A blog written by Dominique Powell – Lecturer in Early Childhood Studies and Education; and Francesca Brown-Cornwall – Lecturer (TEF) in Education.
On Saturday 20th March, Dominique Powell and Fran Brown-Cornwall hosted the SEFDEY (Sector-Endorsed Foundation Degrees in Early Years professional association) Conference via SU Teams live events. The conference brought together tutors, students and professionals alike for a day of CPD, guest speakers and student awards.
The theme of the conference was ‘Being Unique in the Early Years’ with three esteemed keynotes:
Sandra El Gemayel – Keynote Address
The childhood and play of young child refugees: Case studies from the Northern Suburbs of Beirut, Lebanon.
Partnerships with parents and families of Children with SEND.
Gender and Masculinity in the Early Years.
Our very own Fran Brown-Cornwall presented an outline of her PhD project: ‘Higher Order Thinking and the Smile and Laughter Response in Two-Year Old Children’; inviting participants for the next stage of her research. You can also take part in Fran’s research here.
Finally, a huge thanks to Matt Coombe-Boxall for this support from the TEL team ensuring that this was a highly successful event with 112 attendees signing up.
In early 2020 some of our Staff and Students from Education and Early Childhood Studies engaged with Makaton Tutor Amanda Glennon to deliver Makaton on Campus. As a result of the beneficial impact of this training Amanda Tayler, Course Leader for BA (Hons) Early Childhood Studies wanted to offer Makaton training to students in 2021. However with a UK lockdown in place creativity was needed and thus the sessions were hosted online. In February 2021, Amanda Glennon and a team of Makaton tutors delivered an intensive month of Level 1 Makaton training.
The feedback from our students in regard to these sessions has been overwhelmingly positive with commendations made to the smooth delivery of the sessions, the teaching approaches used and the knowledge of the tutoring team.
This training forms a key cornerstone of how we build the future of education here at Staffordshire University – regardless of which area of Education our students choose to pursue.
If you want to read more from the perspective of Amanda Tayler and the Makaton Tutors, read more: Here
It is one thing to think the course you offer is excellent. It is entirely another to know this for a fact.
The courses we design and deliver have always had our students and their future at the heart. We work with employers and industry experts to ensure that what we deliver is relevant, of high quality, and will give our students the edge when they graduate. We believe in our courses, we believe in their quality and we believe that they will provide the biological scientists of the future (that could be you!) with the professional training that they need to become highly successful scientists. But it is not enough to believe it – we want to prove it.
Previously, we have put ourselves through the rigorous process of degree accreditation by the Royal Society of Biology (RSB) – and we have been successful. A real measure of the quality of the programmes that we offer. But this is not a badge you get once and can keep forever, oh no, this badge is earned, and you must continue to earn the right to display it proudly.
It was a cold morning in November when we were prepared to showcase our programmes to an expert panel from the RSB. Ready demonstrate why our Awards deserve to keep the accolade ‘accredited by the RSB’. Luckily, due to the ongoing COVID19 pandemic, no one had to actually face the cold! We all sat in our own living rooms or at kitchen tables ready to discuss and explain what we do for our students. Some of our current undergraduate students also met with the panel – the accreditation team want to make sure what we say is backed up by student experience. The event took the whole day, our programme was scrutinised and we were questioned about all that we do. As the day drew to a close, we felt that things had gone well, but we didn’t know until the final report came in….
Now we celebrate – the RSB has re-accredited all of our courses! And not only did we get reaccredited but we were also commended for some of the specific points of our programme;
The incorporation of global issues within teaching which ensures students have a global awareness of their field of study.
The implementation of cross level working and interaction (through Global Challenges) which enables students to have a real experience of team working which is highly desired by employers.
The active involvement, alongside the academics, of a highly skilled and experienced technical team in the teaching of undergraduate students.
That all students have the opportunity to undertake a lab-based research project as their capstone experience.
That all students undertake a compulsory work placement gaining valuable employability skills that will support their future careers.
That all students participate in the GradEx exhibition giving an opportunity to highlight their capstone experience to potential employers.
We are proud, we are happy, and we know our courses are excellent – and they are all accredited by the Royal Society of Biology.
