HEG Regional Meeting 26 November 2018 Programme

14:00 Professor Gareth Jones, Imperial College

The pros and cons of active learning of university physics

There are many forms of active learning some of which were developed and used a long time ago. However, there has recently been increasing interest in and promotion of some particular forms of active learning. This presentation will attempt to analyse how physics students learn and will try to apply this to active learning methods. In all cases, the crucial thing is that it is the student's mind which must be active. But some methods present problems for certain students. The main aim of the presentation will be to stimulate discussion and to encourage the sharing of experience of different types of teaching and learning and particularly whether learning physics is intrinsically different to learning other subjects.

14:20 Alex Crombie, Sheffield Hallam University

Why are scientists afraid of employability?

14:40 GrĂ¡inne Walshe, University of Limerick

The Minerva Project: investigating student mathematical preparedness for science and engineering at university

It has long been reported that students experience difficulties with transitioning into third-level, for a myriad of reasons. Science and engineering degrees in particular, have a very high rate of student attrition (Ulriksen et al., 2016). While several factors may impact on student progression, for science and engineering students, their level of mathematical knowledge is crucially important (HEA, 2018), but even students with good marks in school mathematics can struggle with the mathematical aspects of third-level science and engineering courses. Very often mathematics and science subjects are not taught in an interdisciplinary fashion at school (Czerniak & Johnson, 2014). This study therefore takes the approach of investigating the perspectives of first year science and engineering students, lecturers, and science and mathematics teachers, in a pilot study being undertaken in 2018/19. Each group is being surveyed in order to gain a multi-faceted understanding of the extent to which student learning of mathematics and their experience of interdisciplinary STEM education in secondary prepares them for University. This project is at an early stage, and the session will share the project aims and design, and some headline findings from surveys conducted with first year students taking physics or engineering modules at the University of Limerick. The discussion should offer an opportunity to share experiences and insights into possible solutions to this issue with colleagues in the physics community.

15:00 Charles Tracy, Institute of Physics

IOP support for higher education

The work the IOP does in the world of higher education, how IOP can support our Higher Education Group, and the f-word (funding!) for physics education research.

15:20 Mark Jones or Olivia Fleming, OneHE

A global network for educators who share a passion for learning and teaching in higher education.

A short introduction to OneHE, explaining the ambition and how they hope to work with the physics and other communities.

15:40 Helen Heath, University of Bristol

Towards programme level assessment in physics

The University of Bristol is keen to promote programme level assessment (PLA) across the Institute. I have been a Bristol Institute of Learning and Teaching Fellow for the last year with a focus on PLA. As part of that project I have developed a straw person proposal for an approach to PLA in the School of Physics. We are considering a model based on assessing of competencies as students progress through the course with a reduced number of final summative assessments in each year. I will present our straw person model with an invitation to discussion. Bring matches!



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