Concepts and communication in the early stages of an environmental science degree: A case study of formative activities and tasks
Concepts and communication in the early stages of an environmental science degree: A case study of formative activities and tasks
To meet the needs of the professional environment sector, environmental science graduates need to be suitably equipped in terms of their knowledge, understanding, and skills. At the University of Southampton, the first-year module Environmental Science: Concepts and Communication aids students in their journey into Environmental Science by preparing them to face the challenges of university study and beyond. This module thus engages students in independent learning and provides them with opportunities to develop and enhance the skills necessary to do so. Formative and student-led activities and tasks are considered important tools to achieve this aim. This review provides an overview of selected formative and student-led activities with focus on methods and approaches, values and benefits, and the practicalities of delivery. Three assessments are reviewed: a practice essay, a communication exercise, and a practice presentation. The intended benefits and value of these assessments are (1) engagement with environmental issues and topics and (2) development and enhancement of study skills. The value of such work is only realized, however, with student engagement. Delivering this module has demonstrated that formative elements are most effective when orientated to tutor group activities. Motivation for engagement appears most effective when the visibility - or absence - of students’ work is brought to the foreground through working in small groups. There is added value in that the collation and sharing of feedback within a small group permits students to learn not only from their own work but also from their peers.
Active learning, environmental science, formative assessment
107-131
Emerald Group Publishing Ltd.
Shaw, Peter J.
935dfebf-9fb6-483c-86da-a21dba8c1989
19 April 2018
Shaw, Peter J.
935dfebf-9fb6-483c-86da-a21dba8c1989
Shaw, Peter J.
(2018)
Concepts and communication in the early stages of an environmental science degree: A case study of formative activities and tasks.
In,
Active Learning Strategies in Higher Education: Teaching for Leadership, Innovation, and Creativity.
Emerald Group Publishing Ltd., .
(doi:10.1108/978-1-78714-487-320181005).
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Book Section
Abstract
To meet the needs of the professional environment sector, environmental science graduates need to be suitably equipped in terms of their knowledge, understanding, and skills. At the University of Southampton, the first-year module Environmental Science: Concepts and Communication aids students in their journey into Environmental Science by preparing them to face the challenges of university study and beyond. This module thus engages students in independent learning and provides them with opportunities to develop and enhance the skills necessary to do so. Formative and student-led activities and tasks are considered important tools to achieve this aim. This review provides an overview of selected formative and student-led activities with focus on methods and approaches, values and benefits, and the practicalities of delivery. Three assessments are reviewed: a practice essay, a communication exercise, and a practice presentation. The intended benefits and value of these assessments are (1) engagement with environmental issues and topics and (2) development and enhancement of study skills. The value of such work is only realized, however, with student engagement. Delivering this module has demonstrated that formative elements are most effective when orientated to tutor group activities. Motivation for engagement appears most effective when the visibility - or absence - of students’ work is brought to the foreground through working in small groups. There is added value in that the collation and sharing of feedback within a small group permits students to learn not only from their own work but also from their peers.
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Published date: 19 April 2018
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Publisher Copyright:
© 2018 Emerald Publishing Limited.
Keywords:
Active learning, environmental science, formative assessment
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Local EPrints ID: 500751
URI: http://eprints.soton.ac.uk/id/eprint/500751
PURE UUID: 4bbd1f6a-6995-47bb-82d7-37872f264b6b
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Date deposited: 12 May 2025 16:53
Last modified: 13 May 2025 01:34
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