Iterative Case Study
Developing Graduate Attributes in Final Year Students
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College of Medical, Veterinary and Life Sciences Students: Year 4 Class Size: Medium (26-100) Not suitable for online learning Technology Competence: Moderate (requires some specialised knowledge, but otherwise accessible) |
Rationale
To develop knowledge, practical and teamwork/leadership graduate attributes in final year students.
This fieldtrip forms a sort of capstone activity, intending to bring together and refine their skills from across their degree.
Implementation
The field course is taught using “mastery learning”, where we only move to the next skill/topic once whole groups have achieved the necessary standard at the current task. This requires detailed and continuous feedback based on lots of small tests. They are summatively assessed based on a reflective statement and research report. For the reflective statement they hand in a formative version at the end of the first week of the field course. They get individual written feedback on this within a few days, ready to write the summative version (based on the second week of the course). All content of the reflective statements is based on daily debriefing (feedback) with course staff. The research report is supported by feedback on at least two presentations on the topic of the report, feedback given verbally during the week and in detail at the end of the course (November). The report is handed in in December, marked and feedback given before Christmas so that it feeds forward into their honours project. We provide a flow chart showing how the daily presentations feed forward into their report and to their honours presentation. And then onwards to their honours project.
Effectiveness
The students progress quickly, learning new skills and applying existing skills in new contexts. They learn about teamwork and leadership and reflect upon themselves and their development. 81.8% strongly agreed that "Feedback on my work has helped me clarify things I did not understand", 90.9% Strongly Agreed that "The methods of assessment allowed me to demonstrate my learning" and the same percentage for "The structure of the course helped me understand the material" (Evasys).
Scalability
I think there are two core things here; mastery learning and immediate feed-forward to the next assessment. Both of these approaches encourage serious engagement with the feedback.
Student Benefits & Challenges
Because they can/must immediately apply the feedback they receive, students can see the changes working and improve rapidly. The close contact between staff and students allows content to be adjusted to individual needs. The style of work often brings out abilities the students didn't know they had, or allows less "academic" students to shine and be praised. It can be challenging as there is pressure, it's tiring and sometimes stressful.
Staff Benefits & Challenges
This approach is motivating for staff as we know it is worthwhile putting the effort into providing detailed feedback. We can also see students improving day on day.
It is sustainable for a couple of weeks of intensive training at high staff student ratios, and because of its high-pressure nature the students need a lot of breaks, opportunities to relax and recharge. We have learnt how to balance the work and playtime, e.g. always ending work before dinner, having a full day off in the middle of the course.
Author of Case Study
Dr David Bailey, Reader (Ecology & Environmental Change)
Link to Staff Contact