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McDonald, James E.; Robinson, Rosanna L. – Bioscience Education, 2014
The transition to undergraduate study is often a challenging step for students as they progress from relatively smaller school/college classes with a high degree of contact time with familiar staff to a university department where one-on-one interaction with staff members is significantly reduced. The first year tutorials module offers one of the…
Descriptors: Biological Sciences, Learning Modules, Undergraduate Students, College Freshmen
Morrell, Lesley J. – Bioscience Education, 2014
I describe a novel research-led module that combines reduced academic marking loads with increased feedback to students, and allows students to reflect on and improve attainment prior to summative assessment. The module is based around eight seminar-style presentations (one per week), on which the students write 500-word "news &…
Descriptors: Feedback (Response), Summative Evaluation, Seminars, Writing Assignments
Smith, Katie; Morris, Neil P. – Bioscience Education, 2014
The use of podcasting in higher education has escalated in recent years. The aim of this case study was to analyse undergraduate student use and perceptions of lecture audio recordings in the School of Biomedical Sciences at the University of Leeds. Students completed an online survey over a two-week period based on their use of lecture audio…
Descriptors: Medical Students, Biological Sciences, Multimedia Materials, Web 2.0 Technologies
Voelkel, Susanne; Mello, Luciane V. – Bioscience Education, 2014
National Student Survey (NSS) results show that many students are dissatisfied with the amount and quality of feedback they get for their work. This study reports on two case studies in which we tried to address these issues by introducing audio feedback to one undergraduate (UG) and one postgraduate (PG) class, respectively. In case study one…
Descriptors: Feedback (Response), Case Studies, Undergraduate Students, Graduate Students
Robinson, Rosanna L.; McDonald, James E. – Bioscience Education, 2014
Development of skills in bioscience undergraduates is seen as desirable by academic staff, students and employers, and this is reflected across most degree programmes. However, providing the opportunity for students to practise skills may alone be insufficient for their development. With an evident discrepancy between the skills expected of…
Descriptors: Skill Development, Biological Sciences, Science Process Skills, Learning Modules
Cann, Alan – Bioscience Education, 2014
Students express widespread dissatisfaction with academic feedback. Teaching staff perceive a frequent lack of student engagement with written feedback, much of which goes uncollected or unread. Published evidence shows that audio feedback is highly acceptable to students but is underused. This paper explores methods to produce and deliver audio…
Descriptors: Learner Engagement, Feedback (Response), Audio Equipment, Auditory Stimuli
Mauchline, Alice L.; Peacock, Julie; Park, Julian R. – Bioscience Education, 2013
Fieldwork is an important and often enjoyable part of learning in Bioscience degree courses, however it is unclear how the recent reforms to Higher Education (HE) may impact the future funding of outdoor learning. This paper reports on the findings from a recent survey of 30 HE Bioscience practitioners from across the UK. Their current level of…
Descriptors: Higher Education, Field Studies, Biological Sciences, Outdoor Education
Marks, Leah; Jackson, Maria – Bioscience Education, 2013
The validity of peer assessment as well as students' experience and understanding of the process are recurrent themes in the educational literature. We studied postgraduates' experience of summative peer assessment, in particular their perceptions of the process. Student experience was generally positive, and not affected by characteristics such…
Descriptors: Student Experience, Peer Evaluation, Masters Programs, Summative Evaluation
Poling, Kirsten; Smit, Julie; Higgs, Dennis – Bioscience Education, 2013
Laptop computers were provided for use in three biology classes with differing formats (a second year lecture course of 100 students, a third/fourth year lecture course of 50 students, and a second year course with greater than 250 students, in groups of 25 during the laboratory portion of the class) to assess their impact on student learning and…
Descriptors: Laptop Computers, Educational Technology, College Science, Undergraduate Study
Gartland, Kevan M. A.; Perkins, Joy; Shearer, Morven C.; Tierney, Anne M.; Wilson, Jackie J. – Bioscience Education, 2013
Seven regional networking events, aimed at supporting and developing "early stage" novice university bioscience teachers were held across the UK. These workshops allowed 230 participants to reflect on teaching styles, learn about Higher Education Academy resources and discuss strategies to deal with a range of teaching situations.…
Descriptors: Foreign Countries, Beginning Teachers, College Faculty, Science Teachers
Willmott, Chris – Bioscience Education, 2013
An exercise is described in which second year undergraduate bioscientists write a reflective commentary on the ethical implications of a recent biological/biomedical news story of their own choosing. As well as being of more real-world relevance than writing in a traditional essay format, the commentaries also have potential utility in helping the…
Descriptors: Biology, Ethics, College Students, Science Education
Torres, Nestor V. – Bioscience Education, 2013
Systems Biology, one of the current approaches to the understanding of living things, aims to understand the behaviour of living systems through the creation of mathematical models that integrate the available knowledge of the system's component parts and the relations among them. Accordingly, model building should play a central part in any…
Descriptors: Systems Approach, Biology, Mathematical Models, College Science
Stack, David; Battey, Nicholas – Bioscience Education, 2013
This paper uses the reflections of a recent workshop on biology and the humanities subject areas to consider the potential for designing a first year interdisciplinary module that brings together teachers and learners in the Biosciences with their counterparts in English and History. It considers three building blocks of module design: aims and…
Descriptors: Interdisciplinary Approach, Biology, English, History
Jones, Harriet; Hoppitt, Laura; James, Helen; Prendergast, John; Rutherford, Stephen; Yeoman, Kay; Young, Mark – Bioscience Education, 2012
Understanding students' reactions to their feedback to coursework is crucial in being able to deliver feedback which motivates them and helps them to do better. This study focused on undergraduate bioscience students on a variety of degree programmes, at three UK universities, across all years. A questionnaire was completed by students when first…
Descriptors: Student Attitudes, Emotional Response, Foreign Countries, Feedback (Response)
Brearley, Francis Q.; Cullen, W. Rod – Bioscience Education, 2012
The provision of timely and constructive feedback is increasingly challenging for busy academics. Ensuring effective student engagement with feedback is equally difficult. Increasingly, studies have explored provision of audio recorded feedback to enhance effectiveness and engagement with feedback. Few, if any, of these focus on purely formative…
Descriptors: Learner Engagement, Assignments, Feedback (Response), Formative Evaluation