Pixel International Conferences

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:

• Rapanta, C., Botturi, L., Goodyear, P. et al. Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigit Sci Educ 2, 923–945 (2020).
  https://doi.org/10.1007/s42438-020-00155-y
• Research and higher education in the time of COVID-19. The Lancet 396/10251 583 (2020).
  https://doi.org/10.1016/S0140-6736(20)31818-3
• International Association of Universities, IAU Global Survey Report: The Impact of COVID-19 on higher education around the world, 2020, available at
  https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf