Authors:Alessandro Siani, Megan McArthur, Bethany Christine Hicks, Claudiu Dacin Abstract: Exposure to inspirational and relatable role models is crucial towards fostering engagement of learners with scientific disciplines. However, the representation of scientists in popular culture is still far from being adequately gender- and race-inclusive. This study evaluated the gender balance and impact of scientific role models using a two-pronged experimental approach. The gender balance was investigated in search engines, online databases, and school curricula. A survey was used to investigate English secondary students’ awareness of role models and intentions to pursue further scientific studies.Our findings revealed a widespread female underrepresentation amongst scientific role models in all the analysed online sources and in high school curricula provided by the three main English exam boards. The survey (n = 356) revealed that students were considerably more likely to identify famous male than female scientists. While awareness of female role models was significantly associated with students’ gender, this was not the case for male role models. A statistically significant correlation was also observed between the number of identified role models and intentions to pursue scientific studies in Key Stage 4 girls.This study reinforces the urgency of ensuring school curricula and online resources provide a more modern and inclusive representation of scientists. PubDate: 2022-02-23 DOI: 10.29311/ndtps.v0i17.3939
Authors:David Read, Stephen M Barnes, Oliver Hughes, Iveta Ivanova, Annabelle Sessions, Paul J Wilson Abstract: Many instructors globally reported a lack of engagement in synchronous online sessions during the Covid-19 lockdowns. This article outlines the use of collaborative small group tasks mediated via breakout rooms in Teams during the 2020/21 academic year. The rationale for the activities, which are available for download, is described along with details of the evaluation of their impact. Key findings were that a majority of students reported enjoying the tasks and felt that they improved their learning during online sessions. PubDate: 2022-01-21 DOI: 10.29311/ndtps.v0i17.3946
Authors:David Read, Stephen M Barnes, Paul J Wilson Abstract: This article outlines an exploratory study that investigated students’ perceptions of the benefits and disadvantages of lecture recordings delivered as part of an introductory chemistry program in the UK during the COVID-19 lockdown in Spring 2020. Three features of these lecture recordings are considered: 1) the production of a series of mini-lectures rather than 50 minute recordings; 2) the inclusion of quiz questions in the video timeline; and 3) the inclusion of a picture-in-picture talking head showing the instructor alongside a captured screen. Analysis of survey data indicates that a majority of students felt that each of these features had a positive impact on their learning and/or experience, with a significant number expressing a preference for the retention of online lectures after the resumption of on-campus teaching. Qualitative data provides valuable insight regarding the specific aspects of the recorded lectures that were perceived to enhance the student experience, supporting the design of future provision both during and beyond the COVID-19 pandemic. The generalizability of the recommendations is also discussed, along with the limitations of the study. PubDate: 2022-01-21 DOI: 10.29311/ndtps.v0i17.3950
Authors:John Dixon, Neil Gordon Abstract: The financial cost to individuals of higher education is now regularly exceeding £50k before maintenance in the UK; consequently, students are more concerned than ever that their degree should offer value for money when they enter the jobs marketplace. Overshadowed by long-term debt, lack of career options and job offerings with low salary, student numbers in the arts, languages, humanities and philosophy areas have suffered compared to most STEM disciplines (Universities UK, 2018). Computer science, I.T. and computing tend to buck this trend (HESA, 2020), and, with a drive toward reskilling the workforce for a more technology-focussed future, this suits Government strategy. However, graduate employers want to hire individuals who are well rounded and have experience; businesses identify that more general workplace experience is key.The subsequent sections describe a level 7 (Master’s) capstone project module, Commercial Development Practice, dedicated to fulfilling these employer requirements by focussing on project processes rather than project products. The practicalities of running this module and considerations that have been key for the successful application of this technique over the 14 years the module has been running are discussed. The curriculum, pedagogic approaches and assessment methods are presented.The evaluation of this approach, which analyses the impact and student experience and perception of the module using data gathered since 2015, has found that participants gain valuable skills, experience and confidence which leads to more employable graduates. PubDate: 2022-01-14 DOI: 10.29311/ndtps.v0i17.3596
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