This paper describes the implementation of an alternative laboratory practical for a group of thi... more This paper describes the implementation of an alternative laboratory practical for a group of third year BSc Nutraceuticals students. The main objectives were to prepare students for the more independent final year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. The feedback has been particularly well received, and there is evidence that it will be reusable and will 'feed-forward' to other modules. The author, and the students in general, believe the group are more prepared for final year research projects and work placement owing to the redesign of the laboratory assessment.
International Journal of Food Studies, Oct 18, 2014
This paper describes the author's experience over the last several years of implementing an alter... more This paper describes the author's experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained.
Students on work placement will have very different experiences from each other, however they are... more Students on work placement will have very different experiences from each other, however they are generally not connected to their peers, but working with professionals under the guidance of a college tutor. Therefore during placement they are not formally supported by peers and cannot learn from the diverse range of activities their peers will experience. An active learning community and
It is common for science undergraduates, particularly first year students, to remark that they do... more It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical 'know-how' [1]. This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback in a first year organic chemistry module to specifically target the problem areas aforementioned.
This project aimed to improve the laboratory learning experience for undergraduate science studen... more This project aimed to improve the laboratory learning experience for undergraduate science students, focusing initially on first and third year cohorts, through specific objectives. Firstly, to incorporate novel teaching and assessment methods, including student led laboratories, in-house produced instructional videos, "Clickers" audience response devices, and pre-practical on-line MCQ assessments. Secondly, to develop timely feedback mechanisms, including peer review, tutor face to face and audio feedback, online automatic feedback, and report checklists. Finally, to imbed transferable skills into the laboratory including group work, communication skills (written and oral), organisation & project planning, health & safety, and preparedness for laboratories, final year projects & placement. Pedagogical evaluation was through anonymous multiple choice questionnaires and independent academic facilitated discussion forums. The main benefits are students who are better prepared, both for basic undergraduate laboratories and for independent research-based final year projects; continuity in the development of transferable skills; improved assessment quality though constructive alignment and appropriate feedback; and improved student satisfaction through engagement and feedback. The key recommendations arising from this study are; to encourage preparedness for practical sessions, harnessing technology to engage students through interesting pre-practical activities; to encourage an improved culture of feedback, including mechanisms such as podcasts, which also "feedforward"; and to encourage a culture where value is added to modules by actively incorporating transferable skills into all student activities and assessments, rather than a "bolt on" approach.
Aims: This study investigates the antimicrobial activity and mode of action of novel carbohydrate... more Aims: This study investigates the antimicrobial activity and mode of action of novel carbohydrate fatty acid (CFA) derivatives against Staphylococcus aureus and methicillin-resistant Staph. aureus (MRSA). Methods and Results: Minimum inhibitory concentrations (MICs) and the effect of CFA derivatives on lag phase were determined using a broth microdilution method. Lauric acid carbohydrate esters and corresponding ether analogues showed the greatest antimicrobial activity with MIC values between 0AE04 and 0AE16 mmol l )1 . Leakage studies at 260 nm following exposure to CFA derivatives at 4· MIC showed a significant increase in membrane permeability for all compounds, after c. 15 min exposure except for the lauric beta ether CFA derivative. Further assessment using both BacLight and luminescence ATP assays confirmed that an increase in membrane permeability and reduced metabolic activity was associated with CFA treatment. Conclusions: All strains were significantly inhibited by the novel compounds studied, and efficacy was related to specific structural features. Cell-membrane permeabilization was associated with CFA treatment and may account for at least a component of the mode of action of these compounds. Significance and Impact of the Study: This study reports the antimicrobial action of CFA compounds against a range of Staph. aureus and MRSA strains, and provides insights into their mode of action.
Smith, Aoife et al: Synthesis and antimicrobial evaluation of carbohydrate and polyhydroxylated n... more Smith, Aoife et al: Synthesis and antimicrobial evaluation of carbohydrate and polyhydroxylated non-carbohydrate fatty acid ester and ether derivatives.
It is common for science undergraduates, particularly first year students, to remark that they do... more It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical 'know-how' [1]. This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback in a first year organic chemistry module to specifically target the problem areas aforementioned.
