Doing It Differently in Science - An Evaluation

of the Process

Doing It Differently in Science - An Evaluation

of the Process

Sharon Fraser and Elizabeth DeaneUniversity of Western Sydney, Nepean

April, 28th 2000

Background - CUTSD GrantBackground - CUTSD Grant

An integrated programme supporting the development of key learning competencies in undergraduate science students:

group leadership and membershiporal and written communicationcritical analysis problem solvingreflective skillsindependent learning

Subject Format - structureSubject Format - structureCo-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 - assessmentSubject format - assessment

Quizzes Formative

Mid-semester test 25%

End of semester test 25%

Cooperative learning assignment 15%

Lab. problem: cooperative learning 15%

Oral presentation - laboratory problem 10%

Poster 10%

What is there to Evaluate?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

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”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”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 futureEvaluation: informing the future

• The programme

• The learning environment– The instructor(s) - lecturer and tutor– Support services - technical assistance

• Learning outcomes

• Its future………?