Events

The Centre has organised a series of workshops around the theme of doing things more effectively. The aim of these workshops is to make the student learning experience more effective in a rapidly changing Higher Education environment.

Provisional Programme:

10.30 Arrival and Coffee
10.50 – 11.00 Welcome and introduction
11.00 – 11.30 More Effective Physical Science Graduates - The Graduate Viewpoint
Ruth Mewis, UK Physical Sciences Centre
11.30 – 12.00 Science Communication and the Media
Natalie Rowley and John Wilkie, University of Birmingham
12.00 – 12.30 tbc
12.30 – 13.15 Lunch
13.15 – 13.45 The use of Role Play in the Preparation for Placements
Judith Steven-Setchell, University of the West of Scotland
13.45 – 14.15 Skills for all reasons
Alan Roach, University of the West of Scotland / University of Glasgow
14.15 – 14.30 Coffee
14.30 – 15.00 Enhancing Students Aspirations via Internationalisation of the Curriculum
Tina Overton, University of Hull
15.00 – 15.30 Discussion session, summing up and close
A chance for participants to consider how they may include some of the ideas presented into their own teaching

Abstracts

1. More Effective Physical Science Graduates - The Graduate Viewpoint
Ruth Mewis, Steve Hanson and Tina Overton, UK Physical Sciences Centre
A survey published by the English Manpower Services Commission showed that 80% of the top British companies invested significant amounts of time and money into training. Employers from around the world have identified the skills that need further development in new graduates and include oral and written communication, creative thinking, problem solving, time management. Curriculum development in chemistry over recent years has often tried to address these skills development by embedding specific learning activities and by moving to more student-centred pedagogies. However, although we have the employers’ view, we have little knowledge of how new graduates cope in their first graduate role and whether they feel well equipped in terms of knowledge and skills.

The aim of this project was to survey graduates two years after graduation and to explore with them how the degree content and skills development during their undergraduate programme prepared them for their first graduate role. Gaps in skills and knowledge were also identified.

2. Science Communication and the Media
Natalie Rowley and John Wilkie, University of Birmingham
In the School of Chemistry "Science Communication and the Media"  is being delivered as a 10 credit second year transferable skills module. The module combines research-informed and enquiry-based learning. Students hear a number of taster sessions from researchers in Chemistry and cognate disciplines including a number of "Birmingham Heroes". The taster sessions act as "triggers" which enable the students to pursue their own line of enquiry into an aspect of research of their own chosen topic . Students work in groups to research their chosen area, thereby facilitating cooperative learning, and each group of students produces a 5 minute videocast on their topic (at a level appropriate for a lay audience) as well as a more detailed website which includes a more advanced description of the science underlying their presentation, complete with references to appropriate scientific articles. Each student within a group must also produce an associated press release which enables an element of individual assessment.

3. tbc

4. The use of Role Play in the Preparation for Placement
Judith Setchell, University of the West of Scotland

5. Skills for all reasons
Alan Roach, University of the West of Scotland / University of Glasgow
This presentation will draw on the author’s involvement in a range of study projects and general discussions on STEM education, which have involved interacting with a wide range of people in education, industry and government agencies. It will be argued that developing the full range of relevant analytical, problem-solving and inter-personal skills of learners should be the main driving priority in the education of science graduates. In the modern context there are few fundamental conflicts of interest in educating scientists for different destinations. A comprehensively skills-led approach should enhance subject mastery, whilst preparing learners for future studies in new contexts, for engaging in research, for contributing effectively as a specialist in industry, and for working in many non-science fields of employment. Core subject knowledge and understanding provide the basic framework through which the skills are honed, providing the platform for addressing new and deeper studies or tasks.

6. Enhancing Students Aspirations via Internationalisation of the Curriculum
Tina Overton, University of Hull
The chemicals industry in the 21st Century is part of a global economy with manufacturing and research taking place across the globe. Graduates should reasonably expect to be required to work anywhere in the world and to have to deal with cultural differences and the challenge of operating in a non-English speaking environment. The need for changes in pedagogical strategy in order to produce such graduates has been addressed by adding an international dimension to Context- and Problem Based Learning (CPBL) activities. The development of two activities for delivery in first year BSc and MChem degree courses, in which we introduced an international context representing either a linguistic or a cultural modification to the previously developed case studies will be described.

There is no registration fee for this meeting for those working in UK HE and lunch and refreshments will be provided. Online booking is available (see link below.)

For those not working within a UK Higher Education institution, an administration charge of £50 may be charged. Please email the Centre, psc@hull.ac.uk, for details.

Online booking