TUN feedback - Department of Life Sciences

Click on the titles to view the feedback and response

Please note: comments and responses may have been edited. Information was correct at time of response but may have been superseded. We publish the comments in the language in which they have been submitted and the University's responses bilingually.

 23/24 Semester 1

• REF: 66-2310-5901326 - E-PAD Accessibility

  Your comment: Can the nursing students EPAD be added to the student sites/ websites page on the university website if possible please. Its hard to locate if it is not saved on our tabs. Our only other way to access it is to go via blackboard and into last years module. Thankyou

  Our response:

  Many thanks for bringing this to my attention and can provide the following feedback.

  ‘All first year students were provided a 2 hours in person lecture on 25th September 2023 on how to access the E-PAD, this session was also recorded on Panopto and remains available to view on Blackboard on their module for practice placements on NU10460 in the ‘Learning Material Folder’, which students have been guided to.

  The link can be found here: https://blackboard.aber.ac.uk/ultra/courses/_47309_1/outline 

  The link to the EPAD is a SSO (Single Sign On) and clear instructions are also provided by the E-PAD lead for students and both Practice Assessors and Practice Supervisors to aide them whilst undertaking practice placements.

  Students were also provided with Self-directed study on 17th October 2023 specifically for familiarisation with the E-PAD works and how to access it, which the session was called ‘ E-PAD My knowledge map student training’. The E-PAD is a personal and confidential report of their progression in clinical practice placements.

  The E-PAD lead will also place an additional announcement for students today on Blackboard and repeat all access links to aide their learning journey further. The E-PAD is accessible to be used via a smart phone, tablet, laptop or desk top computer and once accessed, students are encouraged to download the app for ease and accessibility.

  Should students have individual queries they are encouraged to contact the E-PAD lead Gwyn Jones: gwj377@aber.ac.uk 

• REF: 66-2310-9656609 - Eating in Lectures

  Your comment: Ban eating in lectures. It’s extremely distracting especially for those with neurodivergent issues or sensory problems.

  Our response:

  Thank you for your Tell Us Now comment.

  Students are not permitted to bring food or drink (other than bottled water) into lecture theatres or other study spaces (and certainly not labs) and so the member of staff delivering the lecture should be policing and enforcing this. I will make sure this message is reinforced to staff and would encourage the University to make sure that ‘No Eating’ signage on all lecture theatres is consistent – I have just checked in Edward Llwyd and signage is patchy.

• REF: 66-2303-8025507 - Microscope Loans

  Your comment: Would love for microscopes to be more accessible to students in ibers. Maybe to borrow or for drop in access

  Our response:

  Thank you for your Tell Us Now comment and I apologise for the delay in responding to you.

  After reviewing your suggestion, we are looking at utilising the 'honours lab' or Lab 2.02. However, we need to review this and work around any timetabled activities. I would be keen to support this, but it would require the Honours research lab to be re-instated once all animal related activity in there is transferred to the new animal house.

  Thank you again.

 21/22 Semester 2

• REF:66-2201-3660319 - Struggling with dissertation

  Your comment: BR36440 Hello, I'm really struggling with completing my dissertation and I'm really concerned that I won't pass it. My advisor has been nearly absent throughout, who else can I turn to for support? Thank you

  Our response:

  Thank you for your feedback. We have sent the following email to everyone on the module:

  I hope your projects are progressing well, and you're ready to return to working on them after the AILOEs. Hopefully, you are progressing well at the half-way point. If not, I strongly suggest that you contact your supervisor to determine how you can catch up effectively.

  This is just a quick reminder of a few points:

  It is your responsibility to contact your supervisor to arrange meetings and support. Please allow your supervisor three working days to respond to e-mails, if they don’t respond after this time period, please send them a reminder. We get a lot of e-mails every day, and occasionally one gets missed by mistake! If you are still experiencing problems contacting your supervisor after following this advice, please contact the module coordinator

 21/22 Semester 1

• REF:66-2111-3180124 - Enjoyable module

  Your comment: BR13210 The module is enjoyable and so far I think there has been a good opportunity to show our ability as students of this module.

  Our response:

  Thank you for taking the time to write to give us some positive feedback on the module. It really is appreciated.

   

• REF:66-2108-3871720 - Reading recommendations

  Your comment: I would like to see some pre reading recommendations to feel more prepared for the academic year, and maybe a course schedule as some modules do not include this. It would make it easier to schedule and plan any readings beforehand.

  Our response:

  The reading lists for the modules you mentioned are listed below and are available to view online.
   
  BR26620 Proteins and Enzymes | Aberystwyth University (talis.com)

  • Three items on the list - print copies in the library (no e-book access at institutional level) although the ‘Introduction to protein structure’ item does have a linked preview where you can view the table of contents and a few pages within the book.

