Helping students take control of their laboratory learningDr. H.E. AllisonSchool of Biological Sciences

BackgroundSchool separated practical and lecture-based teachingStudents, in the main, disliked practical classesMost students report highlight of their honours year is their projectWhy the discrepancy?Enrolled in the PGC TL HE

School separated practical and lecture-based teaching

Students, in the main, disliked practical classes

Most students report highlight of their honours year is their project

Why the discrepancy?

Enrolled in the PGC TL HE

What students liked and dislikedLikedPracticalsWorking with staff & demonstratorsDislikedPracticalsDoing “pointless experiments” without understanding “why” or sometimes even how they workLong & boringPoor use of timeHonours ProjectWorking on their own project (ownership)Freedom to design experimentsThe ability to carry a project from one stage to the nextInteracting with staff & post-graduates/ post-docsHonours ProjectUnsure of themselves at the start of the project

Design an All-Encompassing Microbiological PracticalNot supported by lecture material – freestanding6wk module, running 1 full day/wkRequired for microbiology students, open to anyoneShould help prepare future honours students to safely work on 3rd year projectsTry to combine “good” elements of honours project in a classroom settingProvide students with a feeling of ownership and purposeEncompass best teaching and learning practices as far as possible

Not supported by lecture material – freestanding

6wk module, running 1 full day/wk

Required for microbiology students, open to anyone

Should help prepare future honours students to safely work on 3rd year projects

Try to combine “good” elements of honours project in a classroom setting

Provide students with a feeling of ownership and purpose

Encompass best teaching and learning practices as far as possible

Design: Ensure that students are capable of:Handling basic laboratory equipment Aseptic techniqueHandling microorganismsUnderstanding laboratory hazards and risk assessment

Handling basic laboratory equipment

Aseptic technique

Handling microorganisms

Understanding laboratory hazards and risk assessment

Design: Provide a platform for students to run their own projects:Limited experienceLarge demand on supervisory capabilitiesStudent must receive lots of detailed instruction and guidance, but still retain the “feeling of independence”

Limited experience

Large demand on supervisory capabilities

Student must receive lots of detailed instruction and guidance, but still retain the “feeling of independence”

Enhance Experience

New SituationsDesigned in first year to accommodate 38 studentsLast year, 67 students were enrolled in the moduleUpcoming year may bring an additional 50 studentsStaff have limited time to cope with this moduleBetter organisation

Designed in first year to accommodate 38 students

Last year, 67 students were enrolled in the module

Upcoming year may bring an additional 50 students

Staff have limited time to cope with this module

Supervision If all students are doing the same thing, hazards are:Easy to identifyEasier to preventPotential timescaleEach group of students is potentially doing something different:Students can be guided towards certain goalsStudents can be exposed to COSHH (control of substances hazardous to health)

Easy to identify

Easier to prevent

Potential timescale

Students can be guided towards certain goals

Students can be exposed to COSHH (control of substances hazardous to health)

Student Experience Greatest complaints are :Feeling “lost and confused” about projects in the first 1-3 weeks Feeling like there isn’t enough timeNot being able to spend enough time on the projectWanting to work in the lab extra days without being able to do soGet to know the academic staff very well:+20 summer studentships

Feeling “lost and confused” about projects in the first 1-3 weeks

Feeling like there isn’t enough time

Not being able to spend enough time on the project

Wanting to work in the lab extra days without being able to do so

Requires Good Postgraduate Demonstrator TrainingGood for the post-gradaute demonstratorScientific processThinking on your feetAcademic staff present for immediate guidanceRegular weekly meetingsLong term goalsShort term goalsProblem areasSafety concernsStrategies for dealing with problemsScientificInterpersonal

Good for the post-gradaute demonstrator

Scientific process

Thinking on your feet

Academic staff present for immediate guidance

Regular weekly meetings

Long term goals

Short term goals

Problem areas

Safety concerns

Strategies for dealing with problems

Scientific

Interpersonal

Demonstrator NotebooksEach demonstrator write up “goals” for 2-3 research groups (Thursday afternoon)E-mail electronic version to me (Friday afternoon)I highlight specific “challenges”We meet on the Monday before Thursday practicalTechnical support staff highlight difficultiesProblems are identified, discussed and strategies put into placeTechnical support are consulted on and informed of appropriate strategies

Each demonstrator write up “goals” for 2-3 research groups (Thursday afternoon)

E-mail electronic version to me (Friday afternoon)

I highlight specific “challenges”

We meet on the Monday before Thursday practical

Technical support staff highlight difficulties

Problems are identified, discussed and strategies put into place

Technical support are consulted on and informed of appropriate strategies

Special ThanksFellow academic staff in School of Biological SciencesPostgraduate demonstratorsTechnical support staff associated with teaching labsWith special thanks to and in Memory of Joyce Regan

Fellow academic staff in School of Biological Sciences

Postgraduate demonstrators

Technical support staff associated with teaching labs