Below are the abstracts for Session 2 of the STEM Conference 2017
Session 2.1: As Seen on TV: Using broadcast media in teaching (an example from the biosciences)
Biological Sciences
Dr Chris Willmott University of Leicester
Television and radio can be rich sources of audiovisual material for educational purposes. This session will demonstrate how broadcast media can be used to bolster engagement and understanding in science education. Particular examples will be drawn from the biosciences (e.g. BiologyOnTheBox and module-specific viewing lists) however the general principles are applicable to all disciplines. Delegates will be introduced to Box of Broadcasts a widely available tool for the HE sector in the UK.
Session 2.2: Learning environments that inspires increases engagement and improves student experience- and no extra cost!
General
Dr Sabita Menon University of Sussex
Using this highly interactive workshop the presenter will demonstrate how she created a learning environment for students that created an excellent student experience and improved student engagement in a first year module. She will demonstrate how to deliver this at no additional cost by optimising the existing resources. Participants will get hands-on experience and experience for themselves simple and effective ways of encouraging deep learning collaboration and overall satisfaction with the teaching and learning experience.
Session 2.3: Sniff – simple text-based coding for the physical world
Computing
Mr Tom Stacey Dr Ian Stephenson Anglia Ruskin University
This hands-on session aims to show delegates how they can use low cost electronic components such as sensors and motors to build useful machines for science the home and the classroom (or maybe just for fun!) By using the Sniff programming language Arduino and Raspberry Pi students of all ages from Primary School to University can quickly and simply interact with the real world and leverage the concept of Physical Programming. Sniff is well suited to teaching programming for non Computer Science students custom sensing and control in a lab environment and STEM outreach.
Session 2.4: Engaging engineering laboratories - a practical exploration of the pedagogy
Engineering and Materials
Dr Anne Nortcliffe Dr Karen Vernon-Parry Dr Oliver Lewis Sheffield Hallam University
STEM Laboratories offer the opportunity for students to extend their level of understanding (Behrens et al 2010) and apply theory into practice (National Academies Press 1997). Good laboratory design actively develops students' learning understanding of concepts (Elias 2003) and higher levels of cognitive analysis (Posner 1982; Davies 2008). However in engineering what is good laboratory practice typically cite Dewey (1910). The workshop will provide an insight to recent analysis of engineering laboratory learning and experience different scenarios of an engineering experiment to identify the merits of different learning opportunities. This will encourage participants to challenge and reflect upon to inform their own laboratory practice.
Session 2.6: Sci-Pop: Using pop-up shops to develop undergraduate employability skills
General
Mr Joe Shimwell Mr Dan Wilkinson Northumbria University
How can we support undergraduate students to develop communication skills and subject knowledge?
This session looks at NU STEM at Northumbria University has used pop-up shops (Sci-Pop) to engage local families and communities whilst at the same time encouraging engineering and primary education students to get involved and develop their employability skills.
Session 2.7: Towards personalised real-time feedback in a lab setting: Using IT to enhance and deepen student learning
Physical Sciences
Dr Frank Rutten Mr Daryl Kerr Keele University
Chemistry laboratory teaching on pharmacy courses is challenging as students do not always appreciate contextualisation and can struggle to engage. Physical Pharmacy laboratories require a combination of laboratory- and calculation-based skills: precise measurements data recording mathematical analysis and evaluation in context. Personalised feedback based on students’ own results aids learning but is difficult to combine with timely feedback. A novel spreadsheet-based approach was designed enabling rapid personalised feedback delivery. Students demonstrate increased appreciation of key concepts and a better grasp of links to preceding and following teaching sessions. This approach may be useful for laboratory class delivery across STEM disciplines.
Session 2.8: Mental Toughness and Moods as Predictors of Academic Success
Pychology
Dr Rosemary Stock Dr Siobhan Lynam Dr Moria Cachia University of West London
This paper presents results from a survey examining the relationship between mental toughness and academic success as measured by grade in undergraduate students. One of the subscales of Mental Toughness (MT) Control of Life significantly predicts grades for both male and female students while other subscales reveal gender differences in the importance of the MT construct within this context.
The aim in presenting these results at the HEA STEM conference is to open up the debate about Mental Toughness and Control of Life and to invite discussion of possible interventions to improve students’ Control of Life and therefore their grades.
