1. education

Cover Sheet for Proposals
(All sections must be completed)
e-Learning Programme
Name of Call Area Bidding For (tick ONE only):
Call I: Transforming Curriculum Delivery Through Technology (JISC funded)
X
Call I: Transforming Curriculum Delivery Through Technology (Becta funded)
Call II: Assessment demonstrators
Call III: Course description and discovery
Name of Lead Institution:
University of Bristol
eBioLabs A personalised virtual environment to support
laboratory-based bioscience.
Department of Biochemistry, University of Bristol
Name(s) of Project Partner(s):
Department of Chemistry, University of Bristol
Learning Science Ltd
Full Contact Details for Primary Contact:
Name: Dr Gus Cameron
Position: Research Fellow
Email: [email protected]
Address: Department of Biochemistry, University Walk, University of Bristol, Bristol, BS8 1TD
Tel: 0117 331 2139 Fax: 0117 331 2168
Name of Proposed Project:
Length of Project:
24 months
Project Start Date:
October 2008
Total Funding Requested from JISC:
Project End Date:
September 2010
£199,439
Funding Broken Down over Financial Years (April - March):
April 08 – March 09
April 09 – March 10
£45,705
£99,720
Total Institutional Contributions:
April 10 – March 11
£54,015
£161,134
Outline Project Description
This project aims to transform the delivery of laboratory-based courses in the biosciences by
deploying and evaluating a personalised learning space. Today’s larger and more diverse learner
cohort coupled with the decreasing unit of resource has tended to make laboratory sessions more
facile and “cookbook”-like so it is no surprise that learners say that practical classes are long, boring
and tedious and are one of the least popular parts of the curriculum. It is the aim of this project to
transform the delivery of laboratory-based courses and realise their potential to be some of the most
active, discovery-led sessions learners encounter in their university careers.
eBioLabs will achieve this by building on the experience and expertise gained by the AIMS and
ChemLabS CETLs to provide learners with tools that allow them to interact with and contextualise
the tasks to be accomplished within a multilayered virtual environment. As well as possessing an
electronic assessment functionality, the environment will contain an individualised repository for
learners to record and reflect on their achievements, as well as tools to allow learners to interact
with each other and with their instructors. This rich functionality will facilitate the redefinition of
laboratory classes from sessions where learners are passive consumers to ones where they can
interact more positively with the subject material, each other and staff.
I have looked at the example FOI form at Appendix B and
YES
included an FOI form in the attached bid (Tick Box)
I have read the Circular and associated Terms and Conditions
YES
of Grant at Appendix D (Tick Box)
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
Withheld Information Form
We would like JISC to consider withholding the following sections or paragraphs from disclosure, should
the contents of this proposal be requested under the Freedom of Information Act, or if we are successful in
our bid for funding and our project proposal is made available on JISC’s website.
We acknowledge that the FOI Withheld Information Form is of indicative value only and that JISC may
nevertheless be obliged to disclose this information in accordance with the requirements of the Act. We
acknowledge that the final decision on disclosure rests with JISC.
Section / Paragraph No.
Relevant exemption from
disclosure under FOI
Justification
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
1. Fit to programme objectives and overall value to the wider community.
1.1. Introduction. The learning aims and objectives of laboratory sessions in any discipline include
instilling the skills required to work safely and confidently in the laboratory and gaining experience in how to
use a specific piece of equipment and/or how to carry out a specific technique. These sessions are
intended to illustrate and supplement material delivered in a lecture, tutorial or workshop where there are
manual skills that cannot be acquired without hands-on practice. As well as being vital tools for subjectspecific areas of the curriculum, laboratory sessions help to teach “softer” skills such as teamwork,
communication and time management. Laboratory sessions are a time when learners and staff can
interact in a less formal environment and act as catalysts for group cohesion.
1.1.1. Although development of the curricula is an ongoing process the essential laboratory skills required
in the biosciences have changed little over the last twenty years and are not expected to change radically
in the near future. The same cannot be said of learners. Today’s cohort is more diverse and has greater
expectations than ever before and the laboratory curriculum must reflect this. So it is worrying to report
that one of the biggest challenges facing university-level educators is how to efficiently deliver laboratorybased courses to an increasingly diverse student body.
