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Overview

The University of Leeds Bioscience Education Research Group (ULBERG) has been formed by a dedicated group of teaching and scholarship staff to establish an education research group to broaden the impact of excellence in teaching and scholarship across the Faculty’s staff and students and to further the institutional and Faculty L&T strategies. The overarching aim of the group is to be recognised as a centre of excellence for bioscience teaching, scholarship and innovation in the UK and internationally. The education research group at Leeds will also act as a regional hub for colleagues in other northern universities focusing on education and scholarship in bioscience. One of the major aims of the group will be to continue to bid for significant external funding which will maintain and extend the research projects.

AIMS

  • Undertake activities which directly improve undergraduate and taught postgraduate student engagement, and enhance the quality of the student educational experience
  • Undertake innovative pedagogy and scholarship of research-led education and research-based learning in the Biosciences
  • Provide a forum for sharing and dissemination of pedagogic and scholarly research and innovative teaching practice
  • Facilitate the wider academic community’s engagement and involvement with scholarship of teaching and learning and the development of student education in the Biosciences
  • Enhance the professional development opportunities for student education focused staff



Group Members

Members of ULBERG

Dave Lewis

Dave Lewis is the Group Leader of ULBERG. A neuroscientist, bioethicist and science communicator, he is interested in laboratory animal sciences, enhancing graduate employability and public engagement.

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Aysha Divan

Aysha Divan is a molecular biologist who is interested in curriculum development, in particular the sustainability of postgraduate taught education and employability. 

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Tim Goodall

Tim Goodall is an employability and professional development officer interested in career development, counselling and enhancing graduate employability.

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Henry Greathead

Henry Greathead is an animal scientist interested in rumen fermentation and the use of new technologies to enhance teaching.

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Charlotte Haigh

Charlotte Haigh is a physiologist who is interested in teaching, schools outreach and public engagement.

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Christopher Hassall

Christopher Hassall is an ecologist and evolutionary biologist who is interested in the pedagogical applications of technology.

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Matthew Lancaster

Matthew Lancaster is a cardiac physiologist. He is interested in the use of technology to support learning and novel approaches to teaching practical skills.

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David Marples

David Marples is a renal physiologist, with a long-standing interest in computer-assisted and blended learning.

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Patrick Murphy

Patrick Murphy is a biochemist who is interested in teaching, pedagogical research and widening participation.

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Stephanie McBurney

Stephanie McBurney is a cell biologist, with interests in personal tutoring, academic advising and enhancing graduate employability.

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Sue Whittle

Sue Whittle’s research interests centre on transitions into and during undergraduate programmes, the development of undergraduate students’ transferable and subject-specific skills, and the use of on-line resources to support student learning.

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Veronica Volz

Veronica Volz is the Blended Learning Enhancement Officer for the Faculty of Biological Sciences. Her efforts involve continually improving the high quality of teaching and student learning by creating engaging and reusable digital resources.

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Awards and Prizes

The diverse contribution of ULBERG members to enhancing student education across multiple disciplines has been recognised by highly prestigious national and international awards including:

  • Higher Education Academy National Teaching Fellowship
  • Six Fellowships or Senior Fellowships of the Higher Education Academy
  • British Pharmacological Society’s Rang Prize in Basic Pharmacology
  • UK Physiological Society’s Otto Hutter Teaching Prize
  • Seven University of Leeds’ Student Education Fellowships

Projects

Our activities encompass projects to enhance graduate employability, student transitions, blended and e-learning, laboratory animal sciences, personal tutoring and public engagement.  Current and recently funded projects include:

In-vivo pharmacology education courses.  DI Lewis, (2005-16), British Pharmacological Society, £32,600.

Communicating research beyond the University. C.Haigh (2015-2018) University of Leeds Student Education Fellowship, £10,000

Evaluating the impact and outcomes of Final Year undergraduate research projects. DI Lewis (2015-18), Higher Education Academy National Teaching Fellowship Project Award, £10,000

Helping students to help themselves – enhancing the Personal tutorial system. S McBurney (2015-16), Faculty of Biological Sciences Strategic Fund£1500.

Assessing the impact of employability initiatives on the development of key attributes in FBS taught students.  S McBurney & A Divan (2015-16), Faculty of Biological Sciences Strategic Fund£1500.

Establishing accredited training programmes for laboratory animal science personnel in Southern Africa, DI Lewis (2015-16), World Universities Network, British Pharmacological Society, University of Leeds, Laboratory Animals Ltd & ICLAS, £14,500.

