A New Bridging “Introduction to University Chemistry” Module for Cardiff University

Abstract

A new module designed to ease the transition from school to university was devised and implemented at Cardiff University School of Chemistry. Two iterations of the module are described, both of them conducted under restrictions imposed by COVID-19 pandemic regulations. Over a two-week period, students attended 15 different sessions, each designed to address a different aspect of the transition. The sessions varied from a treasure hunt to more formal laboratory classes. Extensive feedback from the students attending the module was sought and was generally very appreciative. Suggestions for improvement from the student cohort include additional laboratory sessions and training in the use of specific technical software.

10 Guiding principles for learning in the laboratory

“…Care is needed then to build in to early university work activities that can help students connect with prior knowledge and make the bridge to university work. Examples include highly structured activities for those new to chemistry and with little prior laboratory experience (Spagnoli et al, 2017), a bridging course in advance of the formal laboratory work to introduce the university laboratory experience (Spencer-Briggs and Rourke, 2023), and guidance to support students moving from one education system to another (Hyde et al, 2023). One of the most common challenges relates to helping students learn about common laboratory skills that may have been taught to varying levels (or not at all) in prior education, and structured activities that focus on learning these skills (rather than the associated experiments that use them) have proven to be valuable (Towns et al, 2015;Hensiek et al, 2017;Seery et al, 2017).…”

“…Hyde describes the use of photographs with English and Chinese labels used in laboratory teaching materials to help learners identify instrumentation and learn the term for them, as well as allowing for students to take and use photographs of explanations and experimental set ups that they could use for follow up questions or in their own study (Hyde, 2019). General Structured activities to help students learn about elaborate environment (Spagnoli et al, 2017) Bridging courses to connect prior learning to new learning (Spencer-Briggs and Rourke, 2023) Emphasis on laboratory skills and techniques needed for competent laboratory work (Hensiek et al, 2017;Seery et al, 2017) Ensure inclusion of all learners by presenting material in accessible ways to allow for text-to-speech, translation, and other student-led adaptations of materials Establish an accessible culture prioritising inclusion of all students and staff (Egambaram et al, 2022) Embedded accessibility in all documentation in line with principles of universal design for learning (Miller and Lang, 2016;D'Agostino, 2022) Consideration of range of abilities and means of communication of students in laboratory settings (Pagano and Quinsland, 2007;D'Agostino, 2022) good practice regarding accessibility of documentation such as the use of Word rather than PDF documents, and inclusion of close captions for video is beneficial to all learners.…”