Transitions to HE: CBL for non-traditional students

Robert Ellis,Tim Gabriel

doi:10.29311/ndtps.v0i4.394

Abstract

The aim of this paper is to describe the development of contextual based learning resources appropriate to Science Foundation students at the University of Huddersfield. In developing new resources the authors consulted with key stakeholders in the science community. A world class glass manufacturer and an industrially focused research and development unit based in the University of Huddersfield provided input into how industry based scenarios could be developed for use in the curriculum. Teachers from one of the country’s leading sixth form colleges provided examples of effective context based learning in an FE environment. This paper charts how an effective teaching and learning strategy has been tailored for use with Science Foundation students. It provides keyexamples of how context based learning (CBL) has been adapted for use with students of mixed abilities and backgrounds. The paper also highlights some of the problems encountered in developing appropriate resources and presents initial findings of the impact on students.

Highlights

Research into learning styles at the University of Huddersfield’s School of Applied Sciences was the catalyst for this project
This year zero option is a popular choice for mature students returning to education and younger students who may have recently underperformed at Alevel
Initial research with previous cohorts of Science Foundation students has shown that some can have difficulty engaging with a topic, especially where they may only require a 40% pass mark or where that topic is not necessarily relevant to their future education or career

Summary

Introduction

Research into learning styles at the University of Huddersfield’s School of Applied Sciences was the catalyst for this project. It was hoped that this relationship might rather than longer storyboards delivered over the course of an lead to the development of CBL sessions that could help students understand the science of glass manufacture. This experience highlighted some of the difficulties inherent in producing laboratorybased CBL sessions, but the input was useful in providing ideas and suggestions for laboratory sessions and projects for undergraduate chemistry students.

Objectives

Results

Conclusion