Digital resources for the teaching of physiology.  C Hassall & DI Lewis & V Volz (2015-16), Physiological Society, £6,900.

Science Slam: Battle of Bodies, Brains and TheatreC.Haigh (2015) Physiological Society £2,000

Research-led teaching: using REF case studies to create undergraduate teaching resources S Whittle (2014-2017) University of Leeds Student Education Fellowship, £10,000

Engaging with dementia: from bench to bedside.  DI Lewis & V Volz et al. (2014), Alzheimer’s Society, £29,872.

The pedagogical benefits and pitfalls of virtual tools for teaching and learning laboratory practices in the biological sciences.  DI Lewis (2014), Higher Education Academy,  £1875. 

Enhancing employability and building bridges:  Evaluation of public engagement opportunities within undergraduate STEM curricula.  DI Lewis (2013-14), Society for Research into Higher Education, £5000

Digital Resources projects as Final year Undergraduate Research projects.  DI Lewis, S McBurney, V Volz & T Goodall (2013-14), Higher Education Academy/JISC, £4993.

Aligning Masters training to Industry requirements A Divan (2013-2015) University of Leeds Student Education Fellowship, £10,000

Barriers to the integration of technology into student educationC Hassall (2013-2014) University of Leeds Student Education Fellowship, £4,000

Physiology Friday C.Haigh (2013) Physiological Society (2013)

Life at the Extremes.  C.Haigh (2013) Physiological Society Teaching grant £9,016

Aligning Masters training to Industry requirementsA Divan (2012-15) University of Leeds Student Education Fellowship, £10,000

Evaluation of the Personal Tutorial system S McBurney (2012-13) University of Leeds Student Education Fellowship, £4000

Physiology and Pharmacology of Performance Enhancement. C Haigh & DI Lewis (2012-13), Wellcome Trust Peoples Award, £29,000.

Evaluation of eBook resources for enhancing employability, internationalisation and discipline specific learning.. NP Morris, S Horn, B. Middleton, Frith, SJ McBurney, SR Whittle & G Scott, (2012), Higher Education Academy, £59,922

ETRIS: Education and Training Resources in In-vivo Sciences.  DI Lewis (2010-13) University of Leeds Student Education Fellowship, £10,000

Publications

2016

Divan, A & Royds, J. Molecular Biology: a very short introduction. Oxford University Press, Oxford. Publication date: August 2016.

Mohr B & Lewis DI (2016).  Education and Training in Laboratory Animal Sciences in Southern Africa. South African Veterinary Association Newsletter 83, 32-33.

Lewis DI (2016). Educating and training the next generation of Indian in-vivo pharmacologists. Indian Journal of Pharmacology 48(3):233-236

Lewis DI (2016). New Directive, new learning outcomes, new assessments. Pharmacology Matters 9 (1): 18-19.

Lewis DI (2016).  Education the next generation of reproductive health researchers.  Journal of Reproductive Health 2 (1): 43-45

Whittle SR (2016) The Second Year slump – now you see it, now you don’t. Journal of Further & Higher Education In press

 

2015

Dickinson, J., Binns, R., Divan, A. (2015). Embedding employer engagement and employability into Masters programmes: process, implementation and evaluation. Journal of Practice and Evidence in Learning and Teaching in Higher Education. 10(2): 136-153.

Mann J & Marples D (2015) Physiology. JP Medical Ltd, London

Lewis D.I. (2015) Students as partners: Extracurricular opportunities to enhance student learning in the Biosciences.  Society of Biology.  https://d1g8qexchac5be.cloudfront.net/images/Dr_Dave_Lewis_-_Case_Study_2015.pdf

Whittle SR (2015). Second year is an enormous step up: Understanding and supporting transitions within undergraduate degree courses. Available at http://enhancementthemes.ac.uk/pages/docdetail/docs/paper/second-year-is-an-enormous-step-up-understanding-and-supporting-transitions-within-undergraduate-degree-courses

Whittle SR & Bickerdike SR (2015).  Online preparation resources help first year students to benefit from practical classesJournal of Biological Education 49 (2): 139-149.

 

2014

Bickerdike S, Whittle SR & Pickering JD (2014). Do lecture audio-recordings support engagement and flexible learning? Medical Education 48: 522-523 (2014)

Divan, A & Mason S. (2014). A programme-wide training framework to facilitate scientific communication skills development amongst biological sciences Masters students. Journal of Further and Higher Education. DOI: 10.1080/0309877X.2014.1000276

Levesley A, Paxton S, Collins R, Baker A & Knight C (2014) Engaging students with plant science: the Plant Science TREE. New Phytol. 203(4):1041-1048.

