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.

The online studio: using Technology Enhanced Learning to support independent learning

By edwardwhite Comment Closed

Dr Jeanne-Louise Moys, School of Arts and Communication Design
j.l.moys@reading.ac.uk
Year of activity: 2014–15

Overview

Typoresources-1-3The project explored what kinds of online resources BA Graphic Communication students engage with and need and, through an iterative design process (combining prototyping and user testing), developed a new online resource interface to support learning.  As a result, staff and students within the Department of Typography & Graphic Communication were able to gain a better understanding of students’ preferences and needs, with regards online resources.

Objectives

  • Identify what kind of resources students prefer and what kind of interaction they should support.
  • Develop a prototype that responds to these needs.
  • Test the prototype and refine it further.

Context

Typography students engage in a great deal of independent learning. This includes a significant amount of online research that students conduct in relation to their studies. The Department wanted to find ways to support this and extend it through Technology Enhanced Learning.

Implementation

First, tutors and students took part in collaborative brainstorming workshops, in which the main issues which the project sought to address were discussed. These workshops fed into the creation of a short questionnaire, which the student project leaders used to elicit feedback from their peers about their preferences and common methods of working and communication both among themselves and with staff. The findings of the questionnaire, which was completed by 25 students, reinforced the need for a new online resource interface and allowed the creation of a focused design brief to guide the development of the prototype.

As a result of the questionnaire feedback, the prototype prioritised ease of navigation, as respondents had indicated that they wanted the resource to allow them to browse well-structured categories, and also to make searches for specific resources.

Following the development of the prototype, a series of semi-structured interviews with staff and students was conducted, to gain feedback on the resource, with this feedback being used to refine the prototype.  For example, feedback indicated that students wanted to be able to search for resources thematically rather than necessarily be limited to a structure that reflected the structure of particular modules taught within the Department.

Impact

The project has enabled staff within the Department of Typography & Graphic Communication to improve their understanding of students’ preferences and needs and the ways in which they engage with online learning resources. This forms a useful foundation that can inform the ways in which we continue to support teaching and learning. The prototype that has been developed is an excellent starting point, and has received positive feedback from both students and staff.

Reflections

Given the positive feedback of students and staff, there is a strong desire within the Department to continue to explore ways of implementing the resource to benefit students for the long term. Two Study Abroad students continued to work on developing and testing materials for the proposed resource over the summer. The project is on-going, although resourcing it sufficiently continues to be a challenge.

One of the main difficulties faced during the project was timing. As a result, the opportunity to use the full budget was missed, and a number of the resources that were originally envisaged could not be utilised within the time available.

The success of the project is fully attributable to the efforts of the three students who worked on it. As the project was student-led, this allowed the project to respond directly to the challenges that students face. The student team benefited from their involvement in the project as they gained experience of conducting end-user research, and using this research to iteratively design and develop a prototype, as well as developing skills such as the ability to work effectively within a team, and written and verbal communication within a number of different contexts.

Links

LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience

By edwardwhite Comment Closed

Professor Jane Setter, School of Literature and Languages
j.e.setter@reading.ac.uk
Year of activity: 2014-15

Overview

12759 (1)Students and staff worked together during 2014-15 to develop the Department of English Language and Applied Linguistics’ new compulsory Part One module Techniques and Skills for Applied Linguistics (LS1TAL), run for the first time in 2014-15, to make it more interesting, useful and relevant to 21st Century undergraduate students. The project sought, among other things, to address the University Board for Teaching and Learning Enhancement Priority to evolve our approaches to teaching and learning, with a specific focus on using Technology Enhanced Learning in class and in assessment.

Objectives

  • An improved module following input from students which addresses their needs more closely in the development of the study of our discipline and transition to Higher Education.
  • Better use of Technology Enhanced Learning elements in content, delivery and assessment.
  • Enhanced use of the formative assignment English Language and Applied Linguistics students are asked to prepare, and of the feedback given.
  • The development of good practice which can be shared across our modules and with others in the University and across the sector.

