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Essay Writing Support in Biosciences A 2010 ‘Students as Agents of Change’ project

Essay Writing Support in Biosciences A 2010 ‘Students as Agents of Change’ project. Nicky King, Associate Director of Education (Senior Tutor) Biosciences Kirsty Clemow , 2 nd year Biosciences Tom Clarke, 2 nd year BClinSci. Essay Writing Support in Biosciences.

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Essay Writing Support in Biosciences A 2010 ‘Students as Agents of Change’ project

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  1. Essay Writing Support in BiosciencesA 2010 ‘Students as Agents of Change’ project Nicky King, Associate Director of Education (Senior Tutor) Biosciences KirstyClemow, 2nd year Biosciences Tom Clarke, 2nd year BClinSci

  2. Essay Writing Support in Biosciences • Following a move to predominantly MCQ assessment at L1 • Only 25% of L2 students felt confident about writing an essay under exam conditions • Only 35% of L2 students felt that they understood how to construct an essay ‘well’ or ‘very well’ • Only 25% of L2 students felt that they understood the mark scheme ‘well’ or ‘very well’

  3. Essay Writing Support in Biosciences • Essay writing support as the focus for the 2010 ‘Students as Agents of Change’ project • Surveys • Focus groups • Interviews with staff

  4. Essay Writing Support in Biosciences

  5. Essay Writing Support in Biosciences • Mark scheme ‘translation’ • Tips from academics • What is the marker actually looking for • Guides to structure and planning • Tips for preparing for essay exams • Guide to referencing • What constitutes ‘extra reading’

  6. Essay Writing Support in Biosciences • Booklet given to all current L1 and L2 students • Copies to all new L1 students • Available on ELE • Electronic copies to Business School, CEMPS and PCMD • Electronic version available on HEA UK Centre for Biosciences website • Used by Swansea Biosciences

  7. Essay Writing Support in Biosciences • Key to success is that it was ‘written by students for students’ • Dialogue with academics • Asking the right questions!

  8. What next for SAC in Biosciences? • Personal tutoring project • What do students expect from a personal tutor? • What support can/should academics provide? • Examples of good practice • FAQs • Student led • Dialogue between students and academics

  9. What can we learn about working with students? • Use students to develop core aspects of teaching/curriculum, not just ‘value added’ • Students feel they are getting what they want, not what we want • Challenge the students, let them surprise you • Be honest with students about the ‘hard truth’ and challenging KPIs • Students want Exeter to succeed!

  10. What are the challenges of working within the curriculum/core learning and teaching practices? • What prohibits the involvement of students in development of core curriculum ideas and fundamental teaching practices? • How do we/should we recognise this involvement? • To what extent are our curricular/should they be student centred/led or driven by academics and professional bodies? • Discipline specific?

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