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The role of social norms in belonging to physics

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Amy Smith: Research shows that pervasive stereotypes about physics act as a barrier to belonging for underrepresented groups, yet social norms within the context of studying physics, which have the power to influence behavioural decisions, are under-researched.  This talk/workshop will demonstrate the benefits of taking an arts-based approach to understanding social norms through a practical...

Collaborative learning in undergraduate science education: (How) should we design student groups in labs and exams?

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Dr Megan Barker: Student group work is vital for promoting authentic learning and developing collaborative skills within the discipline. However, it is unclear what the most effective approaches are across different contexts. In this presentation, we will discuss the impact of group composition on student outcomes in high-enrolment physics and biology courses, examining 1) group...

Two-staged teaching approaches: Using immediate feedback from peer collaboration to drive learning

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Dr Cynthia Heiner: Feedback is crucial for developing knowledge and forging a deeper understanding of physics. However, instructors traditionally provide feedback to students only through assessments. This information often comes too late for students to effectively incorporate it into their understanding. Thus, it is essential to explore alternative methods of integrating formative feedback opportunities into...

Integrating mental health and wellbeing into the university experience

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Professor Bridgette Bewick (University of Leeds) will talk about the idea of a compassionate campus and curriculum alongside some considerations around how we measure ‘mental health and wellbeing’ and how to facilitate a data informed approach. The talk will cover the basics of these concepts for those interested in integrating compassion and mental health considerations...

Computer-marked assessment: Friend or foe?

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Prof Sally Jordan: Online computer-marked assessment presents an opportunity to assess and provide personalised and immediate feedback to large classes, with savings of cost and greater consistency than human markers. It can motivate and engage students and provide information to educators about their students’ learning. However concerns are sometimes expressed as to the validity and...

The mediational role of STEM majors’ physics self-efficacy across genders

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Dr Z. Yasemin Kalendar will discuss the role of students’ motivational characteristics in an introductory level physics courses with a focus on one type of student motivation: self- efficacy, described as “individuals’ beliefs about how well they expect to do in a certain task, domain or subject” (Bandura, 1974). The construct of self-efficacy has been...