Effective administration of a large undergraduate physics class: from enrolment to assessment feedback

Casey, M. and Kille, M. (2011) Effective administration of a large undergraduate physics class: from enrolment to assessment feedback. Journal of Science Education / Revista de Educacion en Ciencias, 12(2), pp. 79-82.

Abstract

At the beginning of academic year 2007-08, staff in the School of Physics Astronomy at the University of Glasgow started to implement a number of substantial changes to the first year physics class. The main aims were to improve the academic performance and progression statistics for the class, with early identification of "at-risk" students being one priority. The introduction of novel electronic and computer-based data processing strategies ensured both a quick turnaround time in processing student records and also a much-improved confidence in the accuracy of assessment feedback returned to students. These techniques were a contributory factor in helping raise the pass-rate by ~10% and the direct progression rate by ~13% by the end of 2008-09. The effectiveness of these processes have proved adequate for coping with the unexpected and dramatic 50% increase in class size 2009-10 and are now in the process of being rolled out to other classes within the School.

• Item Type: Articles (Other)
• Keywords: undergraduate, administration, streamlining, retention, attendance
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Casey, Dr Morag and Jones, Mr Mark
• Authors: Casey, M., and Kille, M.
• Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: College of Science and Engineering > School of Physics and Astronomy
• Journal Name: Journal of Science Education / Revista de Educacion en Ciencias
• Journal Abbr.: Rev Educ Cien
• ISSN: 0124-5481
• Copyright Holders: M.M. Casey, M.W. Kille

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