1.1.2. Learners entering degree-level bioscience courses today come from a wide variety of backgrounds
and experiences and not all have had access to the appropriate resources or opportunities required to
equip them for effective learning in the laboratory. This is especially apparent in the biosciences where the
cost/benefit ratio of teaching laboratory-based skills has been brought into sharp focus by the change in the
set of skills required by graduates, large numbers of who leave the biosciences on graduation, coupled with
the decreasing unit of resource available for each student1. Learners entering HE today have a wider
range of knowledge, skills, motivations and aspirations than was previously the case and this, coupled to
the reduced experience of practical work in school, may contribute to year 1 students being ill-prepared for
the experience of practical sessions at university2,3. As a result of these factors the amount and type of
laboratory work carried out and the engagement of learners with practical work has been identified as one
of the key issues in teaching bioscience courses4; it is widely recognised that far too many students engage
in passive learning behaviour during what should be some of the most active, interesting and discovery-led
sessions in their university careers.
1.1.3. The aim of this project is to enhance the learning experience by making the learning outcomes of
laboratory sessions more explicit, more relevant, and by reducing the “cook book” approach to practical
work that the decreasing student/staff ratio has encouraged. We will achieve this by changing the delivery
to include a personalised learning space that will allow instructors and learners to interact with the subject
matter and each other in a deeper and more productive manner than is currently possible. The University
of Bristol is uniquely positioned to accomplish this goal as we will be building on the experience of the
ChemLabS and AIMS CETLs both of which can show significant achievements in some of the areas
addressed here (www.chemlabs.bris.ac.uk/, www.bristol.ac.uk/cetl/aims/).
1.1.4. We intend to radically alter the assessment regime from the current system of pro-forma scripts
handed in by learners sometime after the end of the laboratory session to one where diagnostic, formative
and summative pre-laboratory assessment of the skills and knowledge required to succeed is an integral
part of the experience. These pre-laboratory learning opportunities will be made available to learners online via a personalised Moodle 2.0 based interface. This interface will allow the archiving and retrieval of
data by learners and staff and be used as an e-portfolio of laboratory experience. Sitting alongside these
learning assets will an on-line laboratory manual containing the contextualised information required by the
learner to succeed.
1.1.5. The on-line laboratory manual will contain information about the laboratory session (currently
delivered in printed booklet form) but will have the immense advantage of being dynamic, interactive and
searchable with contextual links to further information. Where appropriate the manual will include featurerich multimedia such as interactive animations and videos to illustrate skills and techniques so the learners
can arrive in the laboratory feeling confident about the task to be accomplished. In designing the manual
we will build upon know-how gained by the ChemLabS CETL which has developed and successfully
deployed something similar for the chemical sciences.
1.
Brown, C.A., Calvert, J., Charman, P., Newton, C., Wiles, K and Hughes, I.E. (2005) Skills and Knowledge needs among recent bioscience graduates – how
do our courses measure up? Bioscience Education electronic Journal volume 6, available at www.bioscience.heacademy.ac.uk/journal/vol6/beej-6-2.htm
2.
3.
Save British Science (2004) SBS Survey of Secondary School Science Teachers, available at www.savebritishscience.org.uk/documents/2004/SBS0401.pdf
Save British Science (2003) Skills and knowledge of students entering higher education.
4
The Higher Education Academy Centre for Bioscience (2008) HEA Biosciences Biochemistry Report.
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
1.1.6. In addition to pre-laboratory user-driven on-line assessments and post-session on-line submission
of work we aim to carry out short viva voce assessments in the laboratory. This procedure has two main
advantages over existing arrangements. Firstly as an assessment technique it is rich, individual and
accurate. It provides immediate feedback while being immune to plagiarism. Secondly the viva voce will
empower a second community of stakeholder, the postgraduate instructor or demonstrator.
1.1.7. Postgraduate instructors currently receive very little formal training and may feel little responsibility
towards the learners. We intend to challenge this by involving demonstrators more fundamentally in the
learning and discovery process and we will achieve this partly by making them responsible for named
learners. We will develop a demonstrator training course using material similar to that designed for the
undergraduate learners but extended into specific areas required for them to succeed as instructors and
assessors. Although our research indicates that simply making tutors responsible for direct and
individualised learner assessment encourages them to engage more deeply with the material and the
learners, the instructors will be required to complete the relevant course prior to the laboratory session.
