School of Biomedical Sciences, The University of Edinburgh Preparing students for University: Recent initiatives in The School of Biomedical Sciences (SBMS) Dr Celine Caquineau, Dr Deborah Shaw, Dr Allison Wroe, Dr Phil Larkman

1. Pre-arrival questionnaires (Debbie Shaw) 2. Our Changing World and the Critical Thinking MOOC (Celine Caquineau) 3. Biomedical Sciences 1 - a new Semester 1, Year 1 course (Allison Wroe) 4. Group activity and Discussion. “Key Characteristics of a Semester 1, Year 1 course in your discipline/area of expertise” School of Biomedical Sciences, The University of Edinburgh

Pre-arrival questions as a means of enhancing student support and managing expectations Debbie Shaw School of Biomedical Sciences, The University of Edinburgh

Why did we issue a pre-arrival questionnaire? Enhanced Personal Tutor meetings Understanding our students views, expectations and aspirations about – The degree programme – The University – Student life

What we have done…. 2013/14 All new entrants into the BSc (Hons) Medical Sciences degree were asked to complete a short, simple, pre-arrival questionnaire (5 questions in total). – 100% response rate – Answers analysed Answers used in follow-up questionnaire to establish how well expectations were met. 2014/15 New entrants for 2014 issued pre-arrival questionnaire (8 questions in total) – 86% response rate – Answers analysed

Activity “Pre-arrival questions”

2014 Pre-arrival questionnaire

Follow-up questionnaire 10 questions based on the answers given in the pre-arrival questionnaire Anonymous On-line Separate surveys for year 1 and year 2 (direct entry) students

Follow-up questionnaire My first year of studies on the Medical Sciences degree programme has met my expectations with respect to:

Follow-up questionnaire Year 1 Average RatingDE Average Rating Furthering my knowledge of the Medical Sciences Furthering my interest in the Medical Sciences Providing good preparation for my future career Providing an excellent standard of teaching Providing exposure to an excellent standard of research The range of courses available to me Year 1 n=12, DE n=11 Answers were provided on a Likert scale from = strongly disagree, 2= Disagree, 3= Neither agree nor disagree, 4= Agree and 5= strongly agree

Our response Introduction of peer support scheme – Med Sci (Academic) Families Themed workshops – Based on student feedback – aimed at enhancing career and employability Input from staff from the Employability Consultancy within dedicated meetings – to help emphasise the importance of recognising and mapping the development of graduate attributes throughout the student journey.

Our Changing World and the Critical Thinking MOOC Celine Caquineau School of Biomedical Sciences, The University of Edinburgh

20 credit undergraduate course, now in its fifth year. Students in first, second and third year can enrol, as well as visiting students. This is irrespective of the subject area of study: History, politics, Physics, Biomedical Sciences, Geosciences, Chemistry, Literatures, Physics, Engineering, Education Around 60 students Our Changing World at a glance “Fostering the excitement of being at Uni and developing key academic skills” The School of Biomedical Sciences

Enhance students’ studying skills, critical thinking skills and encourage autonomous learning Our Changing World Examine the global challenges facing society and the role of academia in meeting these challenges. Interdisciplinary course designed to Freedom and space to explore, Feedback and Feedforward, tutor guidance and support. Delivery/ Learning activities: Public lectures Facilitated group discussions Research report Group project Final Exam Feedforward, Feedback, Peer Feedback

Critical Thinking in Global Challenges Introductory course designed to provide guidance and space to First year undergraduate students to develop their ability to think critically. Massive open online course, launched in 2012 on Coursera. Informed by OCW,: Global challenges used as a context to practice critical thinking: Pragmatic approach to critical thinking: “Hands on”, NOT a formal course on logic

Critical Thinking in Global Challenges Simple structure: “flexible small bites” Short VideosReview QuizzesExercisesDiscussions Final Exam Feedback Feedback: Development of new initiatives: enrolees over 3 years, ~210 countries represented, 14% completion rate. Very positive from target audience - Student Experience Project ( Abby Sholvin, Dawn Smith) Pilot run with Edinburgh College -Universitas 21 Network Run as a closed instance for 1 st year students from 16 institutions

Lessons Learned Giving 1 st year students freedom and space to develop as learners works 1 st year courses that focus on skills rather than disciplinary knowledge can work Large cohort courses can be fun and have quality feedback and assessment, rethinking of feedback and assessment practices Transition to university can be exciting and motivating.

Biomedical Sciences 1 - a new Semester 1, Year 1 course Allison Wroe School of Biomedical Sciences, The University of Edinburgh

Biomedical Sciences 1 The School of Biomedical Sciences Cohort entering in 2015 First semester course “Lightweight”? o Enthusiasm/excitement o Expectations o Transition

Biomedical Sciences 1 Course structure The School of Biomedical Sciences Lectures o Course theme – “Conception to Death” o Short series o Hot topic/multi-disciplinary Facilitated group discussions o Lecture-related o Consolidating knowledge o Research skills

Biomedical Sciences 1 Course structure The School of Biomedical Sciences Tutorials o Development of skills o Independent learning; researching; writing; understanding expectations Practicals o Traditional o Case-study

Biomedical Sciences 1 Assessment and feedback The School of Biomedical Sciences 100% ICA o Essay – group formative feedback sessions o Group project – peer moderation o Reflective task – expectations and approach; weekly reflective record Future initiatives o Workshops

Group activity and Discussion. School of Biomedical Sciences, The University of Edinburgh “Key Characteristics of a Semester 1, Year 1 course in your discipline/area of expertise”