This section is divided into four, detailing curriculum and student support resources that are available for free through: the Royal Society of Chemistry; the Institute of Physics; the Institute of Mathematics & its Applications and the Royal Academy of Engineering.
Developed by RSC teacher fellows, the ILP is a web resource to support pupils' transition from school-to-university chemistry laboratory.
Overlap of Content between A-Level and Level 1 / 2 Chemistry
This document provides staff involved in teaching with an up-to-date source of information regarding the specification content of Advanced Level chemistry for the AQA, Edexcel, OCR (B) and WJEC (Welsh Board) chemistry specifications. The A Level content has been divided up and attached to the related Level 1 and 2 segments.
Easing the School-to-University Transition
The RSC established 10 diverse projects at different universities to help ease first year undergraduates into their new university life. The projects addressed the key areas of maths and practical skills, new materials and approaches to teaching and student support and outreach schemes.
Context and Problem-Based Learning in Chemistry
Context and Problem-Based Learning (C/PBL) uses real world contexts and problems to encourage students to take control of their learning. The above summary represents a reflective overview of what we have learnt as developers and practitioners of C/PBL, together with some practical guidance for those interested in using C/PBL in their teaching.
Context and Problem-Based Learning SIG
The context and problem based learning (C/PBL) SIG is a forum for people with an interest in the use of C/PBL to support teaching and learning. The SIG is an opportunity for people to share ideas, resources and experiences within the community. It is also a forum for like-minded people to support each other and offer advice on C/PBL related matters. There are a variety of resources, publications and case studies available through the SIG.
Discover Maths for Chemists is one of a suite of projects aimed at addressing the emerging skills gap within the chemical industry and helping to ensure that talented graduates will be suitably skilled and motivated to meet the increasingly demanding needs of industry.
Context and Problem-Based Learning: Some Resources
The RSC has developed tried-and-tested C/PBL resources that provide the opportunity to enhance students' employability skills by fostering the development of transferable skills valued by employers such as communication, team working and problem solving. The case studies are clearly contextualised, covering the areas of forensic science, pharmaceuticals, environmental science and industrial chemistry. Each resource contains all of the information required for delivery, practical guidelines and suggested modes of assessment.
Teacher Fellowship Scheme: Promoting Stronger Links between Schools and Universities
This report aims to give an overview of how a university department can implement its own Teacher Fellowship Scheme, and to distill key recommendations on how departments can improve their teaching, learning and outreach activities.
A Guide to Industry Visits for School Groups
As part of the Stimulating Physics programme, the IoP developed a scheme of industry visits. The key objectives of this scheme were to: improve students’ attitudes towards physics; highlight the relevance of physics to everyday life and to improve awareness of careers from physics. This Guide captures best practice from the scheme.
A new, interdisciplinary sciences degree was developed and introduced into four university physics departments by the IoP. The degree aimed to: give access to physics to a greater diversity of people; provide a recognised degree programme incorporating the sciences in an inter-disciplinary way; provide an alternative route into physics and to link in with employers’ needs and link skills to the job market.
Big Bang Blogs: E-mentoring Project
Run for the IoP by Brightside UNIAID, Big Bang Blogs connects young people at school with physics mentors who help with study and careers.
Lectures, Notes and Student Engagement: Student Support
As part of the More Maths Grads curriculum theme, staff and students at 4 institutions were interviewed about their perceptions of how Maths first years operate. One of the central strands which emerged from these conversations was support, and this article describes some of the recurring themes.
Student Experiences of the Transition to University
This research looks at student views of their experience of starting university in partner institutions of the More Maths Grads project. It also reports some views expressed by academics about how students cope during their first year.
‘Employability’ Skills in Mathematical Courses
A degree in a mathematical subject is special not only because it involves studying mathematical sciences, but also because it develops certain valuable skills, such as logical and abstract thinking, and an analytical approach to problem solving. But what other more generic skills might future employers or colleagues expect or hope for in graduates?
This report focuses on small-groups and the distinction between them and lectures. To what extent does the traditional view reflect reality? How has this model survived the increase in student numbers? How much variation is there, and should there be more? Can the system be improved?
Nuffield Foundation Science Bursaries offer up to 1000 bursaries a year, for students to work alongside practising scientists, technologists, engineers and mathematicians.
The purpose of this research was to develop a checklist for inclusive course design that would help academics to review and develop curriculum content, teaching methods and learning environment.
Reviewing the Effects of Revision Packs and Streaming on First Year Engineering Maths
This paper describes how one engineering department reorganised its maths provision in order to better support current and future students. Three things were done - bring the maths teaching into the department, revision packs and streamed classes.
A Remote Access Laboratory for Collaborative Learning
An example of a remote-access laboratory comprising real experimental apparatus, accessed remotely via the internet.
Building Collaboration for an Engineering Foundation Degree in Power Distribution
This study details the development of employer engagement through the establishment of a new foundation degree at London South Bank University (LSBU)’s Department of Electrical, Computing and Communications Engineering (ECCE). The degree has been developed in collaboration with EDF Energy and aims to address the shortage of technically trained engineers in infrastructure companies which provide electrical power distribution in London and beyond.
Employing undergraduate student ambassadors (SAs) for the delivery of outreach activities has become increasingly popular with higher education institutions (HEIs). Student ambassador and mentoring schemes are widely held to be effective in aspiration and attainment raising work.
Remote Laboratories in the Curriculum
Remote laboratories are increasingly being developed to provide students with web-based access to real laboratory experiments. The demonstrable advantages (e.g. increased accessibility) are tempered by concerns that remote access will be substituted for “hands-on” practical work, and reduce interaction between students. The paper argues that these concerns can be avoided if remote labs are used appropriately, as with any other pedagogical method, making the best use of their many beneficial affordances.
A case study from UCL relating to their M.Eng. programme in Mechanical Engineering.
The LEP has two types of ambassadors: student ambassadors (recruited from universities) and STEM ambassadors (recruited from STEM professions by STEMNET).
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