Interdisciplinary teaching: Science in Culture

By edwardwhite Comment Closed

Professor Nick Battey, School of Biological Sciences
n.h.battey@reading.ac.uk

Overview

12402A module for Part Three students was created by a collaborative effort between the Department of English Literature, the Department of History, and the School of Biological Sciences (SBS), called Science in Culture. This module was well-received by students, who found value in obtaining the perspective of disciplines other than their own, and experiencing teaching and learning methods outside the norm of their previous study.

Objectives

  • Offer a truly disciplinary module allowing students from English Literature, History, and SBS to study alongside one another, learning through the diverse teaching methods of science and the humanities.
  • Develop in students a broader, critical understanding of the precepts of science.
  • Provide an integrated view of science (with emphasis on Biological Sciences) within culture.

Context

The development of this collaborative module grew out of an Arts and Humanities Research Council sponsored project which looked at the value of literary and historical study of biology to students of biological sciences. An element of this was a workshop, ‘Cultivating Common Ground’, which aimed to foster interdisciplinary discussion between biology and the humanities. One of the key findings of the scoping study was that it would be beneficial to develop at least one module that taught both biology and humanities students alongside one another in an interdisciplinary way.

Implementation

The module was developed over a number of years by staff from SBS, English and History. The module designers from the different disciplines were determined to ensure that what was developed was a truly interdisciplinary module, breaking down the perceived divide between the sciences and the humanities, and showing how the different approaches and bodies of knowledge bear on the same questions.

The module is taught over one term. Students receive lectures and partake in seminar discussions on a historical, literary, or scientific concept, and also conduct lab work on subjects related to those explored in the lectures. As an example of this, in lab work students will identify a mutated gene, and explore the use of mutations for understanding how genes work. This topic of mutation can then be explored in its literary and historic contexts. The difference that exists between the scientific, literary and historical approaches can then be explored as a cultural challenge. From the ‘Cultivating Common Ground’ workshop, consensus had emerged that interdisciplinary learning and teaching needed to be ‘narrow and deep’. As a result, the module focuses on a defined set of ‘problems’, rather than ‘grand themes’, allowing a deeper exploration thereof, and situation of this within the cultural dynamics and methods of science.

In order to ensure students experience different ways of learning, students were given a variety of tasks, ranging from interpreting poems or discussing the history of a scientific process, which they recorded in a learning journal, these being marked and receiving feedback from tutors each week. While the completion of this task over the course of the module was an aspect of the summative assessment, the weekly feedback provided regular formative feedback to students. A focus on formative assessment was recognised as being important by the scoping study, as students on such an interdisciplinary module would require greater opportunity to learn what was expected of them. Linking formative assessment to the summative assessment ensured that students would be motivated to engage and receive valuable feedback. Students taking the module as part of a History or English Literature degree, for whom the module was worth 20 credits, rather than 10, also wrote a summative essay.

Impact

The project was successful in delivering a truly interdisciplinary module, with collaboration between the School of Biological Studies, the Department of English and the Department of History. The module was well-received by students, who reported that they appreciated the value of getting different perspectives on their disciplines.

Reflections

The greatest challenge in creating this module was achieving interdisciplinarity, as the teaching and learning strategies best suited to the individual disciplines were not necessarily suited to the teaching of an interdisciplinary module. That the module was in development for a number of years reflects the difficulty that developing an interdisciplinary approach, and this was made increasingly difficult by the paucity of existing literature on the topic from which to draw suitable practices. As a result, there had to be a number of iterative developments in order to create a module that could be delivered in a way which best achieved its learning outcomes.

Interdisciplinarity also provided a challenge with regards marking of assessments. As each discipline has different expectations, it was necessary for marking to be a collaborative process, with compromise being reached between assessors.

While the provision of multiple opportunities for formative assessment and feedback had value, given that it helped introduce students to the other disciplines, and encouraged deep learning, the process was strenuous, for both students and staff.

As the module was interdisciplinary, this meant that students had to engage with topics and processes outside the norm of their previous academic study. As a result, despite their enjoyment and high attainment, students on the module did find it challenging.