Successful completion of the instructor course will contribute towards their postgraduate skills training
portfolio (http://staffdev.ilrt.bris.ac.uk/staffdevelopment/courses/directory/).
1.1.8. Prior to and during the laboratory session staff will be able to check the results of the pre-laboratory
assessments from a networked device to identify particular areas where learners are experiencing difficulty.
This will inform the instructors in real time of any remedial action required by the learner or learners. Of
particular note here are any issues of laboratory safety – these can now be identified before the start of the
session with obvious benefits. Learners may be inputting data acquired during the experiment directly into
their e-portfolio using devices located in the laboratory or may be recording data for input at a later date.
1.1.9. After the session has finished learners may take part in group activities such as the sharing of
results and preparation of reports. These activities will be facilitated by the Moodle-based system that will
take advantage of “e-learning 2.0” constructivist features to enable efficient peer-to-peer collaboration.
Learner created material will be placed into individual e-portfolios for on-line assessment by staff. This will
greatly assist in the reduction of the administrative burden placed on staff at present – in the School of
Medical Sciences alone we estimate that 20,000 individual pieces of student work per annum derive from
laboratory sessions. At present this work is marked and returned to the learners by hand with the almost
inevitable yet deeply unsatisfactory result that occasional pieces of work go missing.
1.1.10. Feedback will be delivered to the learners via their e-portfolios which will give them an opportunity
to respond and reflect at a time best suited to them. Results of the assessment and learner reflections will
be immediately available to staff which will allow them to engage in high level analysis of the outcomes of
the laboratory sessions in a way barely possible at present due to the difficulties inherent in collating
handwritten feedback from multiple instructors.
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
1.1.11 Flow chart / timeline.
4. Learner uses
eBioLabs to revisit areas
causing difficulty.
5. Learner uses
eBioLabs to
communicate with
peers and plan
session.
3. Learner checks
knowledge and skills using
diagnostic selfassessments.
2. Learner logs into
eBioLabs and uses the
material to research the
upcoming laboratory
session.
7. Instructor check
results of pre-lab
assessments before
and/or during the lab
session.
Pre-Lab
6. Learner enters lab
session with confidence
having assessed their
knowledge and skills.
In-Lab
8. Instructor
identifies learners
having problems
with the material and
takes remedial
action.
9. Learner uploads
experimental results into
their e-portfolio during
and after the lab session.
1. Curriculum design and
implementation team place
background material and
assessments into eBioLabs.
13. Senior instructor
engages in high level
analysis using data export
tools within eBioLabs.
Modifications are made to
the curriculum as
necessary.
10. Learners use eBioLabs to
share data and analyse
experimental results.
Post-Lab
11. Learner completes
the laboratory report
and emails their
personal instructor.
12. Instructor logs
on to the e-portfolio,
assesses the work
and leaves
feedback.
1.2. Community Value. It is our firm belief, backed up by published reports5 and conversations with
colleagues from academia and industry that our problem is not unique to Bristol and that the solutions that
we propose have value to any course that is reliant on laboratory or field work. The technological and
procedural systems that we will develop, deploy and evaluate during this project will be transferable to
many courses, not just within Bristol and not just within the Biosciences. Colleagues from areas as diverse
as engineering and modern languages have stated to us that our approach could be used to improve parts
of their curricula. For example colleagues have reported that learners are often underprepared for modern
language workshops. It is possible to see how placing material required for the tasks within an eBioLabslike framework would allow the learners to more easily research the subject matter, test their skills prior to
the workshop and record their findings afterward for on-line assessment.
1.2.1 The immediate scope of this proposal is to deliver between four and six laboratory sessions in
biochemistry to a cohort of around 230 year 1 students and 18 instructors. Once we have the initial results
of our evaluation (early in 2010, see Workplan) we will be in a position to consider extending the scope in
other directions. We have various plans - expanded upon later in this document – that will ensure we
maximise the appeal of our approach and ensure sustainability. But please note especially the attached
letter of support from the HEA Centre for Bioscience Subject Centre endorsing our bid and seeking to
extend our approach to all of the 26 disciplines they support.
