The document discusses three summer student projects at Durham University: 1) Interactive screen experiments to enhance lab learning in physics and chemistry. Students developed experiments to help with visualization. 2) A pre-arrival website for new students to help with the transition to university through videos, discussions and information. Usage increased in the second year. 3) Plans for an online course for all incoming first years to develop study skills and support the transition to higher education. It will use videos and activities over four weeks covering topics like academic expectations, independent learning, and digital literacy.

1. Spinning Plates:
Working on Student Summer
Projects
Sam Nolan (@samjnolan)
Sarah Learmonth

2. Summer Student Projects
Supervised
0
1
2
3
4
5
6
2006 2007 2008 2009 2010 2011 2012 2013 2014
NumberofSummerStudentsSupervised
Year
To Date

3. Spinning Plates

4. To Cover
• Project 1: Screen Experiments (FC, Chemistry & Physics)
• Project 2: Pre-Arrival (FC)
• Project 3: Transitions into HE (all Uni)
• Challenges & Opportunities
• Conclusion
• None of this would be possible without:
• Students: Andres del Castillo Dubuc, Sarah Learmonth, Fran
Weetman, Katherine Hurst, Jason Hutsby, Dan Maxwell,
Matthew Shipton
• Staff: Simon Rees, Lowry McComb, Marek Szablewski, Ifan
Hughes, Matt Jones, Antje Kohnle, Litka Milian, Steve Leech,
Megan Bruce, Eleanor Loughlin, Malcolm Murray, Elaine Tan
• Funding from the University Centre for Academic and
Researcher Development (CARD)

5. Interactive Screen Experiments
Enhancing laboratory learning
Plate 1: Screen Experiments

6. Case Studies
Department Year Created Issue
Physics 1 2007-2010 Disparity of practical physics experience at
school (shared via HE STEM with other UK
HEIs)
Physics 3 2013-2014 Allow teaching of key theoretical Quantum
Physics in an experimental fashion
Chemistry 3 2012-2014 Augmented Reality to allow greater student
visualization of molecular interactions in a
reaction
Foundation 2011-2014 Overcoming anxieties of laboratory
learning
Increasing visualization skills

7. ISEs for A-Level Physics
Developed for article with Physics Education
http://obspc23.phyast.dur.ac.uk/FullVersionA1.swf
Andres Del Castillo Dubuc*, Summer 2010

8. ISEs for A-Level Chemistry
http://obspc23.phyast.dur.ac.uk/Main_Content_Aspirin_MAC_A3.swf
Andres Del Castillo Dubuc*, Summer 2010

9. ISEs (with Augmented Reality) for Chemistry
http://obspc23.phyast.dur.ac.uk/Aspirin3.swf

10. ISEs (with Augmented Reality) for
Chemistry

11. ISEs (with Augmented Reality) for
Chemistry
Andres Del Castillo Dubuc*, Summer 2012

12. ISEs (with Augmented Reality) for
Chemistry

13. Example: Level 3 – Quantum Optics
Katherine Hurst – Summer 2013 - http://hurstkatherine.wordpress.com/

14. Student Thoughts
End of module questionnaires (Level 1)
• ‘The interactive screen experiments (ISEs) provided as
preparatory tasks for some of the Full Experiments
helped my understanding of the experiment.’
• Of the 191 responses 131 students agreed or strongly
agreed.
Focus groups (Foundation)
• 'I used the experiment as soon as you sent it out,
before the class, after the class and when I was writing
the report. I haven’t done practicals in Brazil and really
appreciated this.’
• 'I wish we could have had more of these sent out
earlier to give us something to do over the summer.'

