Pub Date : 2017-01-04DOI: 10.29311/NDTPS.V0I11.607
S. Lancaster
An Introduction to Evidence-Based Undergraduate STEM teaching is a massive open online course running on the Coursera platform and this review is of the iteration that ran in the Autumn of 2015. The course is the product of the Center for Intergrated Research Teaching and Learning (CIRTL). The lead educators are Professors Derek Bruff and Trina McMahon. The stated objective is “to provide future STEM faculty, graduate students and post-doctoral fellows with an introduction to effective teaching strategies and the research that supports them.”
{"title":"An Introduction to Evidence-Based Undergraduate STEM teaching","authors":"S. Lancaster","doi":"10.29311/NDTPS.V0I11.607","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.607","url":null,"abstract":"An Introduction to Evidence-Based Undergraduate STEM teaching is a massive open online course running on the Coursera platform and this review is of the iteration that ran in the Autumn of 2015. The course is the product of the Center for Intergrated Research Teaching and Learning (CIRTL). The lead educators are Professors Derek Bruff and Trina McMahon. The stated objective is “to provide future STEM faculty, graduate students and post-doctoral fellows with an introduction to effective teaching strategies and the research that supports them.”","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123928593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-16DOI: 10.29311/NDTPS.V0I11.576
S. Grey
This paper explores the role of games in learning. Beginning with some carefully selected definitions of games, comparisons are drawn between the fields of games design and of learning and teaching, highlighting a parallel between games as designed experiences, and teaching as designed learning experiences. Games are seen as being highly engaging, which has led to a rise in the fields of Game Based Learning and Gamification. Ultimately when designing games, game based learning, gamified experiences or learning experiences engagement is a key factor. This leads to the study of human psychology and motivation including concepts of extrinsic versus intrinsic motivation (Pink, 2011), self-determination theory (Rigby & Ryan, 2010) and flow (Csikszentmihalyi, 1990). Keywords: Engagement, Motivation, Game Design
{"title":"Games, Learning and Engagement: What Teachers might learn from Games Designers","authors":"S. Grey","doi":"10.29311/NDTPS.V0I11.576","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.576","url":null,"abstract":"This paper explores the role of games in learning. Beginning with some carefully selected definitions of games, comparisons are drawn between the fields of games design and of learning and teaching, highlighting a parallel between games as designed experiences, and teaching as designed learning experiences. Games are seen as being highly engaging, which has led to a rise in the fields of Game Based Learning and Gamification. Ultimately when designing games, game based learning, gamified experiences or learning experiences engagement is a key factor. This leads to the study of human psychology and motivation including concepts of extrinsic versus intrinsic motivation (Pink, 2011), self-determination theory (Rigby & Ryan, 2010) and flow (Csikszentmihalyi, 1990). Keywords: Engagement, Motivation, Game Design","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122861807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-16DOI: 10.29311/NDTPS.V0I11.592
Jake Bell, H. Mulrooney
To enhance employability opportunities, a range of co-curricular opportunities are offered to Nutrition students at Kingston University. Student uptake of these opportunities tends to be limited to a small group of highly motivated students. Using an unpaid public health project undertaken as a staff-student partnership as a case study, both the processes involved in the project and the motivation of staff and student partners are explored. Understanding what elements of motivation were involved may help to pinpoint aspects of co-curricular work to focus upon in order to increase student uptake, thus potentially enhancing graduate employability. Keywords: Intrinsic motivation, extrinsic motivation, partnership, autonomy, engagement
{"title":"Perspectives on motivation and engagement in an extracurricular project","authors":"Jake Bell, H. Mulrooney","doi":"10.29311/NDTPS.V0I11.592","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.592","url":null,"abstract":"To enhance employability opportunities, a range of co-curricular opportunities are offered to Nutrition students at Kingston University. Student uptake of these opportunities tends to be limited to a small group of highly motivated students. Using an unpaid public health project undertaken as a staff-student partnership as a case study, both the processes involved in the project and the motivation of staff and student partners are explored. Understanding what elements of motivation were involved may help to pinpoint aspects of co-curricular work to focus upon in order to increase student uptake, thus potentially enhancing graduate employability. Keywords: Intrinsic motivation, extrinsic motivation, partnership, autonomy, engagement","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122558040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-15DOI: 10.29311/NDTPS.V0I11.572
