Ulberg curriculum enhancement

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Introduction to ULBERG Curriculum Enhancement theme. Presented by theme leader Dr Sue Whittle (s.r.whittle@leeds.ac.uk). For more information about ULBERG, see: https://elgg.leeds.ac.uk/ulberg/ or follow us on Twitter @ul_berg or Linkedin (University of Leeds Bioscience Education Research Group). Email: ulberg@leeds.ac.uk

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  • Textbook features a number of learning tools, including annotated examples of work, comprehensive checklists and electronic resources.  Evaluationhas been used to inform course design (e.g. in helping international students make the transition from UG to PGT courses by designing an appropriate induction package). 
  • Pilot project involved creation of resources to support individual practicals in microbiology, SES & biomedical sciences.
  • Advisory Board– will advise across UG and PGT programmes – first meeting planned December 2011 (industrial advisors currently include representation from FERA, GSK, AstraZeneca, MedImmune, Qiagen and Woodrow (science/medical communications)).– these are specialist talks that are delivered by industrialists/employers within existing MSc modules (for example, talks on molecular diagnostics, cancer therapeutics, plant biotechnology). These talks are compulsory for students taking the module and open to other MSc students (as part of an “industrial seminar series”).  Each external talk is scheduled for approx 2 hours and will include specialist content followed by a “careers section” (e.g. overview of their organisation (who they are what they do),  skills required to work in industry and their career path) and ending with Q&A.Professional development theme embedded into MSc Bioscience programme. This is part of the core skills 1 (transferable) compulsory MSc module
  • Joanne Dickinson has also done some work around the skills bioscience employers are looking for in BSc graduates and in MSc graduates.  This area needs more work so that we can begin to think about the “value” an additional MSc year adds in terms of skills/knowledge/experiences and how/whether this improves employment prospects – the purpose being to feed this information back into course design.
  • Establish the most appropriate type, level and format of professional development module(s) to augment the existing faculty provision. Identify key employer organisations and development of partnerships to facilitate the introduction of shorter-term work placement / internship opportunities. Construct the module(s) and create supporting documentation which meets the needs of the students, employers and the university by drawing on existing models and resources from across the University. This will include appropriate learning outcomes, development of learning resources and assessment methodology.Identify and collate the resources associated with running the module. To include a database of employer contacts, establishing a communication forum for students and potential employers and the development of external- and internal-facing web pages to advertise and promote the scheme to all potential stake-holders.Develop quality assurance management systems in line with University policy to ensure a worthwhile, safe and consistently high quality work-placement student experience. In partnership with employers and the university, establish a web-based repository of resources and information to support students looking to secure short-term work placements or internships .Develop evaluation mechanisms to allow for the collation of feedback from employers and students.
  • Anticipated outcomes of the project are to- Establish the most appropriate type, level and format of professional development module(s) to augment the existing faculty provision. Identify key employer organisations and development of partnerships to facilitate the introduction of shorter-term work placement / internship opportunities. Construct the module(s) and create supporting documentation which meets the needs of the students, employers and the university by drawing on existing models and resources from across the University. This will include appropriate learning outcomes, development of learning resources and assessment methodology.Identify and collate the resources associated with running the module. To include a database of employer contacts, establishing a communication forum for students and potential employers and the development of external- and internal-facing web pages to advertise and promote the scheme to all potential stake-holders.Develop quality assurance management systems in line with University policy to ensure a worthwhile, safe and consistently high quality work-placement student experience. In partnership with employers and the university, establish a web-based repository of resources and information to support students looking to secure short-term work placements or internships .Develop evaluation mechanisms to allow for the collation of feedback from employers and students.  
  • Ulberg curriculum enhancement