15. Foundation Centre: Pre-Arrival
Enhancing Student Learning from Day One
Plate 2

16. The Idea
“At the heart of successful retention and success is a
strong sense of belonging in HE for all students. This is
most effectively nurtured through mainstream activities
that all students participate in.”
Student belonging is achieved through:
• Supportive peer relations
• Meaningful interaction between staff and students
• Developing knowledge, confidence and identity as successful
HE learners
• An HE experience relevant to students’ interests and future
goals
Findings of 2012 HEA Study into Student Retention

17. Focus Group With New Students
• Every student (local and international) wanted more
contact pre-arrival
• They wanted:
• More information about their classes
• Reading materials
• Logistical information about Durham
• Looked at good practice elsewhere, e.g. earlier DUBBU
meetings:
• “Opening Doors Early to Academic Integrity – aiding the transition
to and managing expectations of academic practice at University”,
J Thompson (Geography) & J Jurowska (LTT), Durham, 2012
• “Delivering Transition Support Through the VLE”, S Davis (LTT),
York, 2011

18. Student Employees
• 2012 Stephen Brayson*
• 2013 Fran Weetman, Jason Hutsby*

19. What do Students Get
• All Students:
• Website http://www.dur.ac.uk/foundation.welcome
• Discussion Board
• Access to Video Interviews with Former Students
• Access to Live & Recorded Webchats
• Information on Induction and TB1 Timetables
• Introductory Videos from all their TB1 Modules
• Short Video & Audio Preparatory Lectures
• Quizzes
• Access to other learning tools (e.g. Virtual Experiments)

20. Visits
Week 1-8
Location of Use

21. Visits
Week 1-8

22. Comparison Year 1 and Year 2
2012
2013

23. Student Thoughts
• “Can't wait to get started - but a bit nervous. I'm also a
mature student (30 next years). I have three young
children. The website is great too. I've been having a
look at the activities and mini lectures - very helpful”
• “You’ve accepted an offer, but then it all goes quiet.
You just want to get started, but you hear nothing and
all the time you’re worried about whether you’ve made
the right choice. This website was a godsend, it let you
see your tutors, let you talk to your fellow students
and with the weekly webchats, made you feel part of
something.”

24. Transitions into Higher Education
Plate 3
Enhancing Students First Steps into HE

25. Aim
• This project will develop an innovative e-learning
course to support all incoming first years before they
start at Durham University. The course is designed to
help students develop study skills and to successfully
make the transition into higher education. This pan-
University initiative includes collaborators from all
faculties, together with support services, DSU and
colleges.

26. Objectives
• The objectives of this project are:
• To develop a small private online course (SPOC) for
incoming undergraduates. This will run through September
and focus on the skills required to make the transition into
higher education. It will be developed in partnership with
current students, to allow us to identify the areas which
students struggle with and develop innovative engaging
solutions at the appropriate level,

27. Objectives
• The objectives of this project are:
• To exploit existing distance learning tools such as DUO,
video streaming and web-conferencing to create an online
community of learners prior to their arrival at Durham,
• To evaluate the impact of these web-based resource upon
students’ learning,
• To disseminate this work both within the University and at a
national level.

28. Project Outputs
Week 1: Preparing for Academic Study
● Introduction to the Course (Video)
● Understanding how to learn online (video and socialisation
activity)
● How will I be taught and what will lecturers expect? A look at
the spectrum of innovative approaches in teaching at
Durham, with interviews from staff and former students
(Video)
● Making the transition - survival tips from students
● Discussion Board activity to establish student’s expectations
● Completion of the Durham Skills Audit (available in duo)
Week 2: Introducing Independent Learning
● Introduction - Thinking About Learning Independently (Video)
● The evolution of independent learning – experienced 1st year
student discuss their academic careers (Video and
Discussion Board)
● Time Management Exercise - Given a set of classes and
assessment deadlines at fixed points, how would students
prioritise and prepare for them?
Week 3: Digital Literacy & Managing Information
● Introduction - getting the best from the web (Video)
● Digital Fingerprints - managing your identity online (Video)
● Digital Footprints - thinking about the trail you leave (Video,
Web Exercise & Discussion Board)
● Learning & Researching Online – discipline specific search
strategies, managing information, collaboration tools,
networking, copyright, security. (Video & Activity)
● Entering a community of academic practice. Staff and
students discuss their disciplines and how they engaged with
them before and after entering University. (Video)
Week 4: Preparing to Arrive at Durham
● Reflection on and discussion of the skills audit completed in
week one (Video & Discussion Board)
● What skills have you developed as a result of taking part in
the programme? (Video)
● Has the programme led you to think differently about your
skills development priorities? (Video)
● Introduction to the Academic Skills Programme for
undergraduates (to be launched October 2014) (Video)
● Introduction to PDP (Video)