Follow up

Following the successful running of the module during the 2014-15 academic year, the module has been offered again, with slight revisions. One of the revisions has been in assessment, with students producing a report at the end of the module, rather than creating a learning portfolio over the course of the module, thus somewhat reducing the workload of staff and students. A group presentation has also been introduced, providing a different type of assessment, and making interdisciplinary collaborative group work part of summative assessment.

Links

Development of the BARS blog

By edwardwhite Comment Closed

Dr Francoise Mazet, Biological Sciences
f.m.mazet@reading.ac.uk
Year of activity: 2015/16

Overview

We developed BARS (Bioscience ARticles for Reading Students), a blog showcasing the written work of Part Three students from the School of Biological Sciences. The blog is managed by students working closely with academic staff. This project will increase students’ awareness and skills that are applicable to all areas of scientific writing.

Objectives

  • To establish a student-led scientific blog.
  • To increase the public profile and dissemination of student coursework.
  • To provide the opportunity for students to apply their academic skills in a professional context.
  • To develop an alternative resource for teaching and outreach.

Context

BARS is the extension of the module Seminars in Biology (BI3S78) which aims to introduce students to research seminars and scientific writing. The aim was to introduce an extra-curricular aspect that would give a ‘real world’ aspect to the coursework.

Implementation

The BARS blog was launched on the University of Reading server in April 2016 after initial discussions with the lead student. A small committee made up of students and staff was established to shortlist written work from the Seminars in Biology module using a set of guidelines (scientific accuracy, relevance, interest and style of writing. The blog was advertised through the Seminars in Biology module, social media (Twitter and Facebook) and the Reading University Biological Sciences Society (RUBSS).

Impact

Although the publication of the work only started in late April, the students were aware of the possibility for their work to be selected and published since early January. We noticed many students were more engaged and communicating more with the staff regarding the assignments.

The blog is being advertised to this year’s students as having examples of high quality scientific writing from their peers and we hope to see a continuing interest from the students to write with a wider audience in mind.

Reflections

Departing from a purely academic exercise for the assignments seems to have enhanced the students’ engagement with the research seminars, however we think the blog would have been more successful had the project been available at the beginning of the academic year. As it was, it did not begin before the middle of the Spring term and thus limited the opportunity for students to engage. With this in mind, any future modifications to or advertising of the blog will be started in the first week of the Autumn term. We also plan on advertising the blog more widely to staff who in turn could consider integrating the blog with their modules.

Follow up

Changes to the learning outcomes of the Seminars in Biology module will be integrated this year, and should increase the scope and diversity of the written material. We also aim to widen student participation to include other year groups, modules and programmes, and eventually students and staff from other Life Science schools.

Links

BARS blog

Development of the Cole Museum resources for outreach and teaching and learning.

By edwardwhite Comment Closed

 Dr Amanda Callaghan, School of Biological Sciences
a.callaghan@reading.ac.uk

Overview

Cole Zoology Museum300The Cole Museum of Zoology (the Cole) houses a number of satellite collections for use in outreach, teaching and learning. In 2014 we transferred 50% of the School of Archaeology, Geography and Environmental Science (SAGES) fossil collection to the Cole and in 2015 acquired the other half. As a result of this Teaching and Learning Development Fund project, most of the fossils and many more Cole specimens and archives have been catalogued and photographed and are now being transferred onto AdLib (a database for the cataloguing and publishing of information on collection objects) for wider use.

Objectives

  • To improve the use of SAGES fossil/SBS zoology collections in outreach, T&L and research through improved access.
  • To catalogue and organise material, photograph where required and upload onto AdLib.

Context

Around 50% of the University fossil collection was moved to the Cole in the School of Biological Sciences in 2014. This resource is used for teaching palaeontology and is still used by staff in Archaeology (GV2M5 Quaternary Global Climate Change). SBS are now increasingly using this resource in teaching and recently it has been used to teach BI1EZ1 Introduction to Zoology, BI1EAB1 Animal Diversity, BI2BS5 Vertebrate Zoology and BI3EAB8 Palaeozoology. The remaining 50% was moved in 2015 and required cataloguing, along with archival materials. Many of the Cole specimens and all of its archives have not been photographed and were therefore unavailable as images online.