    1. 1. ULBERG<br />FACULTY OF BIOLOGICAL SCIENCES<br />University of Leeds Bioscience Education Research Group<br />ULBERG<br />Bioscience Education Research Group<br />Curriculum Enhancement<br />Dr Sue Whittle<br />High contrast colours will help audiences to read text from a distance<br />CURRICULUM ENHANCEMENT<br />Overview of recent, current and prospective projects<br />Sue Whittle<br />
    2. 2. ULBERG<br />FACULTY OF BIOLOGICAL SCIENCES<br />Overview<br />Projects contribute to several themes<br /><ul><li>Skills development
    3. 3. Support for laboratory practicals
    4. 4. Employability/Employer engagement
    5. 5. Student support</li></li></ul><li>Developing high-level scientific communication skills amongst MScbioscientists<br />Aysha Divan<br />A communication skills unit which trains students in the different ways/styles in which scientists disseminate data and ideas <br />Topics covered<br /><ul><li>ethical communication
    6. 6. critical review of scientific literature
    7. 7. literature reviews
    8. 8. research proposals
    9. 9. research papers
    10. 10. abstracts
    11. 11. dissertations
    12. 12. oral and poster presentations</li></li></ul><li>Developing high-level scientific communication skills amongst MSc bioscientists<br />Delivery<br /><ul><li> lectures, workshops and assessed activities
    13. 13. supported by a custom-authored communication skills textbook </li></ul>Evaluation<br />pre-and post training analysis questionnaires (qualitative and quantitative data) <br />  <br />Differences identified between UK and international students at the point of entry to MSc has led to development of an Induction package. <br />
    14. 14. Science & Society projects<br />Dave Lewis<br />Aims<br /><ul><li>Development of key employability skills within curriculum
    15. 15. Create & deliver interactive, curriculum enhancing teaching session
    16. 16. Primary or secondary level</li></li></ul><li>Science & Society projects<br />Anatomy and function<br />Neurophysiology<br />Pathology<br />
    17. 17. Virtual Labs @ Leeds – supporting laboratory practicals<br />Sue Whittle, John Heritage, Sue Bickerdike & Neil Morris <br />A pilot project produced a series of ‘Virtual Labs’ (Heritage and Bickerdike)<br />These were extremely well received by the students and a further project designed to support two entire Y1 courses in this way was implemented in 2010-11 (Whittle & Bickerdike) <br />Additional resources have been developed by Neil Morris for Biomedical Sciences students<br />
    18. 18. Online resources to enhance biomedical sciences practicals<br /><ul><li>Articulate Presenter resource consisting of images, videos, narration and quizzes
    19. 19. Mandatory viewing / completion before attending practical (95% compliance)
    20. 20. Major impact on student confidence and competence in laboratory
    21. 21. Very positive feedback from students</li></li></ul><li>Biochemistry/Biological Sciences resources<br />Sue Whittle & Sue Bickerdike<br /><ul><li>Generic information on lab safety, recording/reporting experimental data
    22. 22. video demonstrations of the practical techniques
    23. 23. background theory explained via a series of ‘Articulate’ presentations - included audio, video, animations and self testing, delivered through the Blackboard VLE
    24. 24. formative assessment via MCQ tests with on-line feedback</li></li></ul><li>Employability and curriculum enhancement – <br />Postgraduate level<br />Aysha Divan & Joanne Dickinson<br />In progress<br /> <br />Setting up an Industrial Advisory Board<br /> <br />Input into teaching from external speakers<br /> <br />Professional development theme embedded into MSc Bioscience programme<br /><ul><li>includes career planning and professional development, bioethics, bioenterprise, scientific communication.</li></ul> <br /> <br />
    25. 25. Employability and curriculum enhancement – <br />Postgraduate level<br />Helping students recognise and articulate the skills and experiences gained through the MSc courses   <br /><ul><li> a pilot scheme that we will trial for the first time during 2011-12 by customising the current generic Leeds for Life web-forms (working in conjunction with Leeds for Life staff – the first course/Faculty to trial this).
    26. 26. Project with employers looking at the their expectations of graduates with BSc /MSc</li></li></ul><li>iDecide – careers resources for biological sciences undergraduates<br />John Heritage, Stevie McBurney, Christopher Murray, Al Pickles, Sue Bickerdike & Sue Whittle<br />Aims: <br /><ul><li>to introduce and evaluate improved careers and employability information for undergraduate students during their course.
    27. 27. to create a ‘one-stop’ web resource, amalgamating currently disparate information available to FBS students, together with innovative new information.</li></li></ul><li>iDecide – careers resources for biological sciences undergraduates<br />New Resources<br /><ul><li>an on-line interactive resource including a decision tree to help students narrow their areas of interest
    28. 28. information about possible careers/further study within and outside science; case studies of recent graduates (video interviews/ ‘a day in the life of’)
    29. 29. description by potential employers of the roles available within their organisation for science graduates</li></li></ul><li>Education research project<br />Aysha Divan & Stevie McBurney<br />2011 onward<br />Co-supervision of a Y3 undergraduate research project<br />Aim: <br />to investigate student perceptions on the value of existing employability training opportunities available within taught programmes in FBS <br />Anticipated outcomes:<br />The data obtained (both quantitative and qualitative) will be analysed and used as a basis for informing the development of subsequent employability training activities in FBS<br />
    30. 30. Designing a Professional Development & Placement module<br />Stevie McBurney & Clare Leach<br />2011 onward<br />Aim: <br />to develop and prepare work-based, professional development module(s) in partnership with employers of biological science graduates in: <br /><ul><li>industry
    31. 31. government
    32. 32. non-government organisations </li></ul>locally and nationally <br /> <br /> <br />
    33. 33. Designing a Professional Development & Placement module<br />Anticipated outcomes:<br />Identify key employer organisations and development of partnerships to facilitate the introduction of shorter-term work placement / internship opportunities. <br />Module(s ) designed to augment existing Faculty provision, including short term placement/internship opportunities<br />Quality assurance mechanisms will ensure high quality placement experiences<br />Design & implement appropriate learning outcomes, development of learning resources and assessment methodology.<br />
    34. 34. Targeting student support effectively – can we predict students at risk of poor performance?<br />Sue Whittle, John Sandars1 & Matt Homer1<br />1(Faculty of Medicine & Health)<br />2011 onward<br />Aim<br />to investigate the use of a questionnaire which provides information about students’ approaches to learning and time management in predicting student performance<br />Method<br />Students will be asked to complete a questionnaire comprising relevant elements of the validated Motivated Strategies for Learning Questionnaire, together with a group of questions aimed to probe their time management skills<br />Correlation between questionnaire responses and student behaviour (punctuality, completion of work etc.) and performance in practicals and tutorials will be sought<br />
    35. 35. Targeting student support effectively – can we predict which students are at risk of poor performance?<br />Anticipated outcome<br />If correlation is established, the questionnaire can be used in future to identify and target students who need support with aspects of their study/time management skills.<br />

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