The document discusses a foundation program designed for students who failed subjects in their first semester of a mainstream human biology course. It highlights challenges such as student demotivation, gaps in fundamental knowledge, and low computer skills, and proposes a curriculum that integrates academic and computer literacy, as well as presentation skills. Additionally, it outlines a detailed structure for practice and assessment while stressing the need for ongoing feedback and evaluation of student progress.

1. Roisin Kelly-Laubscher
Human Biology

2.  Foundation programme for students who
failed one or more subjects in the first
semester mainstream programme.

3.  One module looking back at the material covered in
mainstream
 One module looking forward at the material to be
covered on return to the mainstream
 Problems with looking back at Anatomy:
 Some students did not fail Anatomy & Physiology in
the mainstream
 Most do not struggle with Anatomy concepts but
rather the volume of it.
 Cannot neglect Anatomy for a semester BUT re-
lecturing may not have added value for student
learning
 Solution:
 get them to engage with the material in a different
way

4.  Demotivated
 top students in their school or class to failing first
semester at University
 foundation course stigma
 Outside factors
 Lacking basic building blocks for learning.
 gaps in their knowledge and/or study skills.
 computer skills test at the beginning of the
second semester
 21 out of 26 students scored less than 50% in their ability
to use Microsoft Word (Av. mark 42%).
 Relevance of basic science classes to future
careers unclear
 Integration of academic skills

5.  Academic literacy/Information
literacy
 Computer literacy
 Presentation/Communication skills
 Giving, receiving and acting on
constructive criticism

6.  allow the students to:
 Practice skills in academic literacy, computer
skills and time management.
 Build-up a resource for themselves and others.
 learn while writing, reading, viewing and linking.

8. Step outline Outcomes/Skills practiced resources required Time
no. allotted
1 Description of Academic literacy Books, access to 1 wk-2wks
muscle Computer literacy internet, computer
Can describe one muscle in their own words
2 Critique of Academic literacy Books, access to 1 wk- 2 wks
description Computer literacy internet, computer
Can describe 4 muscles in their own words
3 Presentations of Presentation skills Maybe PowerPoint or 1 wk- 2 wks
Wiki- Students are presented with a brief description of all chalk
descriptions muscles allocated
4 interaction and Academic literacy Books, access to 1 wk-2 wks
relationship of Computer literacy- linking internet, computer
their muscle to Can describe interactions of one muscle in their own
other muscles words
of the upper
limb.
5 Repeat step 2&3 2 wk
9 Online activities Computer literacy access to internet, 1 wk
search computer

13.  History allows you to see different versions
 Can see if the student adapted their wiki
since feedback was given
 Can check if students submitted by the due
date
 Can also see who made what edits

14.  Download Wiki
 Upload whole document to “Turn it in”

15.  Pre-implementation feedback:
colleagues, tutors & previous students
 During & After the course:
 students’ progress indicators,
 students’ experience of the course
 my recorded observations of
implementing the course.
 Presented at UCT education research
day

16.  CHEC course convenors
 IP team
 Busayo Ige & Viki Janse Van Rensburg
 IP students 2011-2012