Core-Communication Skills in Biology and Biochemistry: In-House Integration into a Modular Curriculum

Brenda Harold and Robin Willson. Department of Biology and Biochemistry, Brunel University, Uxbridge, Middlesex UB8 3PH, UK

Encouraged by the Enterprise in Higher Education Initiative, the Biology and Biochemistry Department at Brunel has, during the last three years, increasingly emphasised the importance of competency in communication and related core skills in the design of its undergraduate courses.

This poster describes the progress and lessons learnt to date in integrating such skills into the curriculum, in house. The overt support of the Head of Department and a good rapport with other departments, the library, central computing facilities and media services, are considered vital.

The importance of appropriate methods of feedback and assessment, and the provision of time for the early discussion of the value, responsibility and problems of being a university student, are outlined.

Video-tutorial Units in a Biochemistry Course for Dental Students

Elizabeth A Carrey and John C Kernohan. Department of Biochemistry, Undergraduate Education Unit, Medical Sciences Institute, University of Dundee, Dundee DD1 4HN, UK

The course aims to provide an introduction to Biochemistry for First Year Dental Students. It consists of lectures (on average 3 weekly) and a series of Video-tutorial Units. The latter take the place of 'traditional' laboratory practicals. Each Unit is available during a 2 week period and is taken in a supervised laboratory in a designated 2 hour timetable slot. A maximum of 17 students can be accommodated at one time, supervised by at least 2 staff members. A video-tape serves as a guide to the worksheet, which contains Learning Objectives, information, self-assess- ment questions, problems for solving, and directions for simple practical exercises and displayed material; all is available outside the designated 2 hour periods for revision and private study purposes. In this way the Units are 'self-paced' in that the individual student has some choice in the matter of how much time to spend on them. Revision and private study are guided by the Learning Objectives, specifying the knowledge and skills that the student is expected to acquire from the Unit. Achieve- ment of these objectives is then tested in individual oral assessment. This promotes instant feedback to the student on his/her progress and exposes any weaknesses. Non-achievers have an opportunity to rectify these weaknesses before re-taking the assessment.

Undergraduate Projects Linked to the Enterprise in Higher Education (EHE) Scheme

Alan Pearson and Pam Robinson. Department of Biological Sciences, University of Durham, Durham City, Dill 3LE, UK

As part of the EHE scheme at Durham, students in the Department of Biological Science are able to undertake their Second Honours Year research projects in collaboration with industry, trusts, charities, consultancies and public sector bodies. The degree of collaboration varies and depends very much upon the nature of the project.

The student's laboratory work and dissertation are used for assessment purposes but an important teaching element is in the talks which they give on their work. Initially each student gives a short verbal presentation to members of the Department. Peer- assessment is used to select six presentations which are given

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again on a formal occasion to which representatives of the collaborating bodies are invited. A copy of the dissertation is presented to the collaborator although he/she has no direct role in assessment.

All of the activities of the EHE in Biological Sciences are overseen by a committee composed of staff, students and representatives from collaborating bodies.

A Video Illustrating the Diagnostic Features of Some Economically Important Filamentous Fungi and Yeasts

D E Odell and E A Eastwood. Division of Biosciences, University of Hertfordshire, College Lane, Hatfield, Hefts ALIO 9AB, UK

[A screening of selected sections of a teaching video on the identification of important genera within the Mucorales, com- prising: an introduction, 5 important genera, and a quiz.]

The aim of the project was to produce a set of videos explaining the way in which fungi are routinely identified. The videos will function as a self-tuition/learning reinforcement package for students, and aim to 'bridge the gap' between quickly prepared students' microscope material (often featuring air bubbles and folded structures, etc) and carefully prepared, idealised photo- graphs and diagrams of fungal structures in reference books. (Already demonstrated at a meeting of the Society for General Microbiology.)

The Teaching of Environmental Topics in Electronic Engineering Degrees

E D Chesmore and J M Gilbert. Department of Electronic Engineering, University of Hull, Hull HU6 7RX, UK

In 1990, the Department of Electronic Engineering introduced a final year option in its four year full time undergraduate degree course. The option, entitled "Ecological and Environmental Electronics", aims to give students an appreciation of some of the problems involved in environmental subjects from pollution through global warming to legislation. Up to 1990, the degree course offered four specialisations - - Electronic Robot and Control Engineering, Electronic Communications Engineering, Optoelectronic Systems Engineering and VLSI Systems and Computer Engineering. The new option currently has four specialist lecture courses - - Remote Sensing Techniques, Principles of Pollution Measurement, Environmental Systems Modelling and Renewable Energy Resources. The remaining courses are in common with the other options and include Knowledge-based Engineering, Electromagnetic Compatability, Optimisation and Advanced Communication Systems. The option currently has nearly 40% of the final year (17 students),

In addition to the electronics students, remote sensing and pollution measurement are taken by Applied Biology MSc students (Estuarine and Coastal Systems) and will be an option in a new MSc on Environmental Analysis and Dynamics from the Geography Department in October 1993. The posters gave details of the course together with future directions.

Student Participation in the Form of Assessed Tutorials

Calli Mistry. School of Life Sciences, Kingston University, Penrhyn Road, Kingston upon Thames, Surrey KT1 2EE, UK

The success of tutorials depends largely on the active partici- pation of students. Quite often, lack of preparation particularly with weak groups of students results in the tutorial taking the form of yet another lecture. In order to encourage preparation and therefore active involvement of participants, assessed

B I O C H E M I C A L E D U C A T I O N 22(1) 1994