Resource Database: Geography, Earth and Environmental Sciences

The geography and environmental studies team identified three first year courses in elements of basic science with unacceptably high failure rates. After considering students' opinions and those of external examiners, the problem still remained. The department invited the Educational Development Office (EDO) to analyse the situation and suggest a way forward.

The EDO organised a meeting of all relevant staff. Short and long term plans were decided as the means to address the problem.

Short term plans included:

• 'learning in teams' training for students in the department, to be provided by the EDO;
• mock exams prepared by staff for student review sessions;
• mid-term course evaluations, developed by staff and supported by the EDO;
• expansion of group work options during teaching sessions;
• focus group evaluation of the modules conducted by the EDO.

Long term plans included:

• staff team to develop module handbooks;
• staff team to develop self-learning booklets;
• HOD to address all Foundation modules at the start of each academic year;
• staff team to create/locate computer-based formative self-test packages;
• staff team to review tutorial options;
• staff team to review course assessment strategies before next re-validation;
• staff team to consider developing pre-test for incoming students.

The EDO also supported the staff team by:

1. organising a workshop on assessment strategies run by an outside expert on assessment in higher education;
2. supplying examples of student evaluation forms;
3. providing information on more active teaching and learning strategies;
4. conducting and analysing the student focus group evaluations.

The outcomes:

The short term plans were introduced in the following year and produced a significant improvement in student performance in these modules, although pass rates were still below average for the programmes. The long term plans were considered as part of programme revalidation debates and most were implemented as part of the revalidation proposals. Formal tutorial provision was introduced, as part of an accompanying study skills module. Most importantly, the modules were made optional for most students and the mode of assessment was changed to incorporate more course work rather than a final examination. Pass rates for the courses increased to levels similar to other modules in the programmes. Because of pressure on staff time, some of the long term plans, including the development of self-learning booklets, have still to be introduced.

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