A blog written by Paul Orsmond – Senior lecturer (Tef) in Biological and Biomedical Sciences
Most research carried out into learning in higher education (HE) is within the context of teaching, and a tutor-designed curriculum. Here the research is driven by questions such as ‘what sort of learning do we want’? Such research helps address higher education metrics, such as academic performance indicators that track and provide a measure of performances and achievement. Metrics are now strongly ingrained into higher education that it is understandable why student acquired learning is recognised as the only learning of worth taking place in higher education. Of course, it isn’t.
Our research explores the rich everyday learning that students naturally engage in with their peers within university, but outside the tutor curriculum. Such learning can be extended, encompassing student learning arising from engagement with family and friends. This participatory learning addresses questions about ‘what learning do we have now’?
A lack of awareness of this ‘other’ learning taking place in higher education presents a problem. At present there is a disparity between employer expectations and employee qualifications. Quite rightly HE invests in preparing students for the workplace. But there is gap in this preparation and it is one that our research well illustrates.
Welcome to this instalment of the Education Department blog, and this time around it is a little something different.
It’s been a strange semester during these unprecedented times, and we would simply like to extend our sincere thanks to our students for managing this so excellently. The continued engagement with digital lessons and support, and their resulting work has been a credit to each of them. With this in mind our fabulous alumni are now ‘out there’, many of them indeed keyworkers in care, education and social service fields, and we extend our Thursday evening applause to you all.
Now, the switch to digital study has not always been easy and students have shown patience and positivity towards the efforts in altering how the support is offered to them. Equally, many have reflected on themselves as future educators and have appreciated that they too are increasing the tools in their own teacher toolkits, as they grapple with new ways of learning. They may be supporting their future learners in similar ways therefore, they are becoming ‘Educator 2.0’ by increasing their digital capabilities.
It’s the final push in the academic year now and students are so close to completing all of the to dos on the list. We hope this message of support and pride motivates them to enjoy the final stages of the year.We also hope this message reaches our alumni so they know we continue to think of them. Finally, to any future students, we hope this gives an insight tothe support and care that you receive on your journey with us in the Education department.
Written by Dr Sarah Williams – course Leader for Biomedical Science
The Pathway to Becoming a Biologist
I should be clear from the start, I’m loose with my term biologist. I am a true believer in the concept of ‘One Biology’ so whether your biology is more towards the biomedical or more aligned with the ecological (or maybe you don’t even know yet?) – I still mean YOU.
What a situation we find ourselves in, sitting at home doing what we can to maintain a normal work life, a normal family life, a normal social life – even though we all know none of this is normal (so we are really aiming for the impossible there) and we are all hoping that this comes to an end sooner rather than later. But there are some positives – I see biologists everywhere. They are providing advice to the government, they are modelling the outbreak, they are working towards a vaccine, they are designing new laboratory tests and implementing them in our hospitals (big shout out here to the NHS Healthcare Scientists – another amazing set of biologists). They are on our TVs and our radios, they are talking to the general public, they are calm and they are collected, and I feel lucky to be one.
I am a biologist of many labels – a human biologist, an immunologist, a clinical immunologist, a senior lecturer in biomedical science.Those names represent an amazing journey of biology that has taken me to different ends of the country, in research labs, hospital labs, lecture theatres – and most recently my attic office.
People often ask – what does a biologist do? Look around you, at the moment they are difficult to miss. However, to use a well-known adage ‘this too shall pass’ and then what? Well, then the Biologists will move on to the all of the roles they were quietly performing before COVID19 changed all of our lives. The Healthcare Scientists will go back behind the pathology doors, quietly processing all of our biological samples (being a part of 80 % of diagnosis). Research Scientists will continue to strive for answers, to tackle the World’s biggest problems. They will push for a more sustainable future, they will work to understand disease, to enhance biodiversity, to monitor emerging threats to health, to educate, to advise, to inform. From where I sit, the opportunities for a biologist are somewhat endless, you just need to find the first step on your path.
We are all biologists, and you could be too. We will help to unlock your potential and start you on your own journey. Become a Biologist with one of our undergraduate or postgraduate courses.
From the Biological and Biomedical Sciences Department, stay safe and stay well.
A blog written by Dr Sarah Williams, Clinical Immunologist and Course Leader for Biomedical Science
There is a race going on right now to develop a vaccine to protect us all against the devastating consequences of COVID19. A race that is being ‘run’ by amazing scientists around the world and cheered on by us all.
