Archive for category: #science

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Two Strategies for Competence-Oriented Knowledge Transfer

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Christian Bargetz, University of Innsbruck, Austria

Abstract

We present a strategy to improve the mathematical (or more general the scientific) communication competence of undergraduate students, which can be implemented in tutorials. This strategy consists of written elaboration of exercises on which the students get feedback, which is itemized with respect to specific competences. As a second strategy, we present the strategy of preparing a list of expected frequent errors together with the students. We report on the implementation of these strategies and their evaluation with a multi-perspective study design. We discuss some problems arising during the implementation and possible solutions.
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A New Interface as a Teaching Element in a General Course on Control Systems

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Minekazu Moriishi, Norisada Uji, Aya Inaura, Hiroshi Yokoyama, & Hirotaka Uoi,
Osaka Electro-Communication University, Japan

Abstract

In the “Control by Computer Program” course taught at the Osaka Electro-Communication University, students are expected to master a control system that consists of actuators, sensors, and a computer interface. But in real-world control systems there are many interfaces — so many that students cannot recognize them easily. In this study, a new, more easily understood, physically separated and visualized interface has been developed by the authors. In addition, the authors have tested the new interface in the course and confirmed its usefulness.
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Preparing and Publishing Wikipedia Articles as Training Tool in Project Management, Teamwork, and the Peer-Review Publishing Process in the Life Sciences

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Thorsten Schwerte, Stefan Stolz, & Elisabeth Kugler, University of Innsbruck, Austria

Abstract

Besides accurate research, other important skills for which training is required in today’s universities include project management, teamwork, and writing. The availability of Internet sources and word-processing software has changed the way students conduct research and write up their documents. The basic tasks of the student writer has to be focused in synergy with these new possibilities—i.e. by doing well-designed (literature) research and presenting it clearly and accurately, while following accepted academic standards for citation, style, and format. In our paper we present the attempt to use Wikipedia article publication as a model for student training in teamwork, project
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Social Entrepreneurship and Event Management

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Anne Tierney, University of Glasgow, Scotland

Abstract

Final year undergraduates in the School of Life Sciences at the University of Glasgow may take a two-week, intensive course called Business and Bioscience. Student teams work together on the development of innovative bioscience products. After the two-week course, the students are required to plan and organize events that will be of benefit both to themselves and to the local community. Since 2008 there have been more than twelve events, ranging from “Safety on Campus” to “Style That’s Worthwhile.” This paper will examine the development of the events and the transition from student events to local community events.
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eLearning for Students by Students

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Carol Wakeford, Sam Clarke, Kate Hilton, Dan Levin, & Ian Miller, University of Manchester, UK

Abstract

Research projects enable students to experience first-hand the excitement and challenges that are power for the course. Increasing student numbers has put pressure on faculties to diversify the range of projects on offer, whilst maintaining the essential qualities inherent in student-lead research. These include discipline-based plus transferrable skills, like critical and creative thinking, problem solving, communication and project management. eLearning Projects involve the design, construction and evaluation of online resources to support aspects of the undergraduate curriculum, such as practicals, assessments or key concepts. Students are supported in seminars and workshops based on active and collaborative learning. This paper describes student project work in which students design, create, pilot and evaluate elearning resources to support the teaching, research or public engagement activities of their project supervisor. Although the projects featured here support the biosciences, the format is transferrable across the disciplines, so, as technology moves forward, student elearning projects provide a vehicle to renew and refresh online materials.
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Using Semantic Differential to Explore Life Sciences Academics’ Perceptions of Academic Identity

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Anne Margaret Tierney, University of Glasgow, Scotland

Abstract

Semantic Differential was used as a means to collect quantitative data about UK Life Science Academics’ perceptions of Academic Identity. Data were analysed using Mann-Whitney U Test and Effect Size. The purpose was to investigate potential differences in perception of Academic Identity between traditional “Research-Teaching” and “Teaching-Only” academics. Perceptual differences were also investigated between other academic groupings. Analysis revealed significant differences between groups of Life Science academics in areas of Research and Pedagogy. In practice, this has the potential to impact on student learning due to subconscious priority-setting by academics. However, it is also an opportunity for Educational Developers to support engagement with SoTL, developing both individuals and institutions’ expertise in Teaching and Learning. Semantic Differential was used to investigate differences in perceptions of Academic Identity in UK Life Scientists. Differences were found in perceptions of Research and Teaching, in three different academic groupings.
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