The School of Biology runs BIO1010 Biology in Action as a module that eases the transition into University-level communication skills while also engaging students with current research strengths in the School, global challenges (e.g., sustainability) and employment possibilities.
BIO1010 is a required module for the entire first-year cohort, but it is partly taught in small tutorial groups (c.8 students led by their Personal Tutor). Seminars and lectures are given by academic staff, research associates, representatives from the Library and Careers Service, alumni, and local individuals working in biology-related fields (government agencies, charity organisations, commercial concerns).
BIO1010 consists of four different types of classes: 10 group tutorials (held fortnightly over both semesters), 10 seminars (also held fortnightly), a series of instructional lectures and PC cluster sessions. The group tutorials are led by each of the Personal Tutors, allowing for plenty of early contact between students and academic staff. The research topics that form the basis of the tutorials (summaries, reviews, discussions, presentations, etc) are chosen by each tutor based on his/her own main research interests. This format (and that of some of the seminars) initiates student engagement with research-informed teaching. Parallel tutor and peer assessments are undertaken to reinforce the recognition of good practice. The seminars are designed to show students how biological science can be applied to “real world” issues (food security, biodiversity conservation, pollution science) as well as the role of University staff (not just in the School) in front-line research in these areas. The seminars also introduce students to the variety of possible research careers available, including research & development (R&D) and communication. Seminar speakers (especially alumni) are encouraged to explain how they progressed from being an undergraduate to where they are now. All this material provides students with a varied employment perspective from the very beginning of their degree programmes. The instructional lectures and PC sessions provide students with background and training on key study and communication skills for biosciences, supported by the gift of a textbook from the School on arrival. Topics include: ePortfolio, library databases, publication quality/reliability, preparing talks and posters (in groups), spreadsheet skills (data manipulation, graphics production, descriptive statistics), and writing short reviews for both lay and professional readerships. Students are to undertake reflective learning through writing a personal plan on arrival and reviewing it later, using ePortfolio. They also prepare a CV for their Personal Tutor and lodge this in ePortfolio. The quantitative skills gained in BIO1010 feed into BIO2020 Experimental Design & Statistics for Biologists (compulsory). Employment-related skills help students with BIO2021 Vocational Placement for Biologists (optional), in which they can undertake research, R&D, or science communication off campus. BIO1010 also assists those students who choose to take an optional year in industry as a formal placement, and all students at Stage 3, when projects come in three forms: field or lab research, the provision of promotional or informational materials (often as an intern off campus), or a scholarly review.
Originally, students were taught statistics in Stage 1 and communication skills in Stage 2 – a scenario that presented several concerns. The statistics module was unpopular and taught in isolation, and staff also realised that critical thinking and communication skills were generally poor among Stage 1 students. For this reason, these modules were flipped around and completely redesigned .
Student writing has improved considerably, although more work needs to be put into sustaining that improvement throughout Stage 2 and before students begin their Stage 3 project work. Students like group work and have improved their writing and presenting skills. Opinions on the career-orientated seminars are more varied, partly because some students have very specific interests already and therefore do not appreciate the wide range of subject material presented.
A First-Year Module that Combines Communication Skills, Student-Tutor Engagement, Employment-related and Research-informed Content .
Research-Informed Teaching, Assessment and Feedback, Skills and Employability, Student Engagement
Undergraduate (Stage 1)
Biology
ePortfolio
Up to 200 students in a group
In response to issues