Nicky King, Associate Director of Education (Senior Tutor) BiosciencesKirsty Clemow, 2nd year Biosciences

Tom Clarke, 2nd year BClinSci

Essay Writing Support in BiosciencesA 2010 ‘Students as Agents of Change’

project

Essay Writing Support in BiosciencesFollowing a move to predominantly MCQ

assessment at L1Only 25% of L2 students felt confident about

writing an essay under exam conditionsOnly 35% of L2 students felt that they

understood how to construct an essay ‘well’ or ‘very well’

Only 25% of L2 students felt that they understood the mark scheme ‘well’ or ‘very well’

Essay Writing Support in BiosciencesEssay writing support as the focus for the

2010 ‘Students as Agents of Change’ projectSurveysFocus groupsInterviews with staff

Essay Writing Support in Biosciences

Essay Writing Support in BiosciencesMark scheme ‘translation’Tips from academicsWhat is the marker actually looking forGuides to structure and planningTips for preparing for essay examsGuide to referencingWhat constitutes ‘extra reading’

Essay Writing Support in BiosciencesBooklet given to all current L1 and L2

studentsCopies to all new L1 studentsAvailable on ELEElectronic copies to Business School,

CEMPS and PCMDElectronic version available on HEA UK

Centre for Biosciences websiteUsed by Swansea Biosciences

Essay Writing Support in BiosciencesKey to success is that it was ‘written by

students for students’Dialogue with academicsAsking the right questions!

What next for SAC in Biosciences?Personal tutoring project

What do students expect from a personal tutor?

What support can/should academics provide?Examples of good practiceFAQsStudent ledDialogue between students and academics

What can we learn about working with students?Use students to develop core aspects of

teaching/curriculum, not just ‘value added’Students feel they are getting what they

want, not what we wantChallenge the students, let them surprise

youBe honest with students about the ‘hard

truth’ and challenging KPIsStudents want Exeter to succeed!

What are the challenges of working within the curriculum/core learning and teaching practices?

What prohibits the involvement of students in development of core curriculum ideas and fundamental teaching practices?

How do we/should we recognise this involvement?

To what extent are our curricular/should they be student centred/led or driven by academics and professional bodies?Discipline specific?