Implementation

Two UG students and one PhD student were employed, with the added value of two additional volunteers and two academic members of staff to supervise students. Remaining fossil specimens were transferred to the Cole, identified, labelled, photographed, catalogued and stored. Specimen photographs and details are now being uploaded onto the AdLib database by a volunteer. AdLib is used by collections across the University to catalogue and publish information on collection objects. It is accessible to students and staff through the Library website Enterprise.

Impact

This will allow staff and students across the university access to the collection.  Because the collection is organized and the catalogue available online, we now have a team of 8 undergraduate volunteers and enthusiasts who are able to work on proofreading and identifying specimens in the catalogue.  In addition to improving access to the collection for use in classes by students of Archaeology and SBS, an added impact of the work is that students are gaining skills in palaeontological curation and a certain level of expertise in zoology and fossil identification. A number of our students are interested in careers in the museum sector and this experience will put them in good stead for a job in this area.

Outcomes

At the end of the project all the fossils have been transferred, photographed and the digital catalogue was transferred online.  Considerable progress was made in identifying specimens and filling in missing taxonomic information. In addition to the fossil work, the opportunity to work in the museum during the summer with a dedicated team allowed us to photograph Cole specimens whilst the photography system was set up. We also engaged a PhD student, Verity Burke, to catalogue and organise the archival material. As a result she instigated a twitter exhibition #ColeEx.

Reflections

The Cole is an accredited museum praised by the accrediting body (Museums and Libraries and Archives Council – it is now administered by the Arts Council England) for our collection management and collection care. We will now manage the fossil collection appropriately to make it more readily accessible for use and to bring it back to a good curatorial standard. The collection is now available for use in outreach, by colleagues in SBS and Archaeology for classes, for research, as well as by students on school placements to allow the development of new projects.

As a result of this project, we now are able to use the collection in new ways:

  1. Teaching and Learning. The entire fossil teaching collection is now used in teaching BI3EAB1, with students in the class able to use the online catalogue during practicals.
  2.  Research. A third year student is researching our ichthyosaur material for her final year project.
  3.  Engagement. The fossil collection is very popular among our students who are keen to be able to work with the fossils and help us to improve the information associated with each specimen.
  4. Outreach. The fossil collection is available for School visits and has already been used in University outreach activities.

 

 

 

 

 

Development of an online learning environment to enhance field trip communication

By edwardwhite Comment Closed

Dr Robert Jackson, School of Biological Sciences
r.w.jackson@reading.ac.uk

Overview

An online learning environment was developed for a module, Microbiology Field Course (BI3B67), within the School of Biological Sciences (SBS). This online learning environment was used to facilitate staff and student communication while on a field trip, and was greatly successful, with students responding well to the use of technology to enhance their learning.

Objectives

  • Provide digital learning support.
  • Facilitate communication before, during and after the fieldtrip.
  • Provide a supportive and collaborative learning environment.
  • Encourage students to reflect on their experiences and think critically, in order to inform their study.
  • Encourage students to consider their social media and internet usage in terms of developing their professional identities.

Context

A field trip within the SBS has been in place since 2012, travelling to Iceland between 2012 and 2014, and Colombia in 2015. While the 2012 field trip to Iceland was a successful experience, it lacked an effective communication system, and students had independently created online communications facilities. As the 2014 trip was to be larger in scope, it was imperative that effective communication was implemented.

Implementation

The development of an online learning environment was made possible by the collaborative work of staff across the SBS and the School of Agriculture, Policy and Development. Dr Alice Mauchline was able to contribute expertise in using mobile technology for field research, and she and Dr Becky Thomas had previously collaborated on investigating how students use the internet to engage with their learning.

Students were provided with iPads so that they all had equal access to the digital learning facilities that were to be used. In order to ensure that all students were equally proficient in the use of these technologies, iPad teaching sessions were created before the field trip, providing students with training in how to use the specific applications which would be utilised on the field trip. Additionally, support was provided on the field trip, with all teaching fellows available to provide guidance on the use of the technology. As a result of this training, students were able to use the iPads to take photographs and video, these being used to create a video presentation as a legacy of their work, with these videos then being posted to a field trip blog. Students also used the iPads as a tool for their lab work, for note-taking, for editing and for communication.