World immunisation week, organised by the World Health Organisation, aims to promote the use of vaccines to protect people of all ages against disease. Even without the current global situation in to which we have all been plunged, the role of vaccination and immunisation was always worth celebrating and promoting. But with vaccination against COVID 19 being our best shot at returning our disrupted worlds back to our own version of normal, it is perhaps even more vital that we raise awareness of the role of immunisation in protecting and promoting health. And, as we wait and hope, I want to take some time to look at something else – those diseases we are already able to prevent because we have vaccines already. Diseases such as measles.
Measles is deadly. COVID19 is reported to have an R value of around 2. That means, in a totally susceptible population, for every person who contracts the virus, they will infect 2 others. There are some great modelling images out there where you can visualise this. Measles on the other hand has an R value of somewhere around 14. So, in a totally susceptible population each individual that contracts measles will infect 14 other people. Imagine how quickly this disease spreads. There is a great article which has visual models of some disease spread here.
It is not just the infectivity that is different. It is also the death rate. Simplifying work that is ongoing in this area, it has been reported that COVID19 has a death rate of somewhere around 0.66 % in the general public. This means that for every 200 people infected, approximately 1 will die. In the 1920s approximately 30 % of measles cases were fatal. This means that for every 200 people infected, 60 would die. With improved healthcare and the advent of the measles vaccine this dropped to 0.5 % in developed countries, putting it just slightly lower than the reported COVID19 fatality rate.
Those two paragraphs simply
translated mean COVID19 spreads reasonably well and kills some people, measles
spreads much more rapidly and kills many more.
This is not to lessen the impact of COVID19 related deaths, not at
all. The whole thing makes for gruesome
and tragic watching/reading. Each death
will be associated with immeasurable pain and suffering for those left behind
but I ask you to consider how much worse this already awful situation could
The reason we don’t see such huge numbers of deaths for measles as we are for COVID19 is because the world is not totally susceptible to measles. For a long time measles vaccine coverage was high keeping transmission rates low. As vaccine hesitancy has risen, the uptake of the vaccine has fallen. We cannot and should not sit back and let deadly diseases such as measles re-emerge. It is all of our responsibility to ensure we do everything we can to promote immunisation.
Measles is a deadly, vaccine preventable disease. By ensuring you are vaccinated, if you can be, you are helping to reduce transmission, protect the vulnerable and prevent needless deaths.
A blog written by student Max Clarkson (BSc Hons Pharmaceutical Science, Level 6)
Staffordshire University’s Biological Sciences students have just returned from one of Turkey’s largest cities, Istanbul – a city that embodies the country’s complex history and rich culture. In addition to the many tourist attractions within Istanbul (including the Blue Mosque, the Grand Bazaar, and Roman architecture), the city demonstrates well developed systems for healthcare and scientific research. Staffordshire University’s students visited Istinye University, a diverse institution, conducting research into complex topics such as artificial intelligence, stem cell technology, and virology.
Upon arrival to Istinye University (after a scenic, and luckily rather straightforward tram ride) we received a warm welcome from Asst. Prof. Zehra Aydin and her colleges who were very eager to show us around the University’s Topkapi campus.
Students were also given the opportunity to visit various other facilities within Istinye, including: the tissue typing laboratory, the molecular biology laboratory, the cancer research laboratory, the CRISPR and gene editing laboratory and the infectious agent research laboratory. The investment and passion demonstrated towards the resolution of some of the biggest issues we face in the 21st century is enormous – we were quite envious of Istinye’s high-tech equipment!
The next day, Staffordshire students were welcomed behind the scenes of Istinye University Liv Hospital Bahçeşehir and Liv Hospital Ulus. We were very impressed with the relaxed environment and quality of care provided within each hospital – some students were even able to witness this first-hand during a live brain surgery! A surreal representation of what we can achieve together as scientists. Staffordshire students and Staffordshire University’s Dr Ahmad Haidery were also very keen to discuss the stem cell treatments being performed at Istinye University Hospital.
We had the opportunity to show off our biological knowledge to Prof. Engin Ulukaya – the Dean of Istinye’s Faculty of Health Sciences.
Level 6 Staffordshire University student Uzair presented some of his research on the bacteriophage virus; discussing the potential healthcare applications. Additionally, we had fantastic conversations with researchers at Istinye that are using nano-formulations with novel chemotherapeutics to target cancer cells.
