ORCID Profile
0000-0003-0997-0217
Current Organisation
Sheffield Hallam University
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Publisher: Microbiology Society
Date: 10-2023
Publisher: Wiley
Date: 21-08-2018
Abstract: Understanding how students interact and learn within the lecture theatre environment is central to successful learning outcomes. Previous studies into the use of the lecture theatre teaching space have found that students sit in specific locations due to a range of factors these include being noticed, addressing anxiety or an ability to focus. This study further explores the personal and social factors at play within students’ lecture theatre seating choice and the resulting effects on attainment. Student responses on seating preferences detailing why they chose a given location were mapped at a seat‐specific level and correlated against attainment. In parallel, staff perceptions of student attainment in relation to their seating choice were obtained. No direct correlation between student location and attainment was found, contrary to staff perceptions. Interestingly, it was found that students physically locate into friendship groups clusters and that these clusters obtained similar levels of attainment in problem‐solving tasks, with pockets of both high‐ and low‐performing students being observed. It was also noted that isolated students performed less well. These data would indicate that peer group formation exerts a strong impact on attainment and engagement. Outcomes from this study will enable academic staff to better understand the student body and inform the way in which teaching sessions are performed within a lecture theatre.
Publisher: MDPI AG
Date: 02-12-2022
Abstract: Within this study, we aim to better understand the inspirations and aspirations of first year Biosciences and Chemistry undergraduates, how these change over the first year of study and their impact on motivation and engagement. Participants were asked to write a short reflective piece at the start of Welcome Week in their first year of undergraduate study. Thematic analysis identified four themes surrounding inspirations and aspirations. The most common theme was students naming a specific career as their aspiration (58%), followed by being inspired by work experience, aspiring to undertake further study and finally personal experience of a specific illness. Our findings showed that students’ career aspirations differed depending on ethnicity, with ambitions for medicine and laboratory work showing a marked increase in some ethnically marginalised groups. Focus groups undertaken at the end of the first year of study highlight increased motivation and engagement when students feel their course content aligns with their career aims. Conversely, students are disengaged by course material they feel is irrelevant to their chosen career. Here, we will discuss the impact of these findings on creating an inclusive curriculum and the career readiness of the student body. Conclusions apply to career development modules and how the applied nature of a course can lead to engagement and higher motivation for students as well as curriculum design.
Publisher: Microbiology Society
Date: 20-07-2023
Abstract: The Microbiology Society Education and Outreach Network (EON) recently hosted the Teaching Symposium at the Microbiology Society Annual Conference, sponsored by Access Microbiology. The presence of the Symposium as an established parallel session within the wider Annual Conference reflects the importance of high-quality, contemporary microbiology education and outreach delivered in an enthusiastic and inclusive manner. At the 2023 Symposium, a variety of pedagogical research projects in higher education learning, teaching and assessment, as well as public engagement projects, were showcased through flash talks, offered talks, invited talks and posters. The event was attended by up to 70 delegates who actively engaged with all presentations. Several themes were noted throughout the day: engaging with GenZ, active learning, art in science, and engaging with non-HE audiences. Inclusivity was a key driver in the organisation of the Symposium the room was set up to encourage discussion and participants could ask questions using an online platform as well as speaking in the room. We now encourage all speakers to consider publishing their work as a peer-reviewed article for further dissemination and impact.
Publisher: Microbiology Society
Date: 09-2023
Publisher: Wiley
Date: 07-06-2020
Abstract: Within the present study, we investigate the lasting effect of laboratory peer group interactions on the end of year attainment of Biosciences and Chemistry students. By asking students to identify who they primarily work with within the laboratory environment and evaluating the interactions through cluster analysis, we identified two main categories of laboratory peer groups: the first long‐lived well‐established pairings of two students, ‘swans’, who work together for all or the majority of the laboratory sessions and the second dynamic fluid groups, ‘dolphins’, of between three and nine students who work with each other interchangeably. Statistical analysis is presented, which demonstrates that in iduals within each laboratory peer group were likely to achieve a similar average mark at the end of the first year of study on the course. We identified the driving factors for the formation of these groups as friendship and perceived work ethic. There is a preference for high‐achieving students to work with other high‐achieving students and lower‐achieving to group around a shared social background. Targeted interventions, in which pairings were selected by the tutor at the onset of the study, altered the ratio from long‐lived pairs to more dynamic groups and increased students’ willingness to work with others outside of their group but did not change the drivers of group formation or resulting pattern of achievement. We conclude with recommendations around group working within the laboratory environment.
Publisher: Microbiology Society
Date: 04-09-2023
Publisher: CSIRO Publishing
Date: 14-07-2023
DOI: 10.1071/MA23036
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Melissa Lacey.