About this book
The only text to focus on study and communication skills specifically for bioscience students, helping them get the most out of their degree, and develop the skills and experience that will make them more employable after graduation.
Written in an encouraging manner using biological examples, this book assists students as they transition to university studies and progress to employment. Readers are guided towards a greater understanding of what they need to do to make the most of resources available, how to approach assessment in a way that recognises what they need to achieve, and how to reflect on their progress to maximise employability.
Key features:
- Written by two award-winning bioscience teachers and a career development specialist with a background in bioscience to offer expert guidance throughout.
- A particular emphasis on foundational skills that really make a difference to students: 'managing your time well', 'thinking critically', and 'developing yourself'.
- Biological examples throughout demonstrate the relevance of the skills being discussed to students' programme of study.
- The authors explain how to communicate ideas effectively across all required assessment formats, and how to prepare for and complete exams whilst maintaining wellbeing to help students succeed in their assessments.
- The flexible structure enables students to read the chapters in any order, tailoring their reading to the skills most relevant to them.
New to this edition:
- 'What I Wish I Knew Earlier' videos capture bioscience students reflecting on their university experience and sharing their key takeaways to help other students thrive.
- A fresh structure to the content, with new chapters including Chapter 5 'Getting yourself organised' and Chapter 12 'Key competencies: collaboration and critical thinking', which provide broader coverage and greater support than ever before.
- A discussion around the use of Generative AI in universities provides students with insights into the benefits and drawbacks of this new technology, with a focus on academic integrity and best practices.
- A greater focus on student wellbeing encourages students to balance their responsibilities in and outside of university.
Contents
Introduction Stage 1: Getting the most out of your course
1: The transition to higher education
2: Know your course
3: Making the most out of taught sessions
4: What to do outside of taught sessions
Stage 2: Navigating assessment at university
5: Getting yourself organised
6: Exams
7: Preparing for coursework assignments
8: Creating written coursework
9: Researching your coursework topic
10: Developing visual and oral presentation skills
11: Revising drafts and finishing touches
12: Key competencies: collaboration and critical thinking
Stage 3: Preparing for your future
13: Making the most of feedback
14: Making yourself employable
Customer Reviews
Biography
Stuart Johnson is the Director of Careers and Skills at the University of Bristol. He graduated in Biological Sciences from the University of Leicester and then held various learning and development roles in charities and the NHS. He returned to the University of Leicester as an academic skills specialist, working predominantly with health and life sciences, before becoming Deputy Director of the Careers Service there. He now leads the careers service at the University of Bristol and has pioneered the Bristol Skills Profile, working with students, staff, and employers to ensure all graduates have the skills required for the changing labour market.
Jon Scott is a higher education consultant and Emeritus Professor of Bioscience Education at the University of Leicester, where he was Pro-Vice-Chancellor for Student Experience. He graduated as a biologist from the University of Durham, specialising in neuroscience. His research was into sensory feedback in the control of movement. He taught physiology to medical and bioscience students and became increasingly involved in developing practice in learning and teaching, publishing on assessment and feedback, academic integrity, and belonging and retention. He is a Fellow of the Royal Society of Biology, a Principal Fellow of Advance HE, was the UK Bioscience Teacher of the Year in 2011, and won a National Teaching Fellowship in 2012. He currently works with a range of universities in the UK and internationally.
Dominic Henri is a National Teaching Fellow (2021) and a previous winner of the Royal Society of Biology's Higher Education Bioscience Teacher of the Year award (2018). He has taught on many undergraduate and postgraduate bioscience programmes at the University of Hull since 2014 and led the transformation of biosciences provision, but particularly assessment, as the Director of Studies between 2018 and 2022. He is responsible for teaching topics across animal behaviour, ecology, entomology, conservation, and sustainability, which align with his broad academic background. Originally, he completed a BSc in Ecology, Evolution, and Behaviour and an MSc in Lichen Physiology at Durham University, before attaining a PhD in Insect Population Ecology and Sustainable Agriculture at the University of Exeter. However, his primary research covers the enhancement of teaching and assessment in higher education, with a particular focus on building student confidence and maximising graduate employability.
