Doing It Differently in Science - An Evaluation of the Process Sharon Fraser and Elizabeth Deane University of Western Sydney, Nepean April, 28th 2000.

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Presentation transcript:

Doing It Differently in Science - An Evaluation of the Process Sharon Fraser and Elizabeth Deane University of Western Sydney, Nepean April, 28th 2000

Background - CUTSD Grant An integrated programme supporting the development of key learning competencies in undergraduate science students: group leadership and membership oral and written communication critical analysis problem solving reflective skills independent learning

Subject Format - structure Co-operative learning Students assigned to core teams of 4 One 2-hour workshop per week One 3-hour practical session per week 5 weeks - laboratory skills development 3 weeks - team learning & problem task analysis & planning A weekend practical session Problem solution undertaken

Subject format - assessment QuizzesFormative Mid-semester test25% End of semester test25% Cooperative learning assignment15% Lab. problem: cooperative learning15% Oral presentation - laboratory problem10% Poster 10%

What is there to Evaluate? The programme The learning environment –The instructor(s) lecturer and/or tutor –Support services technical assistance Learning outcomes The future of the programme

Evaluating the Evaluation - the person and the process “Independent Observer” or “Independent Facilitator”? Summative assessment outcomes –Including Team Collage and Poster Video footage Student Questionnaires Follow-up Student Focus Groups Staff Reflection - documented Staff Focus Groups - academic / technical

The “Independent Facilitator ” Independent of –Teaching and Support staff –Assessment - acceptance by students –Vested interests Attributes –Content knowledge & understanding of the learning process –Interpersonal skills –Ability to reflect, analyse, solve problems, identify needs –Flexibility –Doesn’t impose ideas & opinions or make value judgements

The Value of an “ Independent Facilitator ” A person other than the academic – Different viewpoint, focus – With the time Has an holistic involvement, with… – No vested interests – A concern for students, staff, learning outcomes trust established, opens lines of communication – The programme and its future

Evaluation: informing the future The programme The learning environment –The instructor(s) - lecturer and tutor –Support services - technical assistance Learning outcomes Its future………?