29. Project Outputs
Week 1: Preparing for Academic Study
● Introduction to the Course (Video)
● Understanding how to learn online (video and socialisation
activity)
● How will I be taught and what will lecturers expect? A look at
the spectrum of innovative approaches in teaching at
Durham, with interviews from staff and former students
(Video)
● Making the transition - survival tips from students
● Discussion Board activity to establish student’s expectations
● Completion of the Durham Skills Audit (available in duo)
Week 2: Introducing Independent Learning
● Introduction - Thinking About Learning Independently (Video)
● The evolution of independent learning – experienced 1st year
student discuss their academic careers (Video and
Discussion Board)
● Time Management Exercise - Given a set of classes and
assessment deadlines at fixed points, how would students
prioritise and prepare for them?
Week 3: Digital Literacy & Managing Information
● Introduction - getting the best from the web (Video)
● Digital Fingerprints - managing your identity online (Video)
● Digital Footprints - thinking about the trail you leave (Video,
Web Exercise & Discussion Board)
● Learning & Researching Online – discipline specific search
strategies, managing information, collaboration tools,
networking, copyright, security. (Video & Activity)
● Entering a community of academic practice. Staff and
students discuss their disciplines and how they engaged with
them before and after entering University. (Video)
Week 4: Preparing to Arrive at Durham
● Reflection on and discussion of the skills audit completed in
week one (Video & Discussion Board)
● What skills have you developed as a result of taking part in
the programme? (Video)
● Has the programme led you to think differently about your
skills development priorities? (Video)
● Introduction to the Academic Skills Programme for
undergraduates (to be launched October 2014) (Video)
● Introduction to PDP (Video)
Year One

30. Week 1 – Current Development
• Introduction to the Course (Video)
• Understanding how to learn online (video and
socialisation activity)
• How will I be taught and what will lecturers expect? A
look at the spectrum of innovative approaches in
teaching at Durham, with interviews from staff and
former students (Video)
• Making the transition - survival tips from students
• Discussion Board activity to establish student’s
expectations
• Completion of the Durham Skills Audit (available in
duo)

31. • Introduction to the Course (Video)
• Understanding how to learn online (video and
socialisation activity)
• How will I be taught and what will lecturers expect? A
look at the spectrum of innovative approaches in
teaching at Durham, with interviews from staff and
former students (Video)
• Making the transition - survival tips from students
• Discussion Board activity to establish student’s
expectations
• Completion of the Durham Skills Audit (available in
duo)
Week 1 – Current Development

32. Example Rough First Video

33. Management Structure
Advisory Group
Management
Group SN, EL, MM, ET
Staff Developer
Summer
StudentsReview
Committee

34. Review Committee
• Student Evaluating Consultants:
• We will employ a review committee of 6 students per faculty
to evaluate the produced materials.
• These students will meet once in the Michaelmas and
Epiphany Terms.
• In reviewing the materials students will make
recommendations and suggest improvements as
appropriate.

35. The Student’s Perspective

36. The Role and Responsibilities
My role within the project:
• Student Developer
What does the role entail?
• Administration
• Assisting in filming and editing
• Producing content for the website/blog

37. What Have I Gained?
• Practical skills
• Financial gain
• Enhanced postgraduate applications
• Enhanced CV
• Increased networks
• Personal satisfaction

38. Challenges & Opportunities

39. Opportunities
• Helping Students Succeed
• Developing eLearning Resources to support your
teaching
• Dissemination:
• Teaching Tools used both within Durham, in local schools
and nationally at HE Level
• Practioner Journal Papers
• Contributed Talks
• Invited Talks
• Membership of National Bodies

40. Challenges
• Time and Location
• Finding the Right Student
• Need not be the most able, sometimes it’s the one who you
think will gain the most from the experience.
• Giving Opportunities and Working as Partners
• Setting goals and timescales

41. Conclusion
• Summer projects are:
• Great for enhancing student skill set
• Great for producing learning resources
• Great because the best way to improve your classes is for
you and the people who’ve just been through it to innovate a
new approach together.
• Fun !
• This Summer
• More Screen Experiments
• More Augmented Reality
• More Pre-Arrival Development FC
• Transitions into HE