The University of Southampton
Chemistry

Programme ViCEPHEC

Variety in Chemistry Education /Physics Higher Education Conference 2016

Durations:

Keynotes 55 mins

Workshops 90 mins

Oral presentations 15 mins

Oral bytes 5 mins

Book of abstracts: http://www.edshare.soton.ac.uk/16817/

Some sessions contain flipped material which can be found at the following link: http://www.edshare.soton.ac.uk/16805/

Thursday 25 August
10:00 Arrival, registration, coffee
10:50 Welcome and introduction
11:00 Keynote Plenary - The ChemTube3D Story: the power of Open Educational Resources
Nick Greeves, University of Liverpool
12:00
Oral Bytes
Postgraduate students as partners to facilitate effective undergraduate learning in chemistry; Glenn Hurst, Rob Smith Flipped Material
Coming full circle: Chinese joint degree graduates as Laboratory Teaching Assistants on their former BSc degree programme;  Julie Hyde
A new school teacher fellow model; Kristy Turner
Using online quizzes for low-stakes assessment motivates Biochemists to practice calculations; Hazel Corradi
New directions Update; Derek Raine
YikYak: A Social network too far? Simon Lancaster
12:30 Lunch
13:30 Choice of Parallel Workshops
Team Based Learning - take an academic, a class of students and scratch cards! Laura Hancock, Chloe Howe, Graeme Jones, Tess Philips, Daniela Plana
Overcoming a fear of words - collecting and analysing qualitative data; Rachel Koramoah
New C/PBL Material - A Sticky Situation; Kevin Parker Flipped Material
15:00 Coffee
15:30 Choice of Parallel Sessions
Focus on the student journey
How does A-level maths affect first year student performance? David Jewell, Fiona Dickinson
Changing Places - a longitudinal study into the perceived differences between secondary and tertiary education of first year chemistry undergraduates; Elizabeth Page
Teaching as a journey: Signposting tacit and explicit tertiary chemistry pedagogical content knowledge and practice; Gwen Lawrie
Students' perceptions of the purpose of laboratory work for a Chemistry undergraduate course and scientific thinking approaches; Ruiqi Yu, Kon Hao Kwek, Kathleen M Quinlan, Fabrice Birembaut, Malcolm Stewart Flipped Material
Laboratories, projects and the development of scientific thinking; David Westwood
Student engagement and the paradox of 'developing' employability in HE Physics; Sinead Marian D'Silva, Samantha Pugh, Jim Ryder
Focus on interactive approaches
How interactive are Lectures? - A case study from a flipped introductory Physics class; Anna K Wood, Ross K Galloway, Robyn Donnely, Judy Hardy Flipped Material
Students' appraisals of multi-cultural group activities; Gita Sedghi, Elizabeth Rushworth
Bringing the Research Group Ethos into Taught Master's Learning; Richard James Lewis
Bringing Research-led Teaching to a Wide audience through Digital Learning Methods; Paul C Taylor
NearPeer: Harnessing the power of the populous to enhance the learning environment; Barry Ryan
Chemistry for the 21St. Century; Ketan Trivedi
17:15 RSC ETG AGM for members of ETG
17:30 RSC TEG AGM for members of TEG
19:30 Wine Reception
20:00 Dinner
Friday 26 August
9:00 Keynote Plenary - Opening the Lab
Ian Bearden, Niels Bohr Institute
10:00 CERG Lecture Progress through collaboration: Taking education research from HE into the classroom (and back again)
David Read and Stephen M Barnes, University of Southampton
11:00 Coffee
11:30 Poster Session
12:30 Lunch
13:30 Choice of Parallel Sessions
Focus on labs and collaborative working
Enhancing the value of science education activities in primary schools through interdisciplinary and intercollege collaboration; Vanessa Murphy, Claire McDonnell
The EPQ - A vehicle for school to university collaboration; John Carroll

Collaborative teaching for collaborative learning; Fiona Dickinson, Andrew McKinley Flipped Material

