Student-led Curriculum Innovation: Developing Graduate Attributes Whilst Supporting Student Learning

Docherty, F. and Paschke, B. (2020) Student-led Curriculum Innovation: Developing Graduate Attributes Whilst Supporting Student Learning. Horizons in STEM in Higher Education Conference: Making Connections, Innovating and Sharing Pedagogy, Nottingham, UK, 01-02 Jul 2020.

Abstract

The MSc programmes in Chemistry and Chemistry with Medicinal Chemistry at the University of Glasgow are one-year programmes comprising of two semesters of lectures and a formal exam followed by a summer research project. PGT students come to the University of Glasgow from very varied backgrounds and with a diverse range of practical knowledge and skills. In preparation for the project work, it is essential that all students have an equitable and balanced level of training. In this presentation we will describe a student-led project : “Bridging the gap between student and researcher: the development of the Research Skills MSc project module”. This project, led by final year undergraduate students, investigated examples of good practice and used this information to create new practical projects that combine aspects of inquiry-based learning and practical skills. We intend to illustrate how student-led projects can support students’ learning and integration, as well as providing the student researchers with an opportunity to develop positive graduate attributes such as work-related learning; problem-solving, collaboration, organisation and communication (e.g sparqs 2019 conference). This Research Skills module was implemented for the first time in academic year 2018/19. To evaluate its effectiveness, the undergraduate researchers gave the PGT students pre and post module questionnaires and held a focus group to learn about their experiences and needs. The outcomes from this evaluation, which provided valuable feedback for supporting international students in the future, will be discussed. This project describes a model for student-led curriculum development which is beneficial to those developing as well as those receiving the training. In addition to creating valuable material for supporting PGT students it has given undergraduate researchers exposure to a wide range of transferable skills which will be beneficial in their future careers. References Bownes, J., Labrosse, N., Forrest D., MacTaggart, D. Senn, H., Fischbacher-Smith, M., Jackson, M., McEwan, M., Pringle Barnes, G., Sheridan N. and Biletskaya, T. (2017). Supporting Students in the Transition to Postgraduate Taught Study in STEM Subjects, Journal of Perspectives in Applied Academic Practice, 5, 3-11. Brown, L. (2008). Language and anxiety: An ethnographic study of international postgraduate students. Evaluation & Research in Education, 21, 75-95 sparqs 2019 Conference; https://www.sparqs.ac.uk/page.php?page=802

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Docherty, Dr Frances and Paschke, Dr Beth
• Authors: Docherty, F., and Paschke, B.
• Subjects: Q Science > QD Chemistry
• College/School: College of Science and Engineering > School of Chemistry

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