Fieldwork in a virtual world
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This document discusses the development of virtual fieldwork at Newcastle University to replace in-person fieldwork due to the pandemic. It notes that fieldwork is traditionally seen as essential in bioscience teaching for hands-on learning, observation skills, and teamwork. Newcastle developed virtual fieldwork involving online briefings, 3-4 hour practical sessions using virtual tours of field sites like rocky shores and salt marshes, and follow-up sessions. Initial feedback from students was positive about continuing to gain field-based skills and knowledge through the virtual approach. More details are available in a case study on their virtual fieldwork teaching.
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Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
Global laboratory
The document discusses SUNY Oswego's Global Laboratory program, which provides undergraduate students hands-on research experiences in international laboratories. It aims to prepare globally engaged STEM researchers and increase scientific collaboration worldwide. Students spend 6-8 weeks in labs on all continents, advancing knowledge and designing solutions. Evaluation measures intellectual and global perspective development. Funding supports 15-20 students annually in locations like Brazil, Taiwan, Congo, and Iceland.
Academic Senate Sustainability Work Group (SWG)
UCSB has made commitments to sustainability through signing the Talloires Declaration in the 1990s, having sustainability as a theme in its 2007-2025 strategic plan, and registering with AASHE's STARS program. It supports sustainability initiatives through a Chancellor's Sustainability Committee, sustainability-focused research, courses, and degree programs. Sustainability is also addressed through general education requirements, a PhD emphasis, internship programs, and appointments of Sustainability Champions to conduct research and mentor students.
Mon case study
UCSB has made commitments to sustainability through signing the Talloires Declaration in the 1990s, having sustainability as a theme in its 2007-2025 strategic plan, and registering with AASHE's STARS program. It supports sustainability initiatives through a Chancellor's Sustainability Committee, sustainability-focused research, courses, and degree programs. Sustainability is also addressed through general education requirements, a PhD emphasis, internship programs, and appointments of Sustainability Champions to conduct research and mentor students.
Curriculum Evening2008 Slideshare
This document provides an overview of the Geography Department and GCSE Geography course. It discusses how geography allows students to develop a variety of skills and broaden their global outlook. It outlines the course content, which covers both physical and human geography, and includes fieldwork opportunities. Students are assessed through exams and coursework. The subject is brought to life through various resources, and the department seeks to enhance learning through online tools like blogs, quizzes and podcasts.
Miljöövervakningsdag 2016 Kiruna - S Cornell
The document discusses the evolution of Earth system science and planetary boundary research since 2009. It describes how pioneering scientists first pooled knowledge about Earth system processes to inform the world about sustainable development limits. It outlines how the field involves measuring and understanding complex natural systems and human impacts through interdisciplinary, international collaboration across science, policy, and action. The document also notes that subsequent assessments have found stronger evidence of human-driven environmental changes and more urgent calls for global cooperation to address issues like climate change and biodiversity loss.
Natalija Aceska: Education for sustainable development through inquiry
This document discusses education for sustainable development through inquiry-based science education in the Republic of Macedonia. It outlines how Macedonia has implemented programs like GLOBE (Global Learning and Observations to Benefit the Environment) in schools to teach students about principles of sustainable development. Fifteen Macedonian schools are involved in GLOBE, incorporating its data collection protocols into subjects. GLOBE helps students develop skills while collaborating with teachers, community members, and government ministries. Macedonia also uses resources like a new science curriculum for primary grades and Cambridge teacher trainings to promote sustainability education and skills through pupil-centered, experiential learning.
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Educational Research
This document describes a study examining undergraduate students' reading practices and perceptions. The study found that students spent an average of 14 hours per week on academic reading. Students in later years spent more time reading journal articles. A focus group identified benefits of reading but also barriers like lack of time and confidence. Students were more confident reading textbooks than journal articles. The study provides insight into how to better support students' reading.
Embedding the Sustainable Development Goals within first year biosciences ski...
Dr Sara Marsham and Dr Alison Graham from Newcastle University presented on their module that embeds the United Nations Sustainable Development Goals (SDGs) within first year bioscience skills teaching. The module develops students' skills in locating, evaluating, and communicating scientific evidence around a topic relevant to their degree. Students complete individual reports and group presentations assessing their understanding of assigned SDG targets and how targets may be achieved by 2030 or impact one another. Feedback is provided to help students improve their scientific writing, research, and presentation abilities.
Reviewing undergraduate skills teaching in Natural and Environmental Sciences...
This document summarizes a project to review and improve skills teaching in natural and environmental sciences at Newcastle University. The project team conducted a skills audit across departments, held focus groups with students, and discussed skills delivery with module leaders. They identified key skills all graduates need, including academic writing, data analysis, and oral presentations. The project aims to consolidate existing resources, consider staffing, and reduce over-assessment while sharing effective teaching approaches across disciplines.
