Innovations in biochemistry teaching – a new approach to course design and delivery Sue R Whittle Faculty of Biological Sciences On behalf of the Biochemistry Level 1 Programme Team: Alan Berry, David Brockwell, Mark Parsons Peter Stockley, & Sue Whittle

Courses are like gardens – They start off with carefully chosen, neatly arranged components Then they grow… You plant a bit…. Prune a bit …. Time passes…. Then one day you realise it’s no longer quite as you had planned …….

Biochemistry ; lectures, practical skills, data handling, problem solving, essay writing, oral presentation 40 credits Chemistry for biologists : lectures 10 credits Structural & physical Biochemistry: lectures, tutorials, practicals. 20 credits IT & numerical skills (largely on-line) 10 credits Subject-related Options 20 credits Subject-related Options 20 credits BSc Biochemistry Year

Fragmented knowledge, with students finding it hard to integrate the information obtained in different modules. A number of poorly performing students, leading to fails in key modules, and a number of students who passed these modules mainly on the basis of coursework marks, with poor examination scores and who subsequently struggled at Level 2. Poor performance in general on written examination questions, and to a lesser extent questions requiring data analysis and interpretation, both at Level 1 and beyond. Limited practical skill development, leading to difficulties for students who undertook laboratory-based project in their final year. Issues identified with the course

Aspirations for the new course Focus our students on biochemistry More research led teaching – increase advanced topics in final year Improve effective use of technology Opportunities to stretch the brightest students

Others undertaking redesign of courses? Reasons for this?

Tackling the redesign process Focusing on subject knowledge  Bespoke course for BSc Biochemistry  Chemistry to be integrated into biochemistry teaching  Single lecture-based module to allow better integration  Include some Y2 material in Year 1 Focusing on subject knowledge  Bespoke course for BSc Biochemistry  Chemistry to be integrated into biochemistry teaching  Single lecture-based module to allow better integration  Include some Y2 material in Year 1 Focusing on skills  Limit the number of skills practiced in Year 1  Data handling – bespoke module  Practical skills – bespoke module  Exam answer writing  Recognise changes to student skills on entry Focusing on skills  Limit the number of skills practiced in Year 1  Data handling – bespoke module  Practical skills – bespoke module  Exam answer writing  Recognise changes to student skills on entry

Tackling the redesign process Focussing on student engagement and performance  small group teaching for exam answer writing and data handling  More laboratory time, more emphasis on developing practical skills  ‘Research highlights’ lectures – how subject knowledge is used  Use of interactive technology – Response handsets, interactive materials on VLE  Separate assessment of knowledge, practical and data handling skills Focussing on student engagement and performance  small group teaching for exam answer writing and data handling  More laboratory time, more emphasis on developing practical skills  ‘Research highlights’ lectures – how subject knowledge is used  Use of interactive technology – Response handsets, interactive materials on VLE  Separate assessment of knowledge, practical and data handling skills

Biochemistry; lectures, exam answer writing. 60 credits Options 20 credits Practical skills 20 credits Data handling, numerical skills 20 credits BSc Biochemistry Year

Others undertaking redesign of courses? Similar or different approaches?

One swallow …… Preliminary outcomes

No student failed any biochemistry module

Exam component mark Multiple response questions (%) Data handling (%) Essay answers (%) Average ‘old course’ Significant improvement in assessment scores - particularly for exam essay component

Student feedback was largely positive “I appreciated the different aspects of the course being run so that information learned in lectures was backed up by practicals or in essay writing”. “The e-clicker questions during lectures are a very efficient way to just check your knowledge and make sure that students understand well what the lecture is about”. [Data handling tutorials ]…. “A more personal learning opportunity”. “I love [the] lab, it was well organised and pitched at about the right level” Student feedback was largely positive “I appreciated the different aspects of the course being run so that information learned in lectures was backed up by practicals or in essay writing”. “The e-clicker questions during lectures are a very efficient way to just check your knowledge and make sure that students understand well what the lecture is about”. [Data handling tutorials ]…. “A more personal learning opportunity”. “I love [the] lab, it was well organised and pitched at about the right level”

Some areas for improvement identified “the amount of information learnt in the first term was overwhelming” “The bioinformatics lectures were too difficult perhaps to understand. I thought that the whole subject was introduced in the right manner but then went on into too much detail for a first year student” “More time should be allowed to work through problems or additional time outside of the tutorial as some members of the group grasp certain questions easier than others” Some areas for improvement identified “the amount of information learnt in the first term was overwhelming” “The bioinformatics lectures were too difficult perhaps to understand. I thought that the whole subject was introduced in the right manner but then went on into too much detail for a first year student” “More time should be allowed to work through problems or additional time outside of the tutorial as some members of the group grasp certain questions easier than others”

Others’ experiences of their new courses? What went well? What did you need to change?