   
  BR25620 RD25620 Research Methods | Aberystwyth University (talis.com)

  • Three items on the list - print copies but two have the preview option to see the table of contents and a few pages from the book.

   
  BR26520 One Health Microbiology | Aberystwyth University (talis.com)

  • Five items on the  list. Three are available as e-books:
  1. Epidemiology for field veterinarians: an introduction
  2. One health: the theory and practice of integrated health approaches
  3. Brock Biology of microorganisms
  • Please click the above book links to take you to the e-version where you can read online.
  • The CABI titles (1 & 2) will take you to a platform. Click on the View eBook  option and the e-version will open 

  • The Brock book is on the Askews and Holts  Ebook platform. (3) 

  • Remember to sign in to Primo
  • Click the Online access link and then the Askews and Holts link 

  • The other three titles listed are print copies in the library.

   
  With regards your course schedule, this will be available to you when you have registered and enrolled on the modules just before teaching starts.

 20/21 Semester 2

• REF:66-2104-5627015 - Module contents

  Your comment: Overall structure of most modules are extremely high in content and very fast in pace. Some content for exams are being released only a couple days before it is due which is difficult.

  Our response:

  The level and content of first year modules are designed to prepare you for second year and onwards so that you reach degree level by the end of your course. Remember that each 10-credits is equivalent to 100 hours of student work – some of this is time studying the material provided in-person / via Teams / on blackboard and in preparing the assessments but also in student-directed work through the semester. If you are struggling with volume or level please do talk to your personal tutor as they will be best placed to point you to appropriate support. The teaching term continues until 30th April. There are no formal exams this year but your first assessment in lieu of exam will not be due until midday on 14th May

   

• REF:66-2102-478322 - Field trips

  Your comment: Module: BR27220 We were meant to go on a field trip, for obvious reasons this didn't happen. But now we are being told to complete the assignment to the level as if we went on that trip with resources that do not work for what is required. We have been told to 'imply what you can'. When we brought this up to the lecturer they got very defensive and did not answer the questions asked. We are still expected to write 5000 words on an area we have no knowledge of and several of us are infuriated at the lack of response given to us.

  Our response:

  Thank you for your comments. I would first of all like to reassure you that the assignment will be assessed according to what can be realistically achieved without students being able to go on the field trip. The markers and external examiners will be fully aware of the circumstances and constraints. I would also like to highlight the extent of support and resources that have been made available as your use of these will also be taken into account. The module coordinator has demonstrated how Google Earth can be used to resolve individual trees and sections of the target designated site with very different character founded on the species, size and dispersal of trees. He showed students how scrolling through historic aerial photographs can locate images with angle of sun and time of year that reveals more detail, such as colour and contrast of foliage of different tree species, including individual hawthorn trees in flower. He has agreed to annotate some screen grabs so that students can emulate the demonstration. An online seminar was devoted to online information sources of direct relevance to this assignment (mapping and biological records) and this was supported further in a related online seminar. The module coordinator has already held a Q&A and is available to answer further questions but we also wish to enable second year students to demonstrate some independence

• REF:66-2102-5245306 - Group work during lockdown

  Your comment: Module BR35120 I think it is very unfair for this module to expect us to do assessed group work worth 50% of the module during a lockdown. This assessment relies being able to go out and take video recordings of various animals which many people will not be able to do as a result of lockdown and being in an area with little country side. Being this is a final year module there is a lot of pressure to do well and given current circumstance I doubt many students will be able to produce their best work. Assessed group work is already a challenge in normal times but given the extra challenge of Covid it is making it extremely difficult indeed. It may be too late to do anything about this now but I just feel that there would be a much fairer assessment of our ability that didn’t require such a high dependancy on group work and having access to various animals.

  Our response:

  Group work is an important employability skill that is embedded in many IBERS modules. It is particularly important under the current COVID restrictions as opportunities for interacting with others are restricted so it promotes a feeling of community enables peer support and encouragement. Working with others remotely is going to be a very important requirement for at least the foreseeable future and developing these skills will enhance student CVs. The module coordinator has been clear with the group that online video footage can be used if they can’t make their own recordings and will reiterate this message.

   

• REF:66-2101-6012521 - Lack of practical sessions during covid-19

  Your comment: Although the module has not officially started, having watched the introductory lecture already I am feeling severely demotivated and disheartened to learn that practicals are likely to not be going ahead. This module is supposed to be an opportunity to gain practical skills useful for my future aspirations and reading a protocol along with a video of a member of staff conducting the experiment is not enabling me to build my skill set in the lab. I am so demotivated and unenthusiastic about my studies to learn about this because I am unable to get in the lab and actually work on skills towards my degree. Instead I am given readings to do which is no where near the equivalent of actually being able to perform these skills myself, nor does it drive my passions for the subject. I worry for my future career when I will not possess the invaluable lab experience.

