Harriet Jones

Advancing the case for microbial conservation

The majority of the biomass and biodiversity of life on the Earth is accounted for by microbes. They play pivotal roles in biogeochemical cycles and harbour novel metabolites that have industrial uses. For these reasons the conservation of microbial ecosystems, communities and even specific taxa should be a high priority. We review the reasons for including microorganisms in conservation agenda. We discuss some of the complications in this endeavour, including the unresolved argument about whether microorganisms have intrinsic value, which influences some of the non-instrumental motivations for their conservation and, from a more pragmatic perspective, exactly what it is that we seek to conserve (microorganisms, their habitats or their gene pools). Despite complications, priorities can be defined for microbial conservation and we provide practical examples of such priorities.

Experiments on mixotrophic protists and catastrophic darkness

Catastrophically darkened photic zone conditions in water bodies are postulated to be induced by a diversity of mechanisms that are recorded in the geological record, including asteroid and comet impacts and large-scale volcanic eruptions. Giant wildfires, such as those that followed the great fires in Siberia in 1915, have been directly shown to cause large reductions in sunlight penetrating to the ground. Previous studies on the response of phototrophs to sudden prolonged darkness have focused on the survival of axenic strains. In this paper, we describe laboratory experiments to investigate the survival and growth of isolated and mixed cultures of freshwater and marine mixotrophs after 6 months of darkness and in the low light that would follow these events. Mixotrophs could survive 6 months of darkness. Some species used dissolved organic carbon, which can be released from dead biomass after loss of light and was shown to improve feeding rates. Mixotrophs also improved the survival and subsequent growth of obligate phototrophs at low light levels when grown in mixed cultures. The ability of mixotrophs to switch from photosynthesis to heterotrophy following sudden darkening would not only allow them to survive but to grow and contribute to active food chains. The experiments suggest that, following the return of light, resumption of photosynthesis can be rapid. These experiments improve our understanding of the collapse of photosynthesis following catastrophic darkening and emphasize the important role of mixotrophy in the resilience of the photosynthetic biosphere during such periods. We speculate on the implications for the Cretaceous-Tertiary impact event and periods of global freezing.

Indications of knowledge retention in the transition to higher education

First year undergraduate courses in higher education tend to be designed based on assumptions of students’ prior knowledge. Almost 600 undergraduates at five UK universities, studying biological sciences, were given an MCQ test in their first week at university, based on biology A-level (pre-university examination) core criteria. Results demonstrated low-level retention of basic concepts. There was variation between subject area and examination board and an inverse correlation between MCQ score and time since taking A-levels. By discovering what students remember from their pre-university learning, undergraduate courses can be designed to be more student-focused and so develop a deeper-learning teaching strategy. The results also suggest that, if A-levels are to be redesigned to enhance their impact for students entering higher education, creating programmes which encourage retention of key concepts should be a key factor to consider.

Exploring students? Initial reactions to the feedback they receive on coursework

Abstract Understanding students’ reactions to their feedback to coursework is crucial in being able to deliver feedback which motivates them and helps them to do better. This study focused on undergraduate bioscience students on a variety of degree programmes, at three UK universities, across all years. A questionnaire was completed by students when first reading their feedback, thereby accessing their initial reactions to the comments they received. Focus groups assisted in the analysis of these initial reactions and also enabled discussion on how the students felt about their feedback. Our findings suggest that, although many students value feedback irrespective of their emotional response to it, others are clearly motivated or de-motivated by specific factors within the feedback that they receive. We suggest that this initial emotional reaction is fundamental to the student’s subsequent engagement with feedback, and that feedback that immediately de-motivates a student is likely to be of very limited value to the ongoing learning process. Recommendations to improve feedback include the need to offer positive, constructive comments, meaningful annotations and comments which justify the given mark.

Biology-specific vocabulary: students’ understanding and lecturers’ expectations of student understanding

Abstract The current A-level biology curriculum includes a broad coverage of all the biosciences which demands knowledge of a wide range of biological vocabulary. Students (n = 184) from two UK universities were presented with a list of vocabulary, associated with a ‘Revise Biology’ text which highlighted key terms that students should know. Lecturers (n = 26) were asked which of these terms they expected students to know, or be aware of. Findings revealed that students’ claimed knowledge of vocabulary exceeded lecturer expectations. In addition, there were a number of terms which students did not understand and lecturers did not expect them to know, which could be removed from A-level biology courses. This is discussed in relation to whether A-level curricula need to be so content heavy and whether lecturers would benefit from knowing more about their students’ knowledge of discipline-specific terms.

Unexpected benefits of pre-university skills training for A-level students

Abstract First-year undergraduates can find the transition from the prescriptive learning environment at school to one of self-directed learning at university, a considerable challenge. A Pre-university Skills Course (PSC) was developed to address this issue by preparing sixth formers for the university learning style. It was piloted with students in the year prior to A-level examinations at a selective state-funded school in East Anglia. The present paper examines the effect of the course on the students’ A-level tariff. Chi-squared analysis of A-level grades of students with comparable GCSE results, indicate that students who undertook the PSC performed significantly better in their A-level results than those who did not. These data demonstrate how skills training might improve A-level performance and assist in the transition to university.

Perceptions of university assessment and feedback among post-16 school pupils

Abstract The transition between school and university can be problematic for students. Understanding students’ expectations about the system they are entering is crucial in effecting a smooth transition. The school system involves small classes, often with teachers who know their students well. In contrast, university involves large class sizes and a degree of anonymity for the student. In the UK, National Student Survey responses for universities show that students are generally less happy about feedback relative to most other issues. The current study investigates school students’ expectations about assessment and feedback practices at university. Students were surveyed across Great Britain in 2006 and 2013. There were some significantly different responses from students between the two years of study in how coursework would be handled, but there were also many areas of consistency, demonstrating a clear pattern of expectation. For example, in both years of study 80% of students expected personal verbal feedback on their university assignments. This study discusses how student expectations may be based on their school experiences, rather than considering the reality of the university system they are entering. Misconceptions may be affecting students’ responses to surveys on assessment and feedback.