Abstract
| Original language | English |
|---|---|
| Publication status | Published - 2009 |
| Event | 6th Annual Enhancement Themes conference - Edinburgh Conference Centre, Heriot-Watt University, Edinburgh, United Kingdom Duration: 5 Mar 2009 → 6 Mar 2009 Conference number: 6th |
Conference
| Conference | 6th Annual Enhancement Themes conference |
|---|---|
| Country | United Kingdom |
| City | Edinburgh |
| Period | 5/03/09 → 6/03/09 |
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Introducing reflective practice to first year forensic science students. / Sturrock, Keith R.; Wightman, Graham.
2009. Abstract from 6th Annual Enhancement Themes conference, Edinburgh, United Kingdom.Research output: Contribution to conference › Abstract
TY - CONF
T1 - Introducing reflective practice to first year forensic science students
AU - Sturrock, Keith R.
AU - Wightman, Graham
PY - 2009
Y1 - 2009
N2 - One problem with implementing any change is whether to roll out the new approach or whether to go for a 'big bang' and implement it across all years simultaneously. On the Forensic science programme at Abertay it was decided to try and introduce PDP across all stages simultaneously. However, it has quickly become apparent during semester 1 that students on later stages have not been sufficiently prepared for reflection on their studies, and their engagement with PDP has been poorer than anticipated. This therefore emphasised the need to introduce the necessary skills in the first semester for the stage 1 students, and there was an opportunity to adapt a semester 2 module to reinforce these skills.
AB - One problem with implementing any change is whether to roll out the new approach or whether to go for a 'big bang' and implement it across all years simultaneously. On the Forensic science programme at Abertay it was decided to try and introduce PDP across all stages simultaneously. However, it has quickly become apparent during semester 1 that students on later stages have not been sufficiently prepared for reflection on their studies, and their engagement with PDP has been poorer than anticipated. This therefore emphasised the need to introduce the necessary skills in the first semester for the stage 1 students, and there was an opportunity to adapt a semester 2 module to reinforce these skills.
M3 - Abstract
ER -