Lewis DI (2014).  The pedagogical benefits and pitfalls of virtual tools for teaching and learning laboratory practices in the biological sciences.  Higher Education Academy.  Available at: https://www.heacademy.ac.uk/node/10187

Lewis DI (2014).  Enhancing employability and building bridges:  Evaluation of public engagement opportunities within undergraduate STEM curricula. Society for Research into Higher Education.  Available at: http://www.srhe.ac.uk/downloads/Lewis.pdf

Lewis DI (2014).  ETRIS.  Facilitating research and training in in-vivo pharmacology.  Pharmacology Matters  7(3): 26.

Lewis DI (2014).  ETRIS.  Facilitating research and training in in-vivo physiology.  Physiology News  97: 42.


2013

Divan, A & Royds, J (editors). (2013). Tools and Techniques in Biomolecular Science. Oxford University Press. Oxford.

Divan, A., Bowman, M., Seabourne, A. (2013). Reducing unintentional plagiarism amongst international students: an embedded academic writing development programme. Journal of Further and Higher Education. DOI:10.1080/0309877X.2013.858674.

Matthews, K. E., Divan, A., John-Thomas, N., Lopes, V., Ludwig, L., Martini, T.S., Motley, P., Tomljenovic-Berube, A.M. (2013). SoTL and students’ experience of their degree-level program. Teaching & Learning Inquiry: The ISSOTL Journal, 1 (2), 75–89.

 

2012

Lewis DI (2012). Educating the next generation of in-vivo scientists:  Meeting the needs of industry and academia.  ALTEX Proceedings 1, 361-364

Lewis DI (2012).  Young people’s perceptions of the use of animals in scientific and medical research in the United Kingdom.   ALTEX Proceedings 1, 271-274

Morris NP, Lewis DI, Butcher C (2012) Embedding OER institutionally. http://www.heacademy.ac.uk/projects/detail/oer/OER_COM2_Leeds 

Morris NP & Lewis DI (2012) Case studies from OER practitioners at the University of Leeds. http://dspace.jorum.ac.uk/xmlui/handle/123456789/17539

Murdoch-Eaton D, Manning D, Kwizera E, Burch V, Pell G & Whittle S (2012). Profiling undergraduates’ generic learning skills on entry to medical school; an international study. Med Teach 34: 1033-1046.

Murdoch-Eaton DG & Whittle SR (2012).  Generic skills in medical education – developing the tools for successful lifelong learning. Medical Education 46: 120-128.

Educational Resources

Hassall C & Lewis DI & Volz V (2016) Repository of Online Physiology E-Resources. Available at http://www.fbs-wp.leeds.ac.uk/repository/rope/

Lewis DI, Chakrabarty S, Almond NM, O’Connor, RJ (2016). CPRes.  Engaging the public with Faculty research into Cerebral Palsy www.CPRes.leeds.ac.uk

Lewis DI, Byrne A, Choppin C, Davies D, Watkins C, Chakrabarty S, McBurney S, Volz V, Wilshaw S. (2015) Creating Xerte e-learning resources: An easy to use student guide. http://hdl.handle.net/10949/19357

Haigh C (2013) Life at the Extremes. Resources to support teaching about physiology in extreme environments http://www.fbs.leeds.ac.uk/extremes/

Lewis DI & Jopson SJ & Volz V (2014).  Engaging with Dementia.  Resources and OERs to engage the public with research into Alzheimer’s  disease.  Available at: http://www.fbs.leeds.ac.uk/blogs/dementia/

Lewis DI (2014).  ETRIS: Education and Training Resources in In-Vivo Sciences. Repository of in-vivo education and training OERs.  Available at: http://www.etris.leeds.ac.uk/index.php

Haigh C & Lewis DI (2012).  Performance 2012: Physiology and pharmacology of performance enhancement in sport.  Resources to engage the public with physiology and pharmacology of performance enhancement .  Available at: http://www.fbs.leeds.ac.uk/performance2012/

Whittle, SR & Bickerdike, SR (2012) Virtual labs: preparation resources to support first year laboratory work. Available at: http://www.virtual-labs.leeds.ac.uk/pres/

Haigh C (2011-2016) Transition Programme To support incoming students to FBS http://www.fbs.leeds.ac.uk/transitions/