1.2.2. An important yet under-recognised feature of laboratory sessions is the opportunity they provide for
social interactions. Not only do they enable the community of learners to interact constructively with each
other, they also provide a rare chance for year 1 learners to interact with members of staff in a relatively
informal setting. These interactions can have major benefits in terms of peer-to-peer learning and group
cohesion and is something that we intend to formally recognise and encourage. We will do this partly by
assigning each learner a personal named instructor but also by designing collaborative working, assisted
by the technology, into the curriculum.
5
1. Brown CA et al, Bioscience Education eJournal, 6-2, 2005.
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
2. Workplan
10-8
Q1
1-09
Q2
4-09
Q3
7-09
Q4
10-09
Q5
1-10
Q6
4-10
Q7
7-10
Q8
Review of current practice
Understand and define challenge
Plan curriculum delivery
Management group meetings
Web presence
System development / support
Pilot new practice
Staff training
Project goes "live" to learners
Evaluation
Dissemination
Embedding / sustainability
Progress report
2.1. Planning. The first three months of the project will include a review of current practice and activities
to help us understand and define the challenge. During this we will identify the skills and techniques that
are currently taught and which of these will most benefit from delivery using an interactive laboratory
manual and which are better learned using more traditional methods. We will continue this process until
we have identified the learning assets required for between four and six three-hour laboratory sessions.
During this process we will lean heavily on our experience gained running the large-scale e-learning
activities pioneered by the AIMS and ChemLabS CETLs (www.bristol.ac.uk/cetl/aims,
www.chemlabs.bris.ac.uk).
2.1.1 The nine month process of planning the curriculum delivery will help to develop the timetable with IT
partners. During this time techniques will be trialled and decisions made about which methods of delivery
will be used (examples might be asynchronous activities such as learner-created wikis, instructor–created
static web pages, Flash animations, video etc or synchronous activities scheduled during the laboratory
session, or a mix of the two). More detailed plans of the development of the individual elements will be
drawn up, usually in the form of meetings of key staff to storyboard the information flow between learners
and learners and instructors. During this stage focus groups made up of learners, postgraduate instructors,
staff and other stakeholders will be formed to increase our understanding of the task. The management
group will contain experts from outside the curriculum area and Institution (see below) in order to maximise
the utility of the project to others.
2.2. Piloting New Practice. A single laboratory technique and associated pedagogical assets including a
statement of learning objectives, assessments (electronic and otherwise) and learner scenarios will be
developed, evaluated and reviewed by to the management group within the first six months of the project.
The pilots will then gradually increase in scale until the project goes live in October 2009. This process will
be invaluable in helping us assess our progress and will be vital in helping us to train instructors.
2.3. Web Development. Web development will commence immediately after the review phase. The
largest proportion of this work will be in the period leading up to October 2009 (when the project will ‘go
live’ with the students) but will continue in a minor way until the end of the project.
2.4. Full-Scale Trial. The project will go live in October 2009 to a cohort comprising 230 year 1
Biochemistry students and 18 instructors. eBioLabs will deliver between four and six three-hour laboratory
sessions between October and early 2010. By this stage the new course will contain material designed to
give the student the skills required to undertake the laboratory tasks with confidence. This will include online material germane to the session and tools, such as on-line diagnostic assessments, designed to help
instil learning alongside materials intended to help postgraduate instructors’ understand their duties and
responsibilities. Appropriate collaborative tools available in Moodle will be used and developed to support
reflective learning. For example, a likely scenario is the development of on-line collaborative activities for
learners to share and present data they have collected during the laboratory sessions. Systems would be
put in place to allow on-line feedback to be given to the learners and for them to respond and reflect on
their learning.
2.5. Management Group. The management group will oversee and guide the development of the
project. It will meet formally every quarter and will include scientists and e-learning experts, including
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
suitably qualified people from outside the University of Bristol to ensure the wide appeal of our approach is
maintained. See section 5.2.7 for details of membership.