S. Green, Nick Plant, Courtney Chan
Retention has been a serious problem for computing programmes in the Computer Science and Creative Technology Department (CSCT) at the University of the West of England (UWE): for example in 2013-14 the BSc (Hons) Computer Science programme lost 18% of its year-one intake. Addressing this, CSCT developed a three-pronged strategy comprising retention research, the monitoring of module performance and the development of a student-at-risk-identification-and-remedial-action-system (SRIRAS). The last initiative was prioritised in 2015-16. An intern team was recruited to run a system to monitor student attendance and academic performance across seven CSCT programmes, identify those students most at risk and then, with the collaboration of programme leaders and year-tutors, help them. Help included phone calls, email warnings, and face-to-face meetings. The latter led to problem identification, advice on non-academic problems, encouragement to attend more lectures, tutorials and peer assisted learning (PAL) sessions, encouragement to engage with module staff, setting up special PAL sessions, and advice to attend catch-up programming sessions. Results indicated that many of those most at risk are struggling with non-academic concerns such as starting the programme late due to a visa problem, or not being able to attend due to a grant not arriving. Results also indicate that some students seem to be being “saved” while others do not. But overall, they indicate that the introduction of the retention system was mixed.
{"title":"Student at Risk: Identification and Remedial Action System for Improving Retention on Computer Science Programmes.","authors":"S. Green, Nick Plant, Courtney Chan","doi":"10.29311/NDTPS.V0I11.572","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.572","url":null,"abstract":"Retention has been a serious problem for computing programmes in the Computer Science and Creative Technology Department (CSCT) at the University of the West of England (UWE): for example in 2013-14 the BSc (Hons) Computer Science programme lost 18% of its year-one intake. Addressing this, CSCT developed a three-pronged strategy comprising retention research, the monitoring of module performance and the development of a student-at-risk-identification-and-remedial-action-system (SRIRAS). The last initiative was prioritised in 2015-16. An intern team was recruited to run a system to monitor student attendance and academic performance across seven CSCT programmes, identify those students most at risk and then, with the collaboration of programme leaders and year-tutors, help them. Help included phone calls, email warnings, and face-to-face meetings. The latter led to problem identification, advice on non-academic problems, encouragement to attend more lectures, tutorials and peer assisted learning (PAL) sessions, encouragement to engage with module staff, setting up special PAL sessions, and advice to attend catch-up programming sessions. Results indicated that many of those most at risk are struggling with non-academic concerns such as starting the programme late due to a visa problem, or not being able to attend due to a grant not arriving. Results also indicate that some students seem to be being “saved” while others do not. But overall, they indicate that the introduction of the retention system was mixed.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114326605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-13DOI: 10.29311/NDTPS.V0I11.581
Neil Williams, H. Hussain, P. Manojkumar, Asim Thapa
The organisation of a STEM-wide summer undergraduate research internship scheme to ensure equal opportunities for all students is reported. Student engagement in the internship programme is much greater in the Biological, Pharmaceutical and Chemical Sciences (142 applications in 2016) than in Engineering and Computing (30 applications in 2016). To evaluate the impact of the scheme, previous interns were surveyed about their perceived learning gains from doing an internship. Twenty three responses were received from 46 previous interns. The greatest gains were reported for key skills such as: project and time management and working independently. Though the number of responses was small, engineering interns reported lower perceived learning gains than science interns. The survey indicated that perceived gains in key skills such as oral presentation and scientific writing were not rated very highly. In addition, more oral presentation and writing a final report were rated amongst the lowest for changes that might improve the learning gain from doing an internship. Keywords: Research Internship, learning gain
