Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.

Student-t processes as alternatives to Gaussian processes

We investigate the Student-t process as an alternative to the Gaussian process as a non-parametric prior over functions. We derive closed form expressions for the marginal likelihood and predictive distribution of a Student-t process, by integrating away an inverse Wishart process prior over the co-variance kernel of a Gaussian process model. We show surprising equivalences between different hierarchical Gaussian process models leading to Student-t processes, and derive a new sampling scheme for the inverse Wishart process, which helps elucidate these equivalences. Overall, we show that a Student-t process can retain the attractive properties of a Gaussian process - a nonparamet-ric representation, analytic marginal and predictive distributions, and easy model selection through covariance kernels - but has enhanced flexibility, and predictive covariances that, unlike a Gaussian process, explicitly depend on the values of training observations. We verify empirically that a Student-t process is especially useful in situations where there are changes in covariance structure, or in applications such as Bayesian optimization, where accurate predictive covariances are critical for good performance. These advantages come at no additional computational cost over Gaussian processes.

A Synthesis Tool for a Tile-Based Heterogeneous FPGA

A multi-mode logic cell architecture in a tile-based heterogeneous FPGA is proposed, and a logic synthesis tool, called Vsyn, based on this architecture is presented. The logic cell architecture design and its synthesis tool development are strongly influencing each other. Any feature or parameter from one needs to be fully exercised and verified on the other. In this paper, we presented experimental results based MCNC benchmarks to show that the integration of the synthesis tool and the FPGA architecture can achieve high performance in the targeted FPGA applications. In addition, Vsyn can also target embedded special-purpose macros for the heterogeneous FPGA.

In vitro iron enrichment experiments in the Prydz Bay, the Southern Ocean: A test of the iron hypothesis

In "high nitrate, low chlorophyll" (HNLC) ocean regions, iron has been typically regarded as the limiting factor for phytoplankton production. This "iron hypothesis" needs to be tested in various oceanic environments to understand the role of iron in marine biological and biogeochemical processes. In this paper, three in vitro iron enrichment experiments were performed in Prydz Bay and at the Polar Front north of the Ross Sea, to study the role of iron on phytoplankton production. At the Polar Front of Ross Sea, iron addition significantly (P < 0.05, Student's t-test) stimulated phytoplankton growth. In Prydz Bay, however, both the iron treatments and the controls showed rapid phytoplankton growth, and no significant effect (P > 0.05, Student's t-test) as a consequence of iron addition was observed. These results confirmed the limiting role of iron in the Ross Sea and indicated that iron was not the primary factor limiting phytoplankton growth in Prydz Bay. Because the light environment for phytoplankton was enhanced in experimental bottles, light was assumed to be responsible for the rapid growth of phytoplankton in all treatments and to be the limiting factor controlling field phytoplankton growth in Prydz Bay. During the incubation experiments, nutrient consumption ratios also changed with the physiological status and the growth phases of phytoplankton cells. When phytoplankton growth was stimulated by iron addition, N was the first and Si was the last nutrient which absorption enhanced. The Si/N and Si/P consumption ratios of phytoplankton in the stationary and decay phases were significantly higher than those of rapidly growing phytoplankton. These findings were helpful for studies of the marine ecosystem and biogeochemistry in Prydz Bay, and were also valuable for biogeochemical studies of carbon and nutrients in various marine environments.

Reflective writing: The student nurse's perspective on reflective writing and poetry writing.

Summary Background Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important. Objectives To explore the use of reflective writing and the use of poetry in pre-registered nursing students. Design A qualitative design was employed to explore reflective writing in pre-registered nursing students. Setting A small university in Scotland. Participants BSc (Hons) Adult and Mental Health Pre-registration Student Nurses. Methods Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999). Results Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the ‘narrative’ being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care. Conclusions Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged.

Marking and providing feedback face-to-face: staff and student perspectives.

The setting, marking and providing feedback on assessments forms an important part of a tutor’s role. Studies into the use of feedback and how it is interpreted by students indicate a mismatch between what students are looking for and what tutors think they are giving. Tutors comment that students are more interested in the mark than the feedback, and yet students indicate that they do not get enough feedback, or that it is not useful. This study investigates student and staff perceptions of the linking of marking and feedback in face-to-face sessions. A cohort of year one university students were given the option of receiving either written feedback or a 15 minute meeting with one of their tutors to have their essay marked with them. Forty nine students chose face-to-face marking, the remaining 35 students received written feedback. Focus groups were used to investigate the student experience. Staff members were also asked to reflect on the process. Students and staff found the experience of face-to-face marking beneficial and positive. Both felt that the time spent together allowed for a feedback dialogue about the piece of work, and that staff could explain and justify why marks were given.

Improving bilingual higher education: Training university professors in content and language integrated learning

With increasing international mobility, higher education must cater to the varying linguistic and cultural needs of students. Successful delivery of courses through English as the vehicular language is essential to encourage international enrollment. However, this cannot be achieved without preparing university professors in the many intricacies delivering their subjects in English may pose. This paper aims to: share preliminary data concerning Content and Language Integrated Learning (CLIL) at Laureate Network Universities worldwide as few studies have been conducted at the tertiary level, reflect upon data regarding student and teacher satisfaction with CLIL at the Universidad Europea de Madrid (UEM), and to propose improvements in English-taught subjects.

Uptake and use of electronic information services: trends in UK higher education from the JUSTEIS project

Urquhart, C., Lonsdale, R.,Thomas, R., Spink, S., Yeoman, A., Armstrong, C. & Fenton, R. (2003). Uptake and use of electronic information services: trends in UK higher education from the JUSTEIS project. Program, 37(3), 167-180. Sponsorship: JISC

Systematic assessment of the training needs of health library staff

Urquhart, C., Spink, S., Thomas, R. & Durbin, J. (2005). Systematic assessment of the training needs of health library staff. Library and Information Research, 29(93), 35-42. Sponsorship: National Library for Health (NLH)

Student use of electronic information services in further education

Urquhart,C., Thomas, R., Spink, S., Fenton, R., Yeoman, A., Lonsdale, R., Armstrong, C., Banwell, L., Ray, K., Coulson, G. & Rowley, J. (2005). Student use of electronic information services in further education. International Journal of Information Management, 25(4), 347-362. Sponsorship: JISC

NHS Wales user needs study including knowledgebase tools report. Report for Informing Healthcare Strategy implementation programme.

Thomas, R., Spink, S., Durbin, J. & Urquhart, C. (2005). NHS Wales user needs study including knowledgebase tools report. Report for Informing Healthcare Strategy implementation programme. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth. Sponsorship: Informing Healthcare, NHS Wales

The information needs and information-seeking behaviours of home-care workers and clients receiving home care

Cooper, J. & Urquhart, C. (2005). The information needs and information-seeking behaviours of home-care workers and clients receiving home care. Health Information and Libraries Journal, 22(2), 107-116. Sponsorship: AHRC

Training needs analysis of healthcare library staff, undertaken for South Yorkshire Workforce Development Confederation

Urquhart, C., Durbin, J. & Spink, S. (2004). Training needs analysis of healthcare library staff, undertaken for South Yorkshire Workforce Development Confederation. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth. Sponsorship: South Yorkshire WDC (NHS)

Assessing training and professional development needs of library staff. Report for National Library of Health

Urquhart, C., Spink, S. & Thomas, R., Assessing training and professional development needs of library staff. Report for National Library of Health. (2005). Aberystwyth: Department of Information Studies, University of Wales Aberystwyth Sponsorship: National Library for Health (NHS Information Authority)