Context

The module convenor had produced a new compulsory module for 2014-15 which addressed many of the issues arising for students in the first year of study, such as general transition to Higher Education; how to do tertiary-level academic writing; how to use and get the best out of tools such as Turnitin; how to present yourself effectively online with a jobs-market orientation; how to do assessments using Technology Enhanced Learning approaches, such as blogging and short videos. Student involvement in the development of the module was desired to make it particularly relevant and useful to them.

Implementation

Students taking the module were recruited during the Autumn term 2014-15 to be leaders and participants in the development of the module; four came forward. PLanT funding was applied for and received. Subsequently, focus groups were held at four points during the year between students and staff to review module content and suggest ways to develop it. Finally, with the agreement of the students, a new weekly schedule for the module (which runs in the Autumn and Spring terms) was drawn up.

Specifically, students asked for more concise and focussed input on transitions to Higher Education and online presence, including a specific session on building a LinkedIn profile, a more hands-on approach to library skills training, input from students at Parts Two and Three, and sessions from Student Counselling and Wellbeing.

Impact

Students and staff involved felt that the outcomes had been very positive. Students valued having the chance to develop a new module, and staff enjoyed working with students, finding out what they already knew and what needed further development, and understanding their viewpoint on their needs as new entrants to Higher Education in the UK. The real test for the module, however, will be the revised module running in the 2015-16 academic year, during which data will be collected from the new cohort using module evaluation forms to compare with last year’s evaluations and see whether student satisfaction has improved.

We were delighted that students had no issues with the Technology Enhanced Learning elements in the module content or assessment. In fact, they thought they were very useful and well-integrated.

An unexpected outcome has been the Director of English Language and Applied Linguistics’ Postgraduate taught programmes’ interest in the module to see whether it could be adapted for MA students.

Reflections

The activity was made successful by the involvement of students in developing this module. Teaching and Learning Dean Dr David Carter had commented that it seemed like a very well-designed module; the decision about how to develop the module could have been made by an individual based solely on student feedback questionnaires, but it seemed much better to have the hands-on involvement of students, as the module is aimed at supporting students through Part One. Their involvement enabled students to have input into their degree which resulted in real change, to see first-hand the issues involved in module development, and also to appreciate the Department’s attention to teaching, learning, the development of transferable skills, and supporting students to get the best from their university study and beyond.

Developing the module ‘Persuasive Writing’ and considering the professional development of our students

By edwardwhite Comment Closed

Dr Cindy Becker, Literature and Languages
l.m.becker@reading.ac.uk
Year of activity: 2014/15

Overview

11299In order to allow a module offered within the Department of English Literature to map onto the needs of the professional world, a PLanT project was created to gain input from professionals on the development and delivery of the module. As a result, a number of areas were identified in which students would benefit from additional guidance in preparing them for their post-University careers.

Objectives

  • To develop the module ‘Persuasive Writing’.
  • To increase links with professionals.
  • To ensure that professional development opportunities for English Literature students are provided.

Context

In October 2014 the Department of English Literature introduced a new module in Persuasive Writing (EN1PW). The module is intended to educate students in the art of writing away from academia (letters, reports, newspaper and journal articles, political speeches, press releases, marketing copy and online material). It was decided that, as the module EN1PW required students to consider writing that is undertaken in a professional context, it would be valuable to gain some professional input in its development and delivery. Additionally, the Department is keen to increase its links with local commercial and professional contacts.

Implementation

Working party meetings with students were held, and then a lunch for members of staff, students and professional representatives was provided so that discussion of the module and how it might map onto the skills expected of highly employable and successful graduates could be facilitated. Following the lunch students and staff met again to consider a course of action for 2015/16.

Impact

The project successfully identified a number of areas in which students would benefit from receiving additional guidance. It was decided that in order to provide guidance, handouts and other supporting material would be produced by PLanT students, with staff advice. These areas included: guidance for students on how to promote themselves in the job market across different sectors; how to maximise skills; making core study areas count on a CV; how to write a personal profile for a CV; the structure of writing and how to remain focussed on the central message; overcoming worries about making the most of time and opportunities at university; and learning more about work experience placements.