After touring some very impressive facilities we got the
opportunity to explore some of the marvels of Istanbul, and eat some great
Turkish food, obviously.
The visit to Istinye University is one we will never forget, it has been the experience of a lifetime, we cannot wait to return!
During the summer break we saw the arrival of a lone, quiet, little bear at Staffordshire University’s Biological and Biomedical Sciences department. This unexpected mysterious, arrival had no name, no identification, but a lot of curiosity for all things science and eager to gain some hands on experience. Being friendly scientists, and naturally curious ourselves, we welcomed this enthusiastic Ursine (scientific name of bears) to the department. Of course, every great scientist has to start somewhere and we’re more than happy to help them on their journey no matter the species. Our motto is ‘One Biology, One World, Endless Connections’ after all!
Firstly, we needed to enrol our new researcher into the department and for that our little bear colleague needed a name. The Ursine scientist asked if we could pick a name, but picking just one name proved difficult. We decided the best thing to do would be to put the suggested names into a poll for the public to vote. After some time, the votes were counted and there was a very clear winning name. Our excitement grew as we could finally enrol our furry friend but we wanted to get permission from the person whose name we would be using a version of. We know this seems strange but bear with us it’ll all make sense soon.
A letter was written and sent in the post while we all eagerly awaited the response, which we didn’t have to wait long for!
science bear couldn’t wait to open (although clumsily) the letter to read the
good news! The sender who gave their permission you ask? Well that was none
other than the brilliant Sir David Attenborough himself! The winning name was
David AttenBear, which Sir David was very flattered our fuzzy friend would take
a version of his name.
We can now officially introduce our newest member of the Biological and Biomedical Sciences department, David AttenBear. After getting Sir David’s letter, David AttenBear was honoured as he knew of Sir David’s integral work in conservation and inspiring the next generation of scientist all over the world across the 67 years he has worked at the BBC. Now David AttenBear is enrolled he can begin to get his paws into some work experience. Over the coming months we have some exciting opportunities for AttenBear to get involved with and we’ve asked if he can keep us up to date with some blog entries of his own. We hope David will enjoy his stay with us at Staffs and the things we have lined up for him.
Not only to gain some experience of being a scientist but also getting to live the Staffordshire University values we hold dear. Keep an eye out for the upcoming blogs by David AttenBear on his scientific journey with us and you might even bump into our beary enthusiastic friend at a school, college or event near you. Be sure to say ‘Hi!’ and take a picture with David AttenBear and tag us in it @SUBioScience on Facebook, Twitter and Instagram or send an email to Victoria.McQuillan@staffs.ac.uk (Victoria’s helping David get his bearings with researcher life).
Having returned from the WCOL on Thursday, thought I would add two final blogs in regard to the Conference. This one relates to the keynote from Prof. George Siemans, who on Thursday morning delivered a very challenging and thought provoking presentation on the role, rise and concerns of digital technology and the inadequate response of higher education to that change.
The title of the paper was ‘Moving Beyond Happy, but not Hopeful: The role of higher education in meaning making in human and artificial cognition’ and the full paper can be located from the link below.
Here are some selections from the full paper.. well worth a read… for anyone interested in the digital future and the roles that universities might play in that.
We have two learner populations in the higher education system: the traditional 17-24 year old group, and the emerging lifelong adult learner group. We have failed both, but in different ways.
But let’s be realistic. We are giving our students what we wanted and needed for the world in which we grew up.
We have failed youth by creating an education system that supports existing power structures in society and does so in a most pernicious way: don’t go through us and you can’t get a job. Go through us and become conditioned to existing systems and, heavily in the USA but also in numerous other developed countries, you will be locked into years, decades or even a life debt. This is a failure of purpose. A failure of opportunity. A failure of meaning.
Another concern arises in that learning is a coherence forming process and networks are fragmentary. This fragmentation provides serendipity AND it produces knowledge frameworks that often don’t cohere. This results in an effect called the Illusion of Explanatory Depth. This is the appearance of understanding but on even slight questioning, it becomes apparent that the knowledge pieces don’t fit.
We are entering a post-learning era…… …Where what we know is less important than how we are connected for ongoing knowledge development. Where attributes of collaboration replace attributes of individual performance. And where sensemaking, meaning making, and wayfinding become primary knowledge activities
A post learning era is one where traditional learning is better performed, or exceeded, by technology and existing institutions are inadequate for the learning task needed.