Students on work placement will have very different experiences from each other; however they are... more Students on work placement will have very different experiences from each other; however they are generally not connected to their peers, but working with professionals under the guidance of a work placement co-ordinator. Therefore during work placement they are not formally supported by peers and cannot learn from the diverse range of activities their peers will experience. The aim of this project is to enhance the student experience while on work placement by introducing a blog assessment. The implementation of online work placement blogs will allow work placement experiences to be shared with the whole class. Feedback mechanisms are discussed, along with assessment strategies which actively promote student interaction with their peers. This ensures that all students have the potential to learn from their own reflections, from each other's experiences, from tutor feedback on peer blogs, from the process of peer review and through broadening the curriculum by connecting the "class room" setting to "real life working environment". Overall this assessment allows more efficient achievement of learning outcomes that all work placement modules share. For example, blogs can help to develop further students' personal and employability skills such as critical thinking and analysis through reflection, writing skills, communication, professionalism, listening, and giving/accepting constructive criticism through the discussions with each other. In addition, all of these important student graduate attributes can be further enhanced and developed through directed discussions with the lecturer using blogs.
Aims: This study investigates the antimicrobial activity and mode of action of novel carbohydrate... more Aims: This study investigates the antimicrobial activity and mode of action of novel carbohydrate fatty acid (CFA) derivatives against Staphylococcus aureus and methicillin-resistant Staph. aureus (MRSA). Methods and Results: Minimum inhibitory concentrations (MICs) and the effect of CFA derivatives on lag phase were determined using a broth microdilution method. Lauric acid carbohydrate esters and corresponding ether analogues showed the greatest antimicrobial activity with MIC values between 0AE04 and 0AE16 mmol l )1 . Leakage studies at 260 nm following exposure to CFA derivatives at 4· MIC showed a significant increase in membrane permeability for all compounds, after c. 15 min exposure except for the lauric beta ether CFA derivative. Further assessment using both BacLight and luminescence ATP assays confirmed that an increase in membrane permeability and reduced metabolic activity was associated with CFA treatment. Conclusions: All strains were significantly inhibited by the novel compounds studied, and efficacy was related to specific structural features. Cell-membrane permeabilization was associated with CFA treatment and may account for at least a component of the mode of action of these compounds. Significance and Impact of the Study: This study reports the antimicrobial action of CFA compounds against a range of Staph. aureus and MRSA strains, and provides insights into their mode of action.
Smith, Aoife et al: Synthesis and antimicrobial evaluation of carbohydrate and polyhydroxylated n... more Smith, Aoife et al: Synthesis and antimicrobial evaluation of carbohydrate and polyhydroxylated non-carbohydrate fatty acid ester and ether derivatives.
This paper describes the implementation of an alternative laboratory practical for a group of thi... more This paper describes the implementation of an alternative laboratory practical for a group of third year BSc Nutraceuticals students. The main objectives were to prepare students for the more independent final year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. The feedback has been particularly well received, and there is evidence that it will be reusable and will 'feed-forward' to other modules. The author, and the students in general, believe the group are more prepared for final year research projects and work placement owing to the redesign of the laboratory assessment.
International Journal of Food Studies, Oct 18, 2014
This paper describes the author's experience over the last several years of implementing an alter... more This paper describes the author's experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained.
Students on work placement will have very different experiences from each other, however they are... more Students on work placement will have very different experiences from each other, however they are generally not connected to their peers, but working with professionals under the guidance of a college tutor. Therefore during placement they are not formally supported by peers and cannot learn from the diverse range of activities their peers will experience. An active learning community and
It is common for science undergraduates, particularly first year students, to remark that they do... more It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical 'know-how' [1]. This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback in a first year organic chemistry module to specifically target the problem areas aforementioned.
This project aimed to improve the laboratory learning experience for undergraduate science studen... more This project aimed to improve the laboratory learning experience for undergraduate science students, focusing initially on first and third year cohorts, through specific objectives. Firstly, to incorporate novel teaching and assessment methods, including student led laboratories, in-house produced instructional videos, "Clickers" audience response devices, and pre-practical on-line MCQ assessments. Secondly, to develop timely feedback mechanisms, including peer review, tutor face to face and audio feedback, online automatic feedback, and report checklists. Finally, to imbed transferable skills into the laboratory including group work, communication skills (written and oral), organisation & project planning, health & safety, and preparedness for laboratories, final year projects & placement. Pedagogical evaluation was through anonymous multiple choice questionnaires and independent academic facilitated discussion forums. The main benefits are students who are better prepared, both for basic undergraduate laboratories and for independent research-based final year projects; continuity in the development of transferable skills; improved assessment quality though constructive alignment and appropriate feedback; and improved student satisfaction through engagement and feedback. The key recommendations arising from this study are; to encourage preparedness for practical sessions, harnessing technology to engage students through interesting pre-practical activities; to encourage an improved culture of feedback, including mechanisms such as podcasts, which also "feedforward"; and to encourage a culture where value is added to modules by actively incorporating transferable skills into all student activities and assessments, rather than a "bolt on" approach.