The University of Reading will be piloting a Peer Assisted Learning (PAL) scheme in the coming year, and the PLanT students have all expressed interest in being involved if EN1PW is chosen as one of the pilot modules.

An unexpected outcome was that one student was offered professional mentoring as a result of the contact made at the lunch.

Reflections

The PLanT project worked well because it worked on a simple format and a manageable timeline. As a result of the findings of the project, the Department of English Literature is considering introducing a new module at Part Two on ‘Public Rhetoric and Persuasion’. This would sit neatly alongside the existing Part Two module Communications at Work as a natural follow-on module from EN1PW.

The project also highlighted that English Literature students needed some free professional development training courses, which could be provided by colleagues across the university. The Department is considering providing training sessions itself for its students to help them in their professional development in areas including: early career planning; presentation and writing skills; managing a social media presence; effective methods for group work; and how to produce a business case or funding bid.

Links

Professional Track – University of Reading

Politics Show on Junction11 Radio

By edwardwhite Comment Closed

Dr Alan Renwick, School of Politics, Economics and International Relations
Year of activity: 2014/15

Overview

DSC_0289 - CopyOur Teaching and Learning Development Fund (TLDF) award was used to fund the purchase of a laptop and recording equipment to help students in preparing materials for broadcast in the Politics Show on Junction11 Radio, the Reading University Students’ Union radio station. This facilitated learning activities that greatly boosted students’ self-confidence, engagement with politics, and transferable skills.

Objectives

  • Deepen students’ engagement with politics by creating a forum for them to discuss it on live radio.
  • Deepen students’ understanding of the role of media in politics through practice as well as academic learning.
  • Foster students’ self-confidence and their skills of research, communication, presentation, and audio editing.

Context

The hardest part in studying politics is often connecting what we learn through academic study with what is happening around the world today. The Politics Show and allied Media and Politics module are designed to facilitate that, as well as to foster a range of crucial transferable skills. The ability to record and edit material ahead of broadcast is essential, and our TLDF funding allows that.

Implementation

The Politics Show was broadcast every Tuesday evening during term throughout the year, between 7 and 8pm. Much of the show involves live studio conversation, but pre-recording some content allows us greatly to open up the range of material that we can include, and most shows have therefore involved at least some such content. We have, for example, included vox pops hearing the views of students around campus, recorded interviews with notable visitors to campus, recorded interviews away from campus with a range of political figures, and recorded material on location, including reviews of exhibitions at the British Museum and British Library. While most such material can now be recorded with a good quality smart phone, the equipment we were able to purchase through the TLDF gives the highest quality of recorded sound and ensures that all students have access to the means of recording and editing, even if they do not own the requisite equipment themselves.

Impact

The Politics Show has been a tremendous success: students who take part visibly grow in confidence and ability to communicate and in engagement with politics. In addition, anyone with access to a computer can listen to the show live or through our podcast edition, and many people do so, ensuring that the show helps advertise the University of Reading and the Department of Politics and International Relations – and the achievements and professionalism of our students – to the wider world. The show is a core element in the package that we promote to applicants during open days and visit days. Again, these opportunities require that the show’s quality be high, and our TLDF funding has helped ensure that.

Reflections

We regard the Politics Show and the associated Media and Politics module as a very clear success, which is due in large part to the energy that this activity has unleashed among our students. We plan some tweaks to aspects of the module that are not related to our TLDF funding in response to lessons learnt over the past year. But we see no reason for substantial changes to the Politics Show itself or the role of pre-recorded material in it. Our one frustration this year was that, for administrative reasons, we could not purchase our new equipment until late in the year, but we will be able to integrate it more fully into the show more continuously in 2015/16.

The show’s original host, Dr Alan Renwick, has now moved on from the University of Reading, and two new hosts – Dr Dawn Clarke and Dr Mark Shanahan – will therefore be taking over. Given that they will be new to this kind of activity, we do not plan to experiment much with innovations over the coming year, but further refinement and evolution of the format may take place thereafter.

Links

The archive of podcasts from the show is available here: http://www.reading.ac.uk/spirs/about/spirs-PoliticsShowPodcasts.aspx