Activities per year
A number of pharmacy and chemistry students (n~7) were evaluated in terms of tracking their appreciation of an improved mode of assessment of their respective degree theses from a cohort of 180 students. Of this cohort about 25 per cent chose ‘chemistry or biophysics’ projects, and of this number about 15 per cent selected the author as a supervisor. The two classes of student are quite distinct and possess different properties and skills. However, both groups require considerable numeracy, critical understanding and lateral thinking ability in order to undertake physical chemistry or biophysics research projects with the author. These subject areas covered in-depth on their courses are perceived universally as some of the most difficult that they encounter on their degree courses (module evaluation results, not presented). Here, the contrasting of courses and of student expectations and professional preferences is matched against a survey of marks, and compared to the pattern emerging from (2003-09) theses, vivas and oral presentations.
|Title of host publication||Transitions quality, adaptability and sustainability in times of change: Learning and Teaching Conference 2011|
|Place of Publication||Brighton, UK|
|Publisher||Centre for Learning and Teaching, University of Brighton Press|
|Number of pages||14|
|Publication status||Published - 1 Jan 2012|
|Event||Transitions quality, adaptability and sustainability in times of change: Learning and Teaching Conference 2011 - University of Brighton, 2011|
Duration: 1 Jan 2012 → …
|Conference||Transitions quality, adaptability and sustainability in times of change: Learning and Teaching Conference 2011|
|Period||1/01/12 → …|
Bibliographical note© 2012 University of Brighton
Sarker, D. (2012). Poster versus ‘PowerPoint’, paper versus thesis: Comparative studies based on the form of viva voce examination, which accompanies presentation of a formatted ‘manuscript-type’ thesis and its impact on M-level (level-7) and level-6 pharmacy and chemistry students, respectively. In Transitions quality, adaptability and sustainability in times of change: Learning and Teaching Conference 2011 (pp. 62-75). Centre for Learning and Teaching, University of Brighton Press.