University of Strathclyde

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    Industrial Placement Scheme for MChem students (Sharing Practice in Effective Learning and Teaching (SPELT)) — Supported Industrial Placement Scheme for MChem students in their penultimate year of study.
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    Using a class story-board to outline the teaching, assessment and feedback from the start of a teaching block (Sharing Practice in Effective Learning and Teaching (SPELT))

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

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    Peer instruction in Chemistry (Sharing Practice in Effective Learning and Teaching (SPELT)) — Peer Instruction is an educational technique that challenges students with conceptual tests, which are solved alone and then in small group discussion. It is both quick and effective, and can dramatically enhance student understanding and knowledge retention when used as part of a traditional lecture. Students gain the same kind of benefit as a discussion-based 1:1 tutorial, but Peer Instruction can be applied to every participant in a very large group.I have implemented Peer Instruction within a suite of traditional lectures delivered to 250 first year undergraduates in chemistry. I have done this to introduce elements of active learning and tackle some well-established difficult threshold concepts in the area of organic chemistry. I also deliver staff training in this area, on behalf of the faculty of science and the wider university (STEP course: “Peer Instruction: A Practical Guide” or similar).
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    Use of Personal Response Systems for Assessment (Sharing Practice in Effective Learning and Teaching (SPELT)) Personal Response System (PRS) handsets were used during normal lectures for students to answer multiple choice topics on the material being presented.
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    Treasure Hunt Assessment (Sharing Practice in Effective Learning and Teaching (SPELT)) A new assessment was added to the final year of the MPharm where students were given a clinical problem at 5pm and the solution had to be submitted by 5pm the following day in the form of a letter to a consultant
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    Direct entry students in the Science Faculty (Sharing Practice in Effective Learning and Teaching (SPELT)) This short project was designed to investigate how students who entered the University through non-standard routes found the transition from school to University. The project was designed to fall in with the QAA theme relating to Students’ Transitions into Higher Education. The focus of our study was aimed at those students who had entered the University at 2nd year with Advanced Highers or A-Levels. The full report is available below.

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

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    Vertically Integrated Events for Degree Programmes in Chemistry (Sharing Practice in Effective Learning and Teaching (SPELT)) These activities were developed to provide a networking opportunity for students on individual degree programmes. These informal events are held in the first semester each year and students from every year of each degree programme are invited. Refreshments are served and a number of speakers give short, informal presentations. The speakers include students who have completed study abroad, placements and internships, recent alumni who are now in employment, recent graduates who have chosen to continue into postgraduate study and, in some cases, an industry representative who will present an industrially sponsored prize to a recent prize winner. 
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    Practitioner Lectures in the Centre for Forensic Science (Sharing Practice in Effective Learning and Teaching (SPELT)) A new practitioner lecture series has been incorporated to the MSc/PgD Forensic Science, Professional and Career Skills FS986 class and the MChem/BSc Forensic and Analytical Chemistry CH560 class.
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    Reorganising teaching lab structure to manage student perceptions of fairness (Sharing Practice in Effective Learning and Teaching (SPELT))

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

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    Use of Myplace quiz as a revision tool for a final honours class (Sharing Practice in Effective Learning and Teaching (SPELT))

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

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    One minute papers for student feedback (Sharing Practice in Effective Learning and Teaching (SPELT))

    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.

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    Developing an Interdisciplinary Curriculum that Focused on Professional Skills Development (Sharing Practice in Effective Learning and Teaching (SPELT))

    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.

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    How to Overcome Barriers to Student Engagement with Work Based Placements (Sharing Practice in Effective Learning and Teaching (SPELT)) 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.

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

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

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    Enhancing Student Transition from Study to Employment Through Student Driven Engagement with Alumni (Sharing Practice in Effective Learning and Teaching (SPELT)) — The five departments in the Faculty of Science engage with alumni in a variety of ways. For example, during 2015/16 the Careers Service organised successful alumni events for M&S, Physics and Biomedical Sciences generating positive student feedback on the benefits. In January 2017, SIPBS held a similar alumni event. The Faculty would like to introduce an annual careers networking event in all five departments, creating a framework to streamline implementation. These events will be supported by staff in each Department within the Faculty of Science and colleagues in Professional Services but fundamentally will be student led.

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

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    How to Overcome Barriers to Student Engagement with Work Based Placements - Stage Two (Sharing Practice in Effective Learning and Teaching (SPELT)) — The aims of the project were: 
    • 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

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