2.6. Evaluation & Measure of Success. Evaluation will commence with the pilot and will continue
throughout the project, feeding back into the development process. Evaluation design will begin right at the
start and will draw from the model put forward by JISC (www.jisc.ac.uk/elearningeval). Learner-centric
measures of success will be evaluated against statements like, ‘An increased number of Bristol students
continue their education at PhD and masters levels as a result of inspirational laboratory courses’ (tangible)
or ‘we make biochemistry more fun and more relevant’. Where possible, tangible measures of success will
be sought but it is expected that many measures, such as the students’ attitude towards the laboratory, are
less tangible and evidence of success will be more anecdotal. By the end of the project we will have
developed between four and six new laboratory sessions and tested the system “live” on a cohort of around
230 Biochemistry students and 18 instructors. Thus one measure of success (from the instructor
viewpoint) will be whether we were able to successfully assess the outputs of between 920 and 1380
laboratory sessions in 230 individual e-portfolios. Successes will be measured in many ways, but our
ability to train staff in the new system and ensure a seamless transition from the current paper-based
system to an electronic one will be evaluated using interviews and focus groups and through forums such
as the staff Teaching Committee.
2.7. Risks.
Risk
Probability
(1-5)
2
Severity
(1-5)
3
Score
(P x S)
6
Technical
aspects too
complex.
Partnership fails
to work
effectively.
1
4
4
2
4
8
Timescales
2
4
8
Low learner
engagement
2
5
10
Low stakeholder
(non-learner)
engagement
2
5
10
Over ambition
3
2
6
Solution
becomes subject
or institution
specific
2
5
10
Staffing issues
Action to prevent and/or mitigate risk
Most key staff are already in post.
Expertise is widespread and replacements
are available if necessary.
Technology being used is well-understood
and similar to previous work. We will seek
appropriate and pragmatic solutions.
Effective project management techniques
will be used to ensure difficulties are
resolved and targets are met in a timely
manner.
The project will follow an iterative model to
ensure any problems are addressed at the
earliest opportunity. User functionality will
be the priority. However, the team’s track
record of meeting deadlines is excellent.
Effective consultancy at all stages of the
project. Close monitoring of material
delivery and staff training programme.
Effective consultation throughout the project
lifespan coupled to the resolute and
professional dissemination of a shared
vision.
This project will only tackle a limited and
defined area of the curriculum. The
management group will need to be aware of
the potential for scope creep.
Stakeholders from other subject areas and
institutions will be included on the
management team and consulted
throughout.
2.8. Indicative Deliverables.
• A reusable model for providing personalised, portable, flexible tools to assist with the delivery of
laboratory courses in biochemistry, but adaptable to other subject areas that are reliant on
laboratory or field work.
• Enhancements to Moodle to support this model.
• Reports and case studies detailing our findings
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
o
o
o
Evidence for whether this model provides a more engaged learner cohort with a better
understanding of practical science and skills that will help them develop as proactive
lifelong learners.
Evidence of tangible administrative benefits: a reduced administrative burden with fewer
marking and recording errors.
Postgraduate instructors with better developed transferable and interpersonal skills.
2.8. Time Commitment. This project engages with support services for ICT at the University level, though
the Education Support Unit and at Faculty level though the e-Learning Support Officer and also draws upon
more specific expertise from within the University. An appropriate proportion of staff time has been
allocated.
3. Engagement with the Community
3.1. Identification of and engagement with the community. We are committed to identifying and
engaging with key stakeholders and communities, including those in other subjects and institutions in order
to ensure the project’s long-term success.
3.1.1 We will spend the initial planning period of the project identifying key stakeholders and establishing
relationships with key partners in relevant areas. The size and importance of the problem we are tackling
does mean that we will engage stakeholders’ attention relatively easily. For example note the attached
letters of support from 1) Dr Snowden, Vice President at GSK, the largest pharmaceutical company in the
world and one of the largest employers of bioscience graduates in the UK, 2) Dr Adams, Head of the HEA
Subject Centre for Bioscience and 3) students who have seen something of what we are attempting to do
following exposure to the ChemLabS CETL. As this project will go live in October 2009 we will have the
opportunity to fully evaluate the strengths and weaknesses of eBioLabs and produce a final system that
caters to the needs of various types of stakeholder.
3.1.2. The Departments of Chemistry and Biochemistry at the University of Bristol are committed to the
JISC Support and Synthesis project and will release staff at all levels to allow them to contribute 35 and 25
days to the project in years 1 and 2 respectively.