  Our response:

  All teaching at present is online as mandated by the University in response to Welsh Government advice. We cannot therefore do laboratory practicals. We appreciate students will be disappointed, as are staff, but this is due to the pandemic and not within our control. If students are allowed to resume in-person teaching then some socially-distanced practicals may be possible later in the semester but we cannot rely on that in our planning to deliver the module learning outcomes. However, the module is more than just about doing experiments. The module culminates with students devising their own experimental protocols and this is what they will be working towards. There are Teams sessions booked for Q&A feedback sessions to help the students develop their protocols so it is not just material to read and watch on Blackboard. The ability to interpret someone else's experimental method and results is an important skill for research scientists, who often have to work from other people's descriptions of their research - so the replacement to the physical labs is still important. We are confident that in the absence of being able to actually do an experiment the students will still be developing authentic research skills. They will also still be developing the usual skills related to the interpretation and analysis of data.

  Update: In-person labs were offered as soon as we were allowed to do so - i.e. last 3 weeks of the semester.

   

 20/21 Semester 1

• REF:66-2012-5656607 - Assignment feedback

  Your comment: Module: BR10400 Feedback from assignment was very basic, no help to learn from mistakes. Teams calls are very boring and don't feel that they help us learn as we are only watching him doing spreadsheets. Feel like we need a bit of variety in the team calls. more feedback from assignments would be helpful too.

  Our response:

  Thank you for your comments. The written feedback is just one part of the feedback available to you. In some cases academic staff also give verbal feedback to the class. In all cases you are able to request additional feedback by contacting the person who marked the work or your personal tutor. Please see also page 43/44 of your student handbook (a copy is on the undergraduate module on Blackboard). Academic colleagues have been reminded to follow the guidance so if it is not met please do ask for more information from the marker. There is no standard guidance on Teams calls but if you have some specific examples of what you’d like do please raise them either directly with the module coordinator, with your tutor, via the Staff Student Consultative Committee or with me. We had some very differing views discussed at the most recent IBERS Staff Student Consultative Committee – it is clear some students prefer lectures via Teams while others prefer sessions to support the e-lectures or Q&A about coursework. We are all new to teaching and being taught via Teams so I’m very happy to hear what works well – but because of the differing views we can’t please all of the people all of the time.

• REF:66-2010-9772216 - timetabling sessions

  Your comments: The lectures are timetabled to have an in-person lecture end as an online lecture starts and visa versa and it takes about half an hour to go between my accommodation and the lecture hall and it's not helped by the fact that most of the time the lecturers go over their allocated time and then on a few occasions then set work in the time after I've left to then learn about it through other students on my course

  Our response:

  Thanks for your comment. I have asked colleagues to ensure they finish both in-person and on-line sessions by 10 minutes before the hour. I have also spoken to the Timetable Office who have confirmed that students are allowed an hour to travel between Town, Llanbadarn, Penglais and Online - the only exception is between Penglais and Online when the students get the standard 20 minutes. This is because the majority of the students live within 20 minute walking time from Penglais or find a spot on campus to join the on-line sessions. Where a student has travel concerns that are not covered by this they are dealt with on a case by case basis.

• REF:66-2010-5078713 - Confusing Powerpoint presentations

  Your comment: Module: BR20620 I enjoy this module so far and communication is excellent especially in the current climate of Covid-19. However, i find the powerpoint presentations quite confusing, making it difficult to study at home and gain a comprehensive understanding.

  Our response:

  Thank you for your positive feedback regarding this module. I’ve asked the module coordinator to remind the module list of the support that is in place. In brief

  • There is an activity checklist for each week and the final item is always along the lines of make a note of any material you found difficult or would like to check your understanding of and engage with the signposted routes to let staff know to prepare and go through in the next week's live session.

  • There are discussion boards, SurveyMonkey polls and email routes (all of which we remind the students about the existence of frequently) but there has been little engagement with them.

  • Quizzes via Kahoot or in the live sessions are used to assess student understanding which has picked up some points for covering again during those sessions.

  • Live sessions are recorded for those unable to attend.

   

19/20 Semester 2

• No REF 30/10/19 - Reading week in mid term

  Your comment: After having a talk for the last few days to my friends and also my tutor, I think it would be a great idea for everyone to have a reading week on the mid term.

  Your response:

  All module coordinators have been asked to include a light week without lecture material. Some practicals and workshops are held in these weeks for timetabling reasons but we hope that this helps students to manage their workloads, catch up and complete assignments.