A private group within the social media platform Facebook was set up, providing staff and students with a supportive online learning environment. On the trip, the Facebook group was used to direct student learning and promote critical thinking: questions were posed to students on Facebook, with students encouraged to consider their response before discussing these in class, thus flipping the classroom; students then posted their answers to Facebook, allowing further discussion to take place after class.

Students taking BI3B67 are assessed in four ways. While on the field trip itself, students undertake data collection through field and lab work. Using these results, in groups they create a presentation, which is then given at a symposium held during the field trip. Students also create a blog, in which they give a lay account of the data collection methods used during the field trip. After the field trip, students submit the lab book, which collates their results from field and lab work. Finally, 50% of the module’s final mark is weighted toward the writing of a dissertation, which includes a background introduction to the topic, materials and methods utilised, results and discussion thereof.

Impact

Both students and staff responded well to the use of technology on the field trip, especially the development of the online learning environment. Students commented in post-field trip questionnaires that they found having questions posed to them before classes valuable, and that they were encouraged to learn in a deeper manner.

Reflections

Using Facebook to flip the classroom saw students’ responses to the questions being asked of them improve. By using a platform with which the majority of students were already familiar, less training was required. As a result, staff and student communication were significantly improved.

Having the students produce a blog with videos was of great value, as this work is made available online for students to use for their professional identity when applying for jobs, thus demonstrating of their talents and enhancing their employability.

Setting up an online learning environment through Facebook is something that would be possible for others at the University to implement. As there are a number of experienced staff members at the University, expertise is not hard to come by.

Incorporating research seminar series into teaching and learning

By edwardwhite Comment Closed

Dr Louise Johnson, School of Biological Sciences
l.j.johnson@reading.ac.uk

Overview

4258In the School of Biological Studies a module, Seminars in Biology (BI3S78) was created, utilising the existing research seminar series within the School to structure assessment. The module is easily adaptable for other subject areas, and has proved very popular with students, and has aided in their development of academic and personal skills.

Objectives

  • Better utilise the School’s existing research seminar series.
  • Develop a number of students’ skills, including report writing, writing for different audiences, experimental design, literature searching, and referencing.

Context

The School of Biological Sciences had long held research seminars, with speakers conducting innovative research in the biological sciences being invited to deliver a seminar on their research. Despite these research seminars being an available resource for students to engage with new research in their field of study, and advertisement of the seminars within the school, attendance was disappointing, with many students failing to utilise such a valuable resource. Within the School of Chemistry, Pharmacy, and Food a Part Four module, Current Topics in Chemical Research, exists, having students attend research seminars and creating assessed reports upon these. This provided the inspiration for the creation of a similar module in the School of Biological Sciences.

Implementation

The School holds around 20 research seminars a year on current research in life sciences. On each seminar attended, students complete a Seminar Report Form with a summary of the seminar topic, three things they learned from the seminar, a comment on the quantitative methods used, references (one scientific review article and two primary research papers) for someone who wished to research the topic, and their justification for these sources. This ensures not only that students attend the research seminars, but also actively engage in note-taking during the seminar. Commenting on the quantitative methods used by the seminar speaker encourages students to reflect upon their own use of quantitative methods. By providing references for someone else to research the topic, students develop their skills in referencing and literature searching. The reports are marked on a pass/fail basis, and students must have achieved passes on at least 10 reports. This forms 20% of the module grade.

At the beginning of the module, students take an online test on statistics and experimental design, in order to develop their understanding of these subjects, as well as to highlight common mistakes. The test constitutes 10% of the module grade.

The first written assignment is to write a summary paragraph of between 200 and 300 words on a seminar, suitable for publication in the scientific journal Nature. The marking criteria for this are based upon the publication guidelines of Nature, as well as the usual University marking criteria. This develops the ability to convey the importance and context of research findings. This assignment constitutes 15% of the module grade.

The second written assignment is a 1500 word critical analysis of research presented in a seminar. This assignment encourages students to engage with the ideas, evidence and techniques presented in a chosen seminar. Students consider the strengths and weaknesses of the research, and suggest ways in which the research might be improved. This assignment constitutes 40% of the module grade. Students are not permitted to write their critical analysis on the research seminar on which they wrote their summary paragraph.

