ࡱ>  0u(bjbj rry   8T?(,,,,NNN$U^NMNNN  ,,.XPXPXPNX ,,XPNXPXPyD6|,` O{P0?j{FeOBeL||&e|XPNNNXPNNN?NNNNeNNNNNNNNN :   HYPERLINK "http://www.heacademy.ac.uk/assets/York/documents/ourwork/inclusion/Embedding_EandD_Selfevaluation_Framework.doc" Case Study Context Inclusive teaching, learning, and assessment in all Marine Biology degree programmes Marine Biology degree programmes with high numbers of widening participation students, including Level 5 Direct Entry students (n=22 over two years). In 2013-14 PALS was introduced to all Level 4 Marine Biology students (n=108). Design an inclusive assessment using PebblePad that enabled Level 4 students to select how the Intended Learning Outcomes (ILOs) were met whilst improving their digital literacy. Inclusivity challengeWithin the three Marine Biology degree programmes (Marine Biology [MB], Marine Biology & Coastal Ecology [MBCE], and Marine Biology & Oceanography [MBO]) (360 students across Levels 4-6). There are many inclusivity challenges including a high number of registered disabled students (13-20% between 2010-2014), a large number of Level 5 direct entry students (29 since 2010-11) from PU partner colleges (Cornwall College Newquay and Falmouth Marine School), and increasing numbers of non-traditional/mature and international students. As the numbers of Level 5 direct entry students (who enter directly into the 2nd year of MBCE) have increased, cohesive integration into the degree programme is vital to retention and success of these students. It was agreed that developing a number of key activities would help Levels 4 and 5 students develop necessary academic skills to learn effectively, improve achievement performance, and a deeper sense of belonging to the larger academic community.Rationale and aimsWith an increasingly diverse student population, action needs to be taken to ensure every student has the opportunity to reach their full potential. Developing inclusive teaching and learning opportunities to enhance equality and diversity within Marine Science & Engineering ensures a key ambition in Plymouths Strategy 2020. The aims of these initiatives were to improve the overall student experience, increase resilience and retention, and truly engage students as partners.Development undertakenThe interventions included: Development of pre-programme orientation day plus additional Level 5 tutorials for direct entrants. Implementation of PALS within Marine Biology (for 1st year students with 2nd year leaders). Increase available LabPlus resources and student usage. LabPlus is a shared space that houses resources/boxes that students can check out and work through in their own time within LabPlus to further enhance their understanding in a focused area. Creation of inclusive Level 4 assessment using technology (PebblePad) plus the design and development of weekly Nature Writing workshops in the Writing. Clear how-to webfolio instructions were developed in partnership with a Learning Technologist, which were made available to students one month prior to assessment submission. DeliverablesAt the end of the academic year, an all-day pre-programme orientation was delivered for the incoming cohort of direct entry students prior to their arrival on campus in September. Students receive bags of opportunities, degree handbooks, maps and university information, a tour of the facilities and services offered, information on the 2nd year field courses (South Africa and zero-cost option), meet current students, and have an opportunity to ask questions. Additional tutorials in autumn term for direct entrants focused on library orientation, poster creation, academic writing & referencing (EndNote)), and PDP to facilitate improved transition to Plymouth University. Bi-weekly PALS sessions and debriefs. Debriefs enabled PALS Leaders to highlight any troublesome areas within Level 4 modules to the Academic Programme Coordinator. Development of a LabPlus resource for 1st year field notebooks to provide better guidance. E-submission of Level 4 assessment and six, 2-hour Nature writing workshops held weekly in the Writing Caf co-facilitated by a Level 5 MBCE student and an associate staff member that ran in parallel with the e-assessment timeline. Benefits and impactStudent Feedback Best Aspects Pre-programme Orientation Day