20 February 2019
14:00-15:00 (tea/coffee available from 13:45)
Skempton Building, room 201
At the start of this event there will be an update on Learning and Teaching Strategy progress, activities and events. If you have any questions on Curriculum Review or Pedagogy Transformation, please do come along and ask them.
Following this, we will be showcasing the teaching and insights of two Imperial staff members.
Facilitating collaborative learning in Chemical Engineering:
The value of student-led makerspaces and peer interactions in team-based projects
Engineers will often work in teams to solve complex problems. Collaboration is therefore an integral part of engineering education and has been shown to be a valuable source of self-efficacy, motivation, critical thinking skills and active learning. Managing and embedding collaborative learning within the curriculum can be somewhat challenging and this work examines how we can better support existing classroom collaborative approaches such as problem-based learning (PBL) and how we can also help students develop independent collaborative opportunities outside of classroom activities.
Marsha will discuss her experiences of using PBL to teach mechanical design to chemical engineering students and the importance of peer interactions towards knowledge facilitation, team effectiveness and self-efficacy. She will also share examples of student-led makerspaces (learning environments where students collaborate with peers to pursue projects of personal interest, which are often related to their academic studies and which use advanced technologies) and will go on to examine how these initiatives, supported by departments, can further foster independent learning and improve student experiences.
Marsha is a Senior Strategic Teaching Fellow in the Department of Chemical Engineering where she is involved in curriculum review and redesign. She also teaches mechanical design to third-year chemical engineering students.
The practical application of peer-assessment for a summatively assessed teamwork product in the undergraduate medical degree
Dr Sohag Saleh
The vast majority of professional careers require employees to work in an effective team and therefore higher education has a responsibility to teach students how to work within teams. Medicine is no different, with The General Medical Council’s, Outcomes for Graduates (2018) specifically stating that medical students “must learn and work effectively within a multi-professional and multi-disciplinary team across multiple care setting”.
Morrison et al (2010) argues that true teamwork varies from group-work and requires problem-solving of complex topics for active engagement and achieving in-depth learning. They also recommend that “the performance is directly assessed based on the collective work product”. Although it is well established in the literature that assessment drives learning, within the undergraduate medical degree, students often work within groups but are very rarely assessed on the ‘collective work product’.
Here we report the practical application of a peer assessment used on second year undergraduate medical students (n=289) and discuss its success and failures. The peer assessment was originally developed by John Hopkins University and was used within a newly-developed situated learning module named Clinical Research & Innovation where students worked on a supervised group research project that was summatively assessed as a poster presentation.
GMC’s outcomes for graduates (2018). Available from www.gmc-uk.org
Morrison G, Goldfarb S, Lanken PN (2010) Team training of medical student sin the 21st century: would Flexner approve? Acad Med; 85:254-259