Module Details |
The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module. |
Title | STEM Education and Communication | ||
Code | CHEM390 | ||
Coordinator |
Dr GHM Washbourn Chemistry Gina.Washbourn@liverpool.ac.uk |
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Year | CATS Level | Semester | CATS Value |
Session 2024-25 | Level 6 FHEQ | Whole Session | 15 |
Pre-requisites before taking this module (or general academic requirements): |
Aims |
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1. Develop key transferrable skills, and an ability to articulate these, including: communication, presentation, team-working, self-reflection and personal development. |
Learning Outcomes |
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(LO1) Design and deliver engaging STEM lessons, based on an understanding of effective pedagogical practice. |
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(LO2) Understand the role of assessment and feedback, and provide detailed, constructive and actionable feedback to peers. |
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(LO3) Demonstrate a detailed and analytical understanding of a contemporary issue in education, identifying and evaluating appropriate sources to support the discussion. |
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(LO4) Engage in critical reflective practice on skills development and experiences, and identify areas for future improvement using appropriate frameworks. |
Teaching and Learning Strategies |
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This module adopts an ‘assessment for learning’ philosophy, with activities and formative guidance to support students to succeed. Assessments will run in consecutive blocks, with learning and teaching activities scheduled around these. Synchronous learning and teaching activities will include: in-person seminars, hyflex seminars, group supervision, individual supervision and mentoring, and peer feedback. Asynchronous learning and teaching activities will include: discussion board contribution, maintaining a reflective journal, directed pre-reading, peer assessment, and peer moderation. The focus of these activities will be constructively aligned with the assessment, as well as raising students’ awareness of what it means to be a STEM teacher. Seminars will include themes such as: key topics in education, teaching and assessment strategies, the role of outreach and enrichment, engagement with and evaluation of educational literature, the value
and nature of reflection. Invited guests will include educational professionals from diverse contexts. *Seminars: 16 hr |
Syllabus |
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This module adopts an ‘assessment for learning’ philosophy, with activities and formative guidance to support students to succeed. Semester 1: Production of a Microteach session, and completion of a piece of Academic Writing with a focus on education. Semester 2: Production of a STEM Club session, and completion of a Reflective Portfolio. Students will learn through tutorials, seminars, guided independent reading, external and internal speakers and engaging with other supplementary resources about the following: |
Recommended Texts |
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Reading lists are managed at readinglists.liverpool.ac.uk. Click here to access the reading lists for this module. |
Teaching Schedule |
Lectures | Seminars | Tutorials | Lab Practicals | Fieldwork Placement | Other | TOTAL | |
Study Hours |
12 |
12 |
24 | ||||
Timetable (if known) | |||||||
Private Study | 122 | ||||||
TOTAL HOURS | 146 |
Assessment |
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EXAM | Duration | Timing (Semester) |
% of final mark |
Resit/resubmission opportunity |
Penalty for late submission |
Notes |
CONTINUOUS | Duration | Timing (Semester) |
% of final mark |
Resit/resubmission opportunity |
Penalty for late submission |
Notes |
Microteach – Digital Storytelling This is not an anonymous assessment Resit: Yes | 0 | 20 | ||||
Academic Writing Task This is not an anonymous assessment Resit: Yes | 0 | 30 | ||||
STEM Club Session This is not an anonymous assessment Resit: Yes | 0 | 30 | ||||
Reflective Portfolio This is not an anonymous assessment Resit: Yes | 0 | 20 |