{"title":"An evaluation of a STEM summer undergraduate research internship scheme : student-perceived learning gains","authors":"Neil Williams, H. Hussain, P. Manojkumar, Asim Thapa","doi":"10.29311/NDTPS.V0I11.581","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.581","url":null,"abstract":"The organisation of a STEM-wide summer undergraduate research internship scheme to ensure equal opportunities for all students is reported. Student engagement in the internship programme is much greater in the Biological, Pharmaceutical and Chemical Sciences (142 applications in 2016) than in Engineering and Computing (30 applications in 2016). To evaluate the impact of the scheme, previous interns were surveyed about their perceived learning gains from doing an internship. Twenty three responses were received from 46 previous interns. The greatest gains were reported for key skills such as: project and time management and working independently. Though the number of responses was small, engineering interns reported lower perceived learning gains than science interns. The survey indicated that perceived gains in key skills such as oral presentation and scientific writing were not rated very highly. In addition, more oral presentation and writing a final report were rated amongst the lowest for changes that might improve the learning gain from doing an internship. Keywords: Research Internship, learning gain","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131836492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-13DOI: 10.29311/NDTPS.V0I11.580
M. Swingler, Sarah Armour, Jason Bohan, Heather Cleland-Woods, G. Curry, Archie W. N. Roy
There is increasing emphasis on the importance of making Graduate Attributes (GAs) explicit to students as part of their degree programme and the role of students themselves in proactively developing GAs. The aim of the present project was to encourage students to actively develop and reflect upon curricular and extra-curricular attributes at an earlier stage in their degree programme. To this end we developed and evaluated short-self-reflection exercises in second year (pre-honours) psychology practical classes which asked students to reflect on their curricular and extra-curricular activities and on how the practical skills gained from these activities are linked to graduate attributes. Activities were followed by careers workshops focused on gaining confidence in communicating graduate attributes in an interview context, and the benefits of engaging with professional networking sites. We evaluated the impact of these activities on: 1) students’ levels of self-efficacy in specific GAs before and after the in-class exercises; 2) students' confidence in presenting their GAs in an interview situation; 3) student awareness of professional networking sites. The activities resulted in increased self- efficacy ratings after the GAS reflection, increased confidence in presenting their GAs after the careers workshops, and an increased awareness of professional networking sites. The effectiveness of these activities as a method to increase student engagement in developing their GAs will be discussed in the wider context of embedding GAs and employability in pre-honours programmes across STEM disciplines. Keywords: Graduate attributes, employability, self-efficacy, pre-honours, professional networking
{"title":"Where am I now and where do I want to be? Developing awareness of graduate attributes in pre-honours students.","authors":"M. Swingler, Sarah Armour, Jason Bohan, Heather Cleland-Woods, G. Curry, Archie W. N. Roy","doi":"10.29311/NDTPS.V0I11.580","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.580","url":null,"abstract":"There is increasing emphasis on the importance of making Graduate Attributes (GAs) explicit to students as part of their degree programme and the role of students themselves in proactively developing GAs. The aim of the present project was to encourage students to actively develop and reflect upon curricular and extra-curricular attributes at an earlier stage in their degree programme. To this end we developed and evaluated short-self-reflection exercises in second year (pre-honours) psychology practical classes which asked students to reflect on their curricular and extra-curricular activities and on how the practical skills gained from these activities are linked to graduate attributes. Activities were followed by careers workshops focused on gaining confidence in communicating graduate attributes in an interview context, and the benefits of engaging with professional networking sites. We evaluated the impact of these activities on: 1) students’ levels of self-efficacy in specific GAs before and after the in-class exercises; 2) students' confidence in presenting their GAs in an interview situation; 3) student awareness of professional networking sites. The activities resulted in increased self- efficacy ratings after the GAS reflection, increased confidence in presenting their GAs after the careers workshops, and an increased awareness of professional networking sites. The effectiveness of these activities as a method to increase student engagement in developing their GAs will be discussed in the wider context of embedding GAs and employability in pre-honours programmes across STEM disciplines. Keywords: Graduate attributes, employability, self-efficacy, pre-honours, professional networking","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132104943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-08DOI: 10.29311/NDTPS.V0I11.595
Gemma Webster, Sally G. Smith, Colin F. Smith