Aims: This study investigates the antimicrobial activity and mode of action of novel carbohydrate... more Aims: This study investigates the antimicrobial activity and mode of action of novel carbohydrate fatty acid (CFA) derivatives against Staphylococcus aureus and methicillin-resistant Staph. aureus (MRSA). Methods and Results: Minimum inhibitory concentrations (MICs) and the effect of CFA derivatives on lag phase were determined using a broth microdilution method. Lauric acid carbohydrate esters and corresponding ether analogues showed the greatest antimicrobial activity with MIC values between 0AE04 and 0AE16 mmol l )1 . Leakage studies at 260 nm following exposure to CFA derivatives at 4· MIC showed a significant increase in membrane permeability for all compounds, after c. 15 min exposure except for the lauric beta ether CFA derivative. Further assessment using both BacLight and luminescence ATP assays confirmed that an increase in membrane permeability and reduced metabolic activity was associated with CFA treatment. Conclusions: All strains were significantly inhibited by the novel compounds studied, and efficacy was related to specific structural features. Cell-membrane permeabilization was associated with CFA treatment and may account for at least a component of the mode of action of these compounds. Significance and Impact of the Study: This study reports the antimicrobial action of CFA compounds against a range of Staph. aureus and MRSA strains, and provides insights into their mode of action.
Smith, Aoife et al: Synthesis and antimicrobial evaluation of carbohydrate and polyhydroxylated n... more Smith, Aoife et al: Synthesis and antimicrobial evaluation of carbohydrate and polyhydroxylated non-carbohydrate fatty acid ester and ether derivatives.
It is common for science undergraduates, particularly first year students, to remark that they do... more It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical 'know-how' [1]. This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback in a first year organic chemistry module to specifically target the problem areas aforementioned.
Students on work placement will have very different experiences from each other; however they are... more Students on work placement will have very different experiences from each other; however they are generally not connected to their peers, but working with professionals under the guidance of a work placement co-ordinator. Therefore during work placement they are not formally supported by peers and cannot learn from the diverse range of activities their peers will experience. The aim of this project is to enhance the student experience while on work placement by introducing a blog assessment. The implementation of online work placement blogs will allow work placement experiences to be shared with the whole class. Feedback mechanisms are discussed, along with assessment strategies which actively promote student interaction with their peers. This ensures that all students have the potential to learn from their own reflections, from each other's experiences, from tutor feedback on peer blogs, from the process of peer review and through broadening the curriculum by connecting the "class room" setting to "real life working environment". Overall this assessment allows more efficient achievement of learning outcomes that all work placement modules share. For example, blogs can help to develop further students' personal and employability skills such as critical thinking and analysis through reflection, writing skills, communication, professionalism, listening, and giving/accepting constructive criticism through the discussions with each other. In addition, all of these important student graduate attributes can be further enhanced and developed through directed discussions with the lecturer using blogs.
Aims: This study investigates the antimicrobial activity and mode of action of novel carbohydrate... more Aims: This study investigates the antimicrobial activity and mode of action of novel carbohydrate fatty acid (CFA) derivatives against Staphylococcus aureus and methicillin-resistant Staph. aureus (MRSA). Methods and Results: Minimum inhibitory concentrations (MICs) and the effect of CFA derivatives on lag phase were determined using a broth microdilution method. Lauric acid carbohydrate esters and corresponding ether analogues showed the greatest antimicrobial activity with MIC values between 0AE04 and 0AE16 mmol l )1 . Leakage studies at 260 nm following exposure to CFA derivatives at 4· MIC showed a significant increase in membrane permeability for all compounds, after c. 15 min exposure except for the lauric beta ether CFA derivative. Further assessment using both BacLight and luminescence ATP assays confirmed that an increase in membrane permeability and reduced metabolic activity was associated with CFA treatment. Conclusions: All strains were significantly inhibited by the novel compounds studied, and efficacy was related to specific structural features. Cell-membrane permeabilization was associated with CFA treatment and may account for at least a component of the mode of action of these compounds. Significance and Impact of the Study: This study reports the antimicrobial action of CFA compounds against a range of Staph. aureus and MRSA strains, and provides insights into their mode of action.
Smith, Aoife et al: Synthesis and antimicrobial evaluation of carbohydrate and polyhydroxylated n... more Smith, Aoife et al: Synthesis and antimicrobial evaluation of carbohydrate and polyhydroxylated non-carbohydrate fatty acid ester and ether derivatives.
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