Transitions in University Lab Teaching in an Age of Pandemic
Thomas Anderson, University of Sheffield (United Kingdom)
Abstract
No sooner had I completed a full review and revision of my first-year Chemistry lab course at the University of Sheffield, with a focus on more intelligently managing the transition from A-level and other university-precursor studies, than the global coronavirus pandemic hit. Suddenly, like thousands more academics across the world, I was thrust into a new reality full of new challenges. Choices had to be made rapidly, about what could move online and what was essential to teach in person with appropriate risk management. As I was already conducting pedagogic research into how my new course had been received, though time was short, I chose to continue surveys and discussions with my new year group of students as we faced these challenges together. The result: the safe and successful delivery of eight full lab days of face-to-face practical teaching with each student in their first semester, informed by regular student feedback and discussion. Here, I will share my experiences with what worked and what did not, as well as some preliminary findings from my ongoing pedagogic research with the students.
Keywords: pandemic, chemistry, practical, lab, challenge, teaching.
References:
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