Moves towards the marketisation of higher education together with concerns over the challenges of graduate employment have led to an increased prioritisation of students undertaking relevant work experience while they study. Recognising a strong student demand for placements, universities are establishing employability initiatives including those designed to increase the availability of quality paid placements for students. To complement this activity, industry, sector-specific, regional placement projects such as e-Placement Scotland, take an employer-led approach to maximise opportunities for students across a number of universities. In spite of these initiatives, not every student will successfully obtain a placement, and so e-Placement Scotland aims to ‘add value’ for students in various other ways. Interventions such as industry tech talks and speed networking sessions have been deployed to develop awareness of the employment landscape and encourage students to start thinking about their self-identification, easing their transition into the workplace. Adopting the lens of identity theory, this study explores student and professional identity in order to recognise the transition from student to graduate, and to consider the role of placement and other value-adding activities in that transition. The study found that, while the incidence of students self-identifying as professionals increases in later years of their courses, placement preparation interventions did not themselves have an observable effect. These findings challenge the project assumption that placement preparation activities can offer students valuable insights that can help them identify with their profession. Keywords: Student identity, placement, professional identity
{"title":"Supporting student transitions to placement and work: developing a new self-identity","authors":"Gemma Webster, Sally G. Smith, Colin F. Smith","doi":"10.29311/NDTPS.V0I11.595","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.595","url":null,"abstract":"Moves towards the marketisation of higher education together with concerns over the challenges of graduate employment have led to an increased prioritisation of students undertaking relevant work experience while they study. Recognising a strong student demand for placements, universities are establishing employability initiatives including those designed to increase the availability of quality paid placements for students. To complement this activity, industry, sector-specific, regional placement projects such as e-Placement Scotland, take an employer-led approach to maximise opportunities for students across a number of universities. In spite of these initiatives, not every student will successfully obtain a placement, and so e-Placement Scotland aims to ‘add value’ for students in various other ways. Interventions such as industry tech talks and speed networking sessions have been deployed to develop awareness of the employment landscape and encourage students to start thinking about their self-identification, easing their transition into the workplace. Adopting the lens of identity theory, this study explores student and professional identity in order to recognise the transition from student to graduate, and to consider the role of placement and other value-adding activities in that transition. The study found that, while the incidence of students self-identifying as professionals increases in later years of their courses, placement preparation interventions did not themselves have an observable effect. These findings challenge the project assumption that placement preparation activities can offer students valuable insights that can help them identify with their profession. Keywords: Student identity, placement, professional identity","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"454 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125791985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-08DOI: 10.29311/NDTPS.V0I11.593
Sue L.F. Chan
In Year 3 of the MPharm degree at the University of Nottingham, many of the students undertake 20-credits of “broadening horizons” optional modules, chosen from a wide and diverse range from across the university. This study presents student views regarding their module choices and on their performances with such diverse module choices of varied levels. Follow-up surveys and focus group discussions with alumni will determine the contribution of this breadth to a student’s education, in providing them with a different perspective on life, to their chosen profession and future career paths. Keywords: Electives, optional modules, MPharm, pharmacy
{"title":"“Broadening horizons” optional modules in the Nottingham MPharm degree","authors":"Sue L.F. Chan","doi":"10.29311/NDTPS.V0I11.593","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.593","url":null,"abstract":"In Year 3 of the MPharm degree at the University of Nottingham, many of the students undertake 20-credits of “broadening horizons” optional modules, chosen from a wide and diverse range from across the university. This study presents student views regarding their module choices and on their performances with such diverse module choices of varied levels. Follow-up surveys and focus group discussions with alumni will determine the contribution of this breadth to a student’s education, in providing them with a different perspective on life, to their chosen profession and future career paths. Keywords: Electives, optional modules, MPharm, pharmacy","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133000843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-25DOI: 10.29311/NDTPS.V0I11.587
Aysha Divan, Stephanie J. McBurney
