enhancing the first-year learning experience: a case study from biomedical sciences stephen mcclean...

Enhancing the first-year learning experience: a case study from Biomedical Sciences

Stephen McClean and Paul Hagan

School of Biomedical Sciences University of Ulsters.mcclean@ulster.ac.ukwp.hagan@ulster.ac.uk

Chemistry ‘service teaching’ module

Provides foundational chemistry for further study in biochemistry, clinical biochemistry, molecular biology etc.

Taken by students in Biomedical Sciences, Pharmacology, Human Nutrition, Food and Nutrition, Dietetics & Biology

176 students in 2005/06; 123 in 2006/07; 140 in 2007/08; 138 in 2008/09

BMS105 Introductory Chemistry

Historically - high failure rate

Student dissatisfaction with the module as evidenced through module evaluation

Negative Impact on Student Retention

The Problem…

“For the little things that make the big things happen.”

Enhancement of our support measures – know your audience!

Implementing a compulsory tutorial support programme based on cohort group

Supplementary tutorials in chemistry and mathematics

Introduction of online support material / assessment delivered by Perception software & QuizTest CGI script

Providing Support

Building an Online Support Resource

Easy to remember address (PlanetChemistry.com)

Hosted on a University of Ulster web server

Single login for all students

Used to host module notes, links to other support material

Used as a method for enhancing communication

May be accessed via WebCT Vista

Using Email Effectively

Personalised “How’s it going?” emails sent out to students early in semester

“Follow Up” email distribution list kept for those with no prior chemistry experience or those failing class tests

Stephen McClean (2008) Excel Yourself with Personalised Emails, Bioscience Education E-journal, in press

SMS Text Messaging

Opt-in system for students on module

Used to communicate reminders about class tests etc.

Useful if a rapid response is required

Can be expensive!

Online Self-Assessment

Self-assessment questions delivered using Perception Software

Banks of questions available to complement the lecture material

Online Assessment 4 x online class tests at 2-weekly intervals

1 x open-book assessment (organic chemistry)

Delivered using the Tesol QuizTest CGI Script (www.tesol.net/scripts/QuizTest)

Pitt, SJ and Gunn, A (2004) The value of computer based formative assessment in undergraduate biological science teaching Bioscience Education e-Journal 3

Maintaining Cohort Identity

Regular, Compulsory Tutorials

Practicals

Exam Preparation

Class Test in the Diamond during week 11 under exam conditionss

‘Mock’ paper set over the Christmas vacation period

Pre-exam tutorials in January

I hope she has read the protocol before lab

because I haven’t!

I hope he has read the protocol before lab because I haven’t!

Student Engagement in the Lab

Student Engagement in the LabStudents often come to lab poorly prepared for experiments – solution – pre-practical assessment

They sometimes do not see the relevance of practical sessions

Social interaction was recently highlighted by students as one of the better features of university laboratory classes

Collis et al 2007 Report: The Student View of 1st Year Laboratory Work in Biosciences. Centre for Bioscience. Collis et al 2008 Bioscience Education electronic Journal, volume 11.

YouTestTube.comReflective video sharing website for first-year chemistry practicals

Students cover the following things in their videos:

YouTestTube.comWhat is this practical all about?

What skills have I developed?

How does this practical tie-in with the lectures?

How will this be important for other parts of my course? 

What parts of the practical were difficult?

YouTestTube.comWhat was most enjoyable about the practical?

What was least enjoyable about the practical?

 If someone else was about to conduct this experiment again; what advice (about the practical) would I give them?

EvaluationStudents’ performance in examinations has also improved. Exam failure rates as follows

2003/04 36%

2004/05 27%

2005/06 9%

2006/07 4%

2007/08 9%}All support measures in

place

Acknowledgements

Olivier Riche (Computing Officer)