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Presented by our student interns at the Newcastle University Learning and Teaching Conference, April 2019
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This document discusses a research project that uses game-enhanced learning (GEL) to increase student engagement in natural science courses. It presents several digital and non-digital games developed by Drs. Graham and Marsham including Pipette Party, Sense of Scale, and Shore Thing. Based on initial student feedback, the games were well received and more effective than traditional lectures. The researchers plan to continue developing additional games, recruit more student interns, and refine existing games in the next year.
Embedding vocational career development modules within undergraduate bioscien...
This document outlines two new 10-credit employability skills modules for biology and marine science undergraduate programmes at Newcastle University. The modules involve students completing a 35-hour work placement in their field of study during the second semester. In the first semester, students receive training from academics, the careers service, and other university departments to prepare for their placements. A variety of local organizations partner with the university to host students for their placements. Student feedback indicates the placements helped develop graduate skills and increased confidence in employability. Placement providers also provided positive feedback on hosting students.
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British Ecological Society Special Interest Group: Research-teaching nexus symposium, University of Birmingham, April 2018
The Future of Learning and Teaching
This document summarizes a workshop on the future of learning and teaching in higher education. It discusses developments like learning analytics, digital literacy, flipped classrooms, and game-enhanced learning. Faculty members were asked to consider innovations in learning and teaching at their institution and discuss what types of approaches are most likely to become widely embedded in the future. References are provided on topics like audience response systems, employability skills, and inverted or flipped classrooms.
Embedding links between teaching and research at a research intensive UK univ...
This document summarizes research into linking teaching and research at a research-intensive UK university. A survey of 383 students found that nearly half felt staff valued research and teaching equally, and almost 70% agreed staff balanced the demands of research and teaching well. However, focus groups revealed some students felt a research-teaching gap and disparities in priorities between more research-focused and teaching-focused staff. Students saw benefits to being taught by researchers but sometimes found it difficult to see the links between formal course content and staff research. The conclusions were that students valued research-led teaching but may need more opportunities to understand and participate in ongoing research.
Can electronic marking help engage students with assessment and feedback
The document discusses a project aimed at engaging students in the assessment and feedback process through electronic marking. The initial aims were to involve students in developing marking criteria and applying feedback. The project used GradeMark software to provide feedback linked directly to criteria. Students provided feedback on writing criteria and using GradeMark for comments. The presenters reflected on continuing criteria development, student engagement challenges, and best practices for criteria writing.
Using GradeMark to engage students in the feedback process
The document discusses a project at Newcastle University to improve feedback and engage students in the marking process using GradeMark. The project aimed to 1) involve students in writing marking criteria, 2) engage students with criteria before submitting assignments, and 3) provide feedback linked directly to criteria using GradeMark. Feedback from students found the electronic feedback easier to understand and more specific. The approach was then expanded across the university and disseminated more widely. Benefits included more detailed feedback for students and markers. Questions remain around further engaging students and managing challenges of staff and student adoption.
Using GradeMark to improve feedback and engage students in the marking process
Institute for Scholarship of Teaching and Learning at Mount Royal University, Symposium on Scholarship of Teaching and Learning, November 2016
Using GradeMark to improve feedback and engage students in the marking process
The document discusses using GradeMark software to provide electronic feedback to students and engage them in the marking process. It aims to have students involved in setting marking criteria and then receive feedback linked to those criteria. Benefits included reduced staff marking time from online marking and students found electronic feedback to be more positive, fair, thorough, and helpful compared to traditional feedback. Some challenges with ensuring double marking were also noted.
Using GradeMark to improve feedback and engage students in the marking proces...
The document discusses a project that aimed to engage students in the marking process through the use of GradeMark. It describes how the researchers worked with students to develop marking criteria and provided feedback linked directly to the criteria using GradeMark's commenting tools. Students provided feedback indicating that the detailed criteria and formative comments helped them to understand expectations and improve. The researchers plan to continue refining criteria development and integrating it across more modules, and have additional questions about best practices for criteria writing and engaging students in the process.
Embedding vocational career development modules within undergraduate bioscien...
This document outlines career development modules embedded within undergraduate bioscience programs at Newcastle University. The 10-credit semester 2 modules involve career training in semester 1 followed by a work placement in semester 2. Students complete 35 hours on a placement related to research, development, or communication in biology or marine science. Placements are assessed through a work plan, presentation, reflective report, and feedback. Both students and placement providers found the modules improved students' employability skills and confidence.
Enhancing student learning through innovative feedback
This document discusses a project aimed at improving feedback and engaging students in the marking process using GradeMark. The project had four main aims: 1) involve students in writing marking criteria, 2) engage students with criteria before assignments, 3) provide feedback through GradeMark linked to criteria, and 4) create feedback comment libraries. Sessions were held in three modules to introduce criteria and do peer-marking. Feedback was positive. Reflections focused on further developing criteria across modules, determining most effective engagement activities, and challenges of staff/student participation.
