practise and allocation of student experiments.

Use of Myplace quiz as a revision tool for a final honours class.

One Minute Papers provide a cheap and easy instrument for students to give teachers feedback on each lecture (or other encounter), on top of a basic attendance check. A generic form is issued to the class at the start of each lecture, asking students to identify themselves and then fill in free text responses to “What have you learned in this lecture?” and “What should I try harder to explain?”, as well as quiz questions if appropriate. The students return completed forms as they leave the room. The teacher can then reflect on this feedback and respond to it (without naming names) at the beginning of the next lecture.

This project was supported by Enhancement Theme funding from QAA Scotland.

The full report is available at the bottom of the page.

• To review all undergraduate and postgraduate taught placement and internship activity across the Faculty of Science.
• To identify the benefits perceived by students who have participated in such activities and align these with existing evidence from industry.
• To identify the perceived barriers to student engagement from those with non-participation.
• To create a range of resources that addresses any gaps identified that will empower students to take advantage of opportunities to gain work experience and ultimately assist their transition from university to graduate employment

The first stage of this work was reported in an earlier SPELT case study: http://spelt.strath.ac.uk/display/SPELT/How+to+Overcome+Barriers+to+Student+Engagement+with+Work+Based+Placements

This work was supported by Enhancement Theme funding from the Quality Assurance Agency Scotland

This work was supported by Enhancement Theme funding from the Quality Assurance Agency Scotland

Case 1: PH 352 Quantum Physics and Electromagnetism – In this class the students were split into four groups of approximately 30 students. In the electromagnetism tutorials the students were then sub-divided into groups of 5 to 6 students and then allocated problems to work through together. At the end of the tutorial the students worked through one of the solutions in front of all students explaining the key physics rather than going through the mathematical steps.

Case 2: PH 358 Condensed Matter Physics – In this class the lecturer allocated 10% of the class mark to the tutorials. Again the students were split into four groups of approximately 30 students The students were set homework questions which were to be completed outside of the tutorial. At each tutorial the students would tick a sheet indicating which questions they had done and a portion of the 10 % mark would be awarded to the student irrespective of whether the student had achieved the correct answer or not.  The idea was to encourage the students to attempt the questions without worrying about the correct answer. At the tutorial any student who had ticked that they had completed a question could be asked by the tutor to explain his or her solution to the rest of the group (this was an honesty check) and then the tutor would lead a discussion about the student’s approach and the physics behind the problem.

A 1-hour essay exercise on a previously announced topic written under exam conditions. Individual written feedback was given on each paper, but not a formal mark which would contribute to their final grade. In a follow up tutorial, strengths and weaknesses of essay writing and exam preparation were explored, with time for individuals to discuss their personal performance afterwards. Having explained these points, an essay enhancement tool was provided which enables students to critically self-evaluate their own attempts at essay writing and thereby improve their performance. The tool enables them to do this independently, or with peers in small study groups if that is their preference. This innovation has been tried in both final year and second year students.

As part of the MSc/PGD in Forensic Science, the students have the opportunity to undertake a crime scene exercise which provides them with comprehensive direct practical experience of crime scene to court processes and procedures. The exercise involves attending a mock crime scene at the University Stepps Playing Fields, recovering evidence, examining the evidence in the laboratory on their return and then producing a court report.