The final assignment is to write a 500 word news article suitable for inclusion in a popular science publication, for an audience of non-specialists, on one of the seminars. As with the critical analysis, students are not permitted to write their article on either research seminar on which they completed their summary paragraph or critical analysis. This assignment provides students with experience of writing for a non-specialist audience, promoting clarity of expression and an ability to select what areas of research will be of appeal to a broad audience.

Impact

Student feedback, both formal and informal, has demonstrated that the module is very popular. Students have reported that the assignments helped them develop skills that they were able to use in other areas of their study, and students have referenced the seminars in their examinations, suggesting that they engage well with the module and the seminar topics. Students make special reference to how attending the seminar series have helped them refine their own interests within life sciences, and some students have actually found PhD places as a result of their attendance of research seminars.

Reflections

Students find the module challenging, because it draws upon different skills to other modules within the School. Having students operate outside their academic comfort zone, however, is a valuable learning exercise, and there has been no desire to alter the course to any great extent, as student feedback does not justify this.

The greatest challenge involved in running this module is the varied topics upon which seminars may be held, as this requires markers of the reports to be specialists within the area. With the popularity of the module resulting in large student numbers, this can create a large workload for markers.

There is great value in running this module, as it develops a number of skills in students, including report writing, statistics, referencing, literature searching, writing for different audiences, and experimental design.

Whiteknights biodiversity monitoring: building an app to collate long-term monitoring data of campus wildlife

By edwardwhite Comment Closed

Dr. Alice Mauchline, School of Agriculture, Policy and Development; Dr Alastair Culham, School of Biological Sciences; Dr Karsten Lundqvist, School of Systems Engineering; Professor Alison Black, School of Arts and Communication Design; Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science
a.l.mauchline@reading.ac.uk

Year of activity: 2013-14

Overview
KiteSite
A mobile app was developed for the collection of field data, supporting the activities of the Whiteknights Biodiversity Blog, and providing a central database for students and staff to monitor long-term changes in the local environment on the University of Reading’s Whiteknights campus.

Objectives

  • To develop an app, suitable for use with Android and iOS devices, that was user friendly and had strong branding and identity.
  • To build a community of users for the app that would utilise and enjoy the app for biodiversity monitoring objectives.
  • To create the app as a tool that would support the teaching of biodiversity in a range of modules across several schools.
  • To create an app that could support the work of the Whiteknights Biodiversity Blog in monitoring long-term changes in the local environment of Whiteknights campus, including the University of Reading Phenological Monitoring Network (UoRPMN).

Context

The project to develop the app, which was named KiteSite, grew from Dr Mauchline’s involvement in Enhancing Fieldwork Learning, a Higher Education Academy funded project that sought to promote the use of technology in order to improve student learning in the conduct of fieldwork.

The need for the app grew out of the success of the Whiteknights Biodiversity blog. Since being established in June 2011, the blog generated increasing interest, and coordinated multiple records on biodiversity, including a growing phonological dataset, the UoRPMN. The app was conceived of as a field recording tool that would support the work of the blog in monitoring long-term changes in the local environment of Whiteknights campus. Crowd-sourcing data in the manner that such an app would allow will provide researchers with access to data on more species, over a greater area and period of time, than they may be able to collect themselves.

Implementation

First, a scoping study and literature review were conducted in order to identify existing apps, software and online resources that could be utilised.  Concurrently, six student champions, drawn from five schools across the University, interviewed staff members within their schools in order to establish the teaching needs that could be met by the development of the app.

As a result of these findings, a ‘HackDay’ event was held in December 2013 in order to decide upon the requirements for the basic functions of the app.  EpiCollect was chosen as an open source, generic, data collection tool that could be modified but already provided the functionality of sending geotagged data forms and photos to a central project website from mobile devices. The student champions modified EpiCollect to produce a prototype app, which was then tested by user-groups and refined by agile development.

In order to test the app, a mock species identification session was run, followed by field data collection using the app.  This and further data collection and feedback allowed the app to be refined and the database to be developed and enhanced.

In anticipation of the launch of the app, which was named KiteSite, a website and social media profile were set up, while promotional materials were printed and disseminated.