The amount of resources available is overwhelming. Put worries at ease. Useful induction/pre-enrolment day. Very informative and answered all questions. Helpful to meet with previous students and to gain knowledge about opportunities at the Marine Biological Association, the Marine Biology Society, and the National Marine Aquarium. It was also useful to get information regarding the 2nd year field course and module choices. Student Comments PALS Interaction with students in my year and the years above and with members of staff is great, e.g. PALS sessions. I benefited from the kind of advice that you couldn't get from lecturers. Like how to stay motivated during coursework deadline week and hearing about what the field trips are like before you go. PALS gave me the confidence that I deserved to be here after talking to the second years about their experiences and realising I'm not the only one who struggles occasionally. The PALS sessions were extremely helpful for studying and university life in general, in particular they have helped with understanding what is required for the scientific poster assessment at the Roscoff field trip and with practice and feedback for the oral presentation. SPQ Comments Additional Support Learning has been well structured and I feel as if Ive learnt a lot in a very small amount of time. I particularly enjoyed the lab sessions. The staff put extra time and effort into making sure youre fully equipped for learning and offer extra help sessions. There are plenty of extra activities to get involved in, particularly the Writing Caf sessions. SPQ Comments Staff Our lecturer has been incredibly helpful with this course providing useful hints, assistance and encouragement to all students. Our lecturer recognises the value of university beyond the grade a student achieves. She spends large amounts of time and effort making lectures and coursework informative and fun. This is not to be undervalued; the positivity and inspiration which comes from this resonates into all learning.Lessons learnedThe various aspects of the project illustrate that minor changes to day-to-day teaching and learning practices can have far reaching impacts on students level of engagement with their studies. Reflecting on the types of activities created/implemented over the last year can improve retention, increase student confidence, and enhance the student experience. Adoption of university-wide students as partners initiatives such as PALS within a programme in addition to the development of bespoke programme and level specific support for direct entrants helps reduce unnecessary uncertainty, stress, and apprehension for students transitioning into higher education. Allowing students to choose how they meet ILOs in assessments enables them to focus on their strengths, which can help improve academic and self-confidence whilst fostering improved autonomous learning. However, there is one caveat. Although inclusive assessments and teaching practices are good for students, they can be time-consuming for staff depending on the set criteria and amount of additional support offered. Therefore, staffing levels must reflect the need to achieve and realise these aims. Further opportunitiesThe work described is being shared within the School of Marine Science & Engineering among other academic staff as they explore together the benefits of increased inclusivity on student performance and self-confidence.Contact HYPERLINK "mailto:stacey.deamicis@plymouth.ac.uk" stacey.deamicis@plymouth.ac.uk Stacey DeAmicis, Lecturer in Marine Ecology     CASE STUDY Developing Inclusive Teaching, Learning, and Assessments in Marine Biology Inclusivity Development Learning Support and Wellbeing Learning Gateway Roland Levinsky Building T 01752 587676 E lsw@plymouth.ac.uk lmnpq       # ' ( ¶¶xdPd x$G$Ifgd* x$G$IfgdO$G$If+]gd9 ( 4 5 8 N Y Z  & ' ? @ A H S ^ n o | Ķ{{m{m{_{m{m_m_hg{CJOJQJ^JaJh>CJOJQJ^JaJh:CJOJQJ^JaJhvCJOJQJ^JaJhCJOJQJ^JaJ hB6h7CJOJQJ^JaJh7CJOJQJ^JaJ&hB6h545CJOJQJ\^JaJ&hB6hp5CJOJQJ\^JaJ&hB6h[5CJOJQJ\^JaJ! & > S [ p r ! 3 ; Q o q òѡѐÐn]K]#hB6hpCJH*OJQJ^JaJ hB6hpCJOJQJ^JaJ hB6hy7CJOJQJ^JaJ hB6hG^CJOJQJ^JaJ hB6h\[CJOJQJ^JaJ hB6hqCJOJQJ^JaJ hB6hECCJOJQJ^JaJh7CJOJQJ^JaJ hB6h MtCJOJQJ^JaJh545OJQJ\^J hB6h$qCJOJQJ^JaJ ! 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