In this study we explored the process by which students manage their employability, the skills and attributes gained by students as a consequence of undertaking a particular activity and how their experiences influence how they subsequently manage their employability. Quantitative and qualitative data were collated from five separate groups of students. Each student cohort had completed one of the following activities: a credit-weighted optional professional development module (PDM), an industrial placement year (IPY) or a study year abroad (SYA). The fourth student cohort was in the final stages of completing an integrated Master’s degree (MBiol). The final student group was the control group who had undertaken none of these four activities and were in the final stages of their three-year undergraduate degree. On the whole, students who have undertaken an activity were very positive about their experience. We found that students had very clear reasons for engaging in a particular activity and, in many cases, related to enhancing their employment prospects. Those engaged in any activity report more focused career plans (in the case of the MBiol, IPY and SYA groups) and, in the case of the PDM group, high levels of self-awareness and understanding of employer requirements. We found students in the control group to be the most uncertain of their future career plans. The reasons for not engaging in the employability initiatives described here and lack of career planning amongst the control group require further investigation. Keywords: Employability, career management, industrial placement year, integrated masters, study year abroad, professional development module
{"title":"Understanding how students manage their employability","authors":"Aysha Divan, Stephanie J. McBurney","doi":"10.29311/NDTPS.V0I11.587","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.587","url":null,"abstract":"In this study we explored the process by which students manage their employability, the skills and attributes gained by students as a consequence of undertaking a particular activity and how their experiences influence how they subsequently manage their employability. Quantitative and qualitative data were collated from five separate groups of students. Each student cohort had completed one of the following activities: a credit-weighted optional professional development module (PDM), an industrial placement year (IPY) or a study year abroad (SYA). The fourth student cohort was in the final stages of completing an integrated Master’s degree (MBiol). The final student group was the control group who had undertaken none of these four activities and were in the final stages of their three-year undergraduate degree. On the whole, students who have undertaken an activity were very positive about their experience. We found that students had very clear reasons for engaging in a particular activity and, in many cases, related to enhancing their employment prospects. Those engaged in any activity report more focused career plans (in the case of the MBiol, IPY and SYA groups) and, in the case of the PDM group, high levels of self-awareness and understanding of employer requirements. We found students in the control group to be the most uncertain of their future career plans. The reasons for not engaging in the employability initiatives described here and lack of career planning amongst the control group require further investigation. Keywords: Employability, career management, industrial placement year, integrated masters, study year abroad, professional development module","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125966210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-25DOI: 10.29311/NDTPS.V0I11.585
K. Bacon, J. Peacock
University campuses provide an accessible, cheap and useful means of teaching ecology to undergraduate students. We describe a short campus-based activity that was trialed in the 2015-16 academic year to engage first year physical geography students with both ecology and urban ecology. Students undertook a 40-minute investigation of the campus to identify niches and ecosystems and were asked to relate their findings to previous lecture material. Overall, the activity was enjoyed by students and considered useful by both students and staff in supporting students’ engagement with ecology. Keywords: Field work; practical work; urban ecology; campus
{"title":"Making the Most of the University Campus for Teaching Ecology.","authors":"K. Bacon, J. Peacock","doi":"10.29311/NDTPS.V0I11.585","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I11.585","url":null,"abstract":"University campuses provide an accessible, cheap and useful means of teaching ecology to undergraduate students. We describe a short campus-based activity that was trialed in the 2015-16 academic year to engage first year physical geography students with both ecology and urban ecology. Students undertook a 40-minute investigation of the campus to identify niches and ecosystems and were asked to relate their findings to previous lecture material. Overall, the activity was enjoyed by students and considered useful by both students and staff in supporting students’ engagement with ecology. Keywords: Field work; practical work; urban ecology; campus","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128197255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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