1. Teaching foundation year chemists by problem based learning Dylan P Williams dpw10@le.ac.uk @leicesterchem www.facebook.com/leicesterchemistry Teaching foundation year chemists by problem based learning Dylan P Williams dpw10@le.ac.uk @leicesterchem www.facebook.com/leicesterchemistry Department of Chemistry

2. PBL was introduced to the foundation year by adapting the previously successful approach used in level 1. The primary aims were to improve student study skills, give students an opportunity to develop transferable skills and to make strong social links with fellow students.

3. Combination of new and externally produced PBL problems used. Students divided into groups (5-6). Groups changed several times during term. A variety of assessment types used: written reports (on a group wiki), oral and poster presentations as well as podcasts.

4. PBL now successfully embedded in F yr. 60.9% of students found it useful to do PBL in teams. 60.9 % found it useful to think about course material in a different way. Variety in assessment is vital. Use of PBL at this stage has significant benefits in terms of social cohesion.

5. Dr Katy McKenzie, Dr Dai Davies, Dr Jonny Woodward, Prof Derek Raine and Dr Sarah Symons. Higher Education Academy and Royal Society of Chemistry – strand 3.2 of Chemistry for our Future. Prof Simon Belt, Dr Karen Moss and Prof Tina Overton (strand 3.2 partners).