Ultimately the app was launched in June 2014, and a launch event was held, attracting a number of teaching and learning staff who expressed interest in using the app in their teaching and learning.

KS thumbnail

Impact

The project successfully created the KiteSite app that is currently being used by a small community for the monitoring of biodiversity on the University of Reading’s Whiteknights campus, and supporting the University of Reading Phenological Monitoring Network dataset.

Reflection

Those involved in the project felt that they benefited from working as part of a multi-disciplinary team, as they developed their skills in effective communication and learnt to avoid the use of subject specific jargon.  Given that team members also had other commitments besides the project, it was sometimes difficult for them to balance their workload.

While it was not possible to create a dedicated iOS app, as had originally been planned, a functioning equivalent within the existing EpiCollect app that operates on iOS was created.

The appointment of student champions was valuable, as by having the project led by the principle end-users, they were provided with the opportunity to shape how the final project could be used and developed most effectively for their needs. The student champions took the lead on developing the website for the app, and one of the student champions drafted the reflective paper that was then published in the Journal of Educational Innovation, Partnership and Change.

Follow up

The project team continue to seek further uses for the KiteSite app. While it is used in teaching, the current objective is to engage with student societies that might make use of the app, such as BirdSoc, an ornithology student society.

Other universities have expressed interest in the project, and are looking to set up similar resources mirroring KiteSite.

Links

Campus Wildlife Champions

By edwardwhite Comment Closed

Dr Graham J. Holloway, School of Biological Sciences
g.j.holloway@reading.ac.uk
Year(s) of activity: 2014-15

Overview

8750Students (mostly BSc Ecology and Wildlife Conservation students) carried out species identification activities in The Centre for Wildlife Assessment and Conservation on Wednesday afternoons. Students were encouraged to ‘adopt’ and focus on a taxonomic group (or community) to acquire deep learning. As a result of this and other activities, we have increased the campus species list to nearly 1700 species, an impressive statistic that we use during Information Days.

Objectives

  • To develop a sense of community amongst the BSc Ecology and Wildlife Conservation students.
  • To increase appreciation of the importance of extra-curricular learning.
  • To develop skills valued by many potential employers of these students.

Context

There is often a mismatch between what students value from their time at universities and what employers value. Employers in the conservation sector frequently value extracurricular skills in addition to modular learning. A skill that is acutely lacking in graduates is an ability to identify species and, therefore, to carry out surveys under field conditions. The Campus Wildlife Champions project offered a way for undergraduate students to develop their CVs.

Implementation

The Ecology and Wildlife Conservation programme adviser meets with the students on a regular basis. During these meetings the importance of a strong CV that provides evidence of understanding, interest and learning, vital for career development in the conservation sector, is impressed on the students. Funding provided by the Teaching and Learning Development Fund was used to provide resources to facilitate engagement of students with species identification. Every Wednesday afternoon the project leader, along with Mr. Chris Foster (a Teaching Associate of the School of Biological Sciences), worked with the students in labs to help them to get to grips with specialised identification keys.

Impact

One of the main objectives was to encourage students to appreciate that on completing their degree programme their CV becomes the most important element in their armoury. Students need to take charge of their own learning to develop their skills so that their CVs showcase who they are and what they can deliver to a potential employer. Relying entirely on learning through modular teaching is unlikely to make them special. For this reason I was not happy to make this activity compulsory; students had to choose for themselves whether they were interested and how far they would like to take the activity. Seventeen students engaged with the project but this number dropped off as the academic year progressed, in particular as the examination period approached. Several students though remain active and it is hoped that they will continue a second year.

Reflections

This type of activity had not been attempted before so we were unsure how it would unfold. To have several students still interested in the activity is great and I will be encouraging these students to resume engagement during the coming academic year and to interact with the new cohort of students starting in September 2015. Continuity was a major aspiration so to have a real prospect that Part Two students could become mentors for Part One students is excellent. It is not obvious how we could have done things differently or better while operating within the constraints.

Links

The Campus champion project has appeared as a university news item:
http://www.reading.ac.uk/news-and-events/releases/PR618137.aspx

Data from the project are contributed to the Whiteknights Biodiversity website:
http://blogs.reading.ac.uk/whiteknightsbiodiversity/