The NUTS and bolts of L&T: A staff-student partnership at Newcastle University
This document summarizes a staff-student partnership project at Newcastle University that aimed to strengthen the relationship between research and teaching. The project organized a workshop where students provided input on issues in learning and teaching that staff should focus their pedagogical research on, making students partners in establishing a program of workshops and research projects. This innovative approach allowed the university's Teaching and Scholarship Forum to better integrate student voices and perspectives in research related to learning and teaching.
Facilitating a feedback loop through GradeMark and TurningPoint: A workshop
1) The project aimed to engage students in the marking process from developing criteria through receiving feedback. Researchers explored using GradeMark and TurningPoint to facilitate this.
2) In year one, researchers worked with biology students to develop new marking criteria and engage students with the criteria. Students provided feedback saying the electronic feedback was useful and encouraged.
3) In subsequent years, researchers reflected on engaging students when developing criteria to ensure criteria aligned with student knowledge and encouraged independent learning. They explored co-developing criteria with students.
Using GradeMark to improve feedback and involve students in the marking process
This document summarizes a project that aimed to improve feedback and involve students in the marking process using GradeMark. The project trialled developing constructive marking criteria, engaging students with the criteria before assignments, and providing feedback linked to criteria using GradeMark. Students provided feedback that GradeMark made feedback easier to access and more positive and detailed. Staff found benefits like not needing to print/scan, linked originality checks, and a library of comments. The project concluded that benefits included improved student perceptions of fairness and increased feedback detail for both students and staff.
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Embedding the Sustainable Development Goals within first year biosciences ski...
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Game On! Does game-enhanced learning have potential to increase student engag...
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Can electronic marking help engage students with assessment and feedback
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Using GradeMark to engage students in the feedback process
Using GradeMark to improve feedback and engage students in the marking process
Using GradeMark to improve feedback and engage students in the marking process
Using GradeMark to improve feedback and engage students in the marking process
Using GradeMark to improve feedback and engage students in the marking process
Using GradeMark to improve feedback and engage students in the marking proces...
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Embedding vocational career development modules within undergraduate bioscien...
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Enhancing student learning through innovative feedback
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The NUTS and bolts of L&T: A staff-student partnership at Newcastle University
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Fieldwork in a virtual world
- 1. From Newcastle. For the world. 1
- 2. From Newcastle. For the world. Dr Sara Marsham sara.marsham@ncl.ac.uk @sara_marine Dr Heather Sugden heather.sugden@ncl.ac.uk @hes_1 School of Natural and Environmental Sciences @SciencesNCL @newcastlemarine @NCLDoveMarine The Art of the Possible 7th July 2021 Fieldwork in a virtual world
- 3. From Newcastle. For the world. 3 The Art of the Possible o Fieldwork assumed to be essential within biosciences teaching (e.g. Cook et al., 2006; Peasland et al., 2019; QAA, 2019) o Scientific basis for study of organisms and ecosystems o Observation-based knowledge acquisition o Analytical research skills o Decision-making and team-work o Provides social interactions - improves contentment, recruitment and retention (Boyle et al., 2007) o Recently, virtual resources used to augment physical fieldwork o Observation, data-gathering and problem solving using computer-generated approaches o Limited practice in the biosciences (Shim et al., 2003; Horodyskyj et al., 2018) Importance of field teaching Boyle et al. (2007). Journal of Geography in Higher Education, 31: 299–317; Cook et al. (2006). Area, 38: 413–20; Horodyskyj et al. (2018). Astrobiology, 18: 86-99. Peasland et al. (2019). International Journal of Science Education, 41: 2369-2388; QAA (2019). Benchmark statement for biosciences; Shim et al. (2003). Journal of Biological Education, 37: 71- 74
- 4. From Newcastle. For the world. 4 The Art of the Possible o Replaced in-person, in-field delivery with online provision o Formative and summative sessions o Briefing ahead of the practical o Three-four hour practical session o Follow up after the practical o Range of field sites o Rocky shore o Estuary environment o Sand dune o Salt marsh oResearch vessel Development of virtual fieldwork
- 5. From Newcastle. For the world. 5 The Art of the Possible Canvas Compatible
- 6. From Newcastle. For the world. 6 The Art of the Possible Virtual Tour
- 7. ncl.ac.uk Dr Sara Marsham Dr Heather Sugden School of Natural and Environmental Sciences sara.marsham@ncl.ac.uk heather.sugden@ncl.ac.uk @SciencesNCL; @newcastlemarine; @sara_marine @hes_1 @NCLDoveMarine What did our students think? The Art of the Possible 7th July 2021 Further details in our virtual fieldwork teaching case study
- 8. From Newcastle. For the world. 8