The prevalence of pre- and post-laboratory scaffolding activities in HE STEM courses; Karen Moss, Jennifer Evans, Sarah Rayment
Trialling the use of Tablet PCs in Undergraduate Physical Science Laboratories; Cate Cropper (in collaboration with Helen Vaughan, Ross Clements and Manesh Mistry)
A Dynamic Laboratory Manual - Construction, Consolidation & Consequences Eleven Years On; Jenny Slaughter, Dudley Shallcross
Focus on concepts and confidence
How A-level students justify organic mechanisms; Robert Campbell
ChemInteractive: Design and Development of an Online Education Resource; Mike Casey Flipped Material
What can free-text questions tell us about conceptual understanding in physics? Sally Jordan, Ross K Galloway, David Sands, Christine Leach, Lorenzo Principe
Is there a correlation between correctness and confidence in conceptual questions? Simon Lancaster, Dennis Cook
An educated guess: score prediction for tailored student support; Felix Janeway
Effects of Workshop Group Gender Balance on Student Exam Performance update on replication study; Ross K Galloway, James Salmon, Ross W Hunter Flipped Material
15:10 Oral Bytes
Lab in a Lorry at Kingston University - not just for physics; Lucy Jones, Neil Williams
R-D-L Me This; Matthew Mears
Troublesome concepts in first year Physics: Explorations in supporting school-university transitions; Pippa Petts
Visualizing Russell-Saunders terms: and activity with quantum numbers; Paolo Coppo
New C/PBL Material - The Analytical Chemistry of Platinum Recycling; Kevin Parker
GRASPing opportunities for our students; Glenn Hurst, Avtar Matharu
The use of coversheets to promote dialogue in feedback assessment; Alice Collier
Synthesis 'by proxy' - a reasonable adjustment? Laura Patel
15:50 Closing Discussion
16:00 Coffee, depart

 

 

Physics Keynote Speaker

Opening the Lab,  Prof Ian Bearden

Introductory labs are often "closed" assignments leaving no room for students to do any actual science. Such labs lead to poor habits of mind. Not only do they lead many students to believe that the role of experiment is to confirm already known theory, they also make them think that the quality of an experiment is solely determined by how close the results are to tabulated quantities. I will argue that many of our "traditional" introductory labs can be transformed from closed, "cook book" experiments,to open experiments that can show students more accurately how science is actually done. Such an approach invites students to be much more active in choosing how to perform experiments and teaches them that the measure of quality of an experimental result is not how close one comes to previous results, it is rather the uncertainty on the result. Evaluation, both short term (course) and long term (year-to-year) , of the results of courses using this approach will be discussed.

Ian received his Bachelor of Arts in Physics from Hendrix College in Conway, AR in 1987. His PhD research in gamma-ray spectroscopy was performed at Argonne National Lab and he received a PhD from Purdue University in 1993. Since then, he has been at the Niels Bohr Institute where he became "lektor" in 2003. Ian's research is in Ultrarelativistic Heavy Ion Physics; he is a member of the ALICE collaboration at the LHC. He was head of studies at NBI from 2008-2012 and is presently Professor with special responsibilities for the development of teaching and curricula. Ian is also a member of the EPS Physics Education Division board, the IUPAP International Physics Education Committee, and Vice-chair of the Danish Physical Society. His teaching is primarily focused on laboratory exercises for first year physics students and pre- and in-service upper secondary physics teachers.

Chemistry Keynote Speaker

The ChemTube3D Story: the power of Open Educational Resources, Prof Nick Greeves

ChemTube3D http://www.ChemTube3D.com is a unique collection of over 1200 web-pages containing interactive 3D molecular animations for use in lectures and private study. This talk will focus on the development of the resource, principally by undergraduate students, supporting such a project financially, the use of Google Analytics to drive development, and a novel approach to linking traditional textbooks to online resources.

Nick Greeves is a Cambridge graduate, obtaining his PhD there in 1986 for work on the stereoselective Horner-Wittig reaction with Stuart Warren. He then held a Harkness Fellowship at the University of Wisconsin-Madison and at Stanford University, California, with Barry Trost and a Research Fellowship at Cambridge University before joining Liverpool in 1989 where he was promoted to Professor in 2015. He was selected for a HEA National Teaching Fellowship in 2009 and SFHEA in 2014. Nick is married with two children and lives in Formby. His interests include Macs, music (iPhone), photography (iPhone), and social media. He is saving up for the next version of Apple Watch.

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