IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

Neuroscience modules have been traditionally taught through lectures, frequently with some complementary workshops/seminars, and assessed through end of module exams and sometimes some low-weighted coursework assessments. A new Neuroscience module has been developed for Year 2 Psychology students at the University of Leeds, aiming to include some less didactic teaching approaches through a range of teaching formats: a combination of in-person and online lectures, online workshops for questions and polls relevant to the lecture content, group work teaching in collaborative teaching rooms, and drop-in sessions. The module’s assessments are authentic and entirely coursework-based: students are asked to work in groups to write a research proposal on one of the taught neuroscience topic areas, and work individually to write a critical evaluation on past research proposals produced by students in previous academic years. The module design employed some of the most critical guiding principles of the Curriculum Redefined (CR) innovative student education approach in the University of Leeds, such as active and inclusive approaches to learning, research/evidence-based pedagogies with excellent use of digital resources, as well as surfacing the students’ required knowledge, skills, attributes and competencies to prepare for their futures. The module’s novel format and the relevant support provided throughout the module have been praised by students, external examiners and staff teaching on the programme. Challenges and successes in the development and the delivery of the module will be evaluated, and future implications best practice in teaching Science modules in Higher Education will be discussed.