3.2. Dissemination. Dissemination will begin early in the lifespan of the project in order to inform
colleagues of the upcoming changes to the year 1 laboratory course. Internally this will be through
awareness and training events at Departmental, Faculty and University level. To engage with the wider
community we will draw upon the outreach experience of the AIMS and ChemLabS CETLs, using media
such as newsletters and events organised by HEA Subject Centres, professional bodies such as the
Academy of Medical Sciences and conferences such as Alt-C. We will also produce publicity material for
distribution to colleagues both within and without the university but especially to departments at other
Universities with whom we have a good measure of influence. Interested parties will be driven to the
project website which will include a demonstration version of e-learning elements and pedagogical
approaches. The fact that this project will have a very tangible output that will be showcased in a highly
visible manner year after year will make dissemination easier. See section 3.1 for how we will identify key
stakeholders and communities.
3.3. Embedding and Sustainability. Sustainability means that changes to curriculum delivery must be
embedded into current practice and become a permanent change. We believe that the project as proposed
is consistent with this ideal as the tangible output of the project will be a self-contained delivery vehicle
requiring no further development. We fully expect that eBIoLabs will quickly become an integral and
indispensable part of the first year experience
3.3.2 The cost of maintaining and supporting the hardware and software is being met by the University of
Bristol. The School of Medical Sciences has made a commitment to e-learning that includes the creation of
a new permanent post that will support this project for the foreseeable future.
3.3.3. The changes we are proposing to postgraduate instructor training makes this community an
important stakeholder in eBioLabs and there is an increasing pressure from funders to provide evidence of
transferable skills in this group. We will investigate ways of matching these two observations in order to
extend the development of eBioLabs. We will also look into including learner-generated content, a practice
which is already being successfully piloted in the Department of Physics and at the Veterinary School at the
University of Bristol.
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
User
Community
Learners
Instructors
and staff
Initial Stakeholder Mapping
Need
Proof of concept of the flexibility of this approach.
Ease of integration.
Evidence that transferable skills are being learnt.
Quantifiable benefits.
To be enthused about the material.
A clear understanding of the experiments’ aims and objectives.
To maximise their study time before the experiment takes place.
A flexible and personalised ways to interact with the subject material.
To be challenged on their understanding.
Individual feedback, both from formative and summative assessment.
To be able to reflect on their achievements.
To develop transferable skills.
High quality information about learner achievement.
A stable, reliable and intuitive platform.
Responsiveness and flexibility
To “buy in” to the concept
Good training
3.4. Summary of Benefits of eBioLabs to the Lead Institution. Quantitative benefits include a
reduction of the administrative burden associated with assessing laboratory work; although the total
quantity of assessment will remain approximately the same, placing the work on-line will streamline the
process for staff. The opportunity to participate in the Synthesis project, attend conferences and meetings
is welcomed.
3.4.1 More qualitative benefits include increasing the number of learners who more fully achieve the
learning outcomes of the laboratory sessions which will allow subsequent learning to take place more
efficiently. There is also the opportunity to have a positive impact on laboratory safety and group cohesion.
We believe that synergy, kudos and partnerships will result from increased interactions with colleagues in
AIMS and ChemLabs as well as dissemination and outreach activities with the wider community. The
greatest beneficiaries of eBioLabs however, will be the learners and instructors passing through the
laboratories who will enjoy a greatly enhanced learning experience. It is for these reasons that the
institutional contributions have been set at 45% for this project.
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
4. Budget
Institutional contributions
are indicated in red
April 08March 09
April 09 March 10
April 10 –
March 11
TOTAL £
Total Directly Incurred Staff (A)
£22,462
£49,009
£26,546
£98,018
Non-Staff
April 08March 09
April 09 March 10
April 10 –
March 11
TOTAL £
Travel to conferences, focus
groups and JISC meetings.
Synthesis Project events.
£1,100
£2,400
£1,300
£4,800
Team laptop
£1,000
£0
£0
£1,000
Dedicated web servers and
software licences
£5,000
£0
£0
£5,000
Server support
£688
£1,500
£813
£3,000
Moodle 2.0 architecture and
design
£4,667
£8,000
£3,333
£16,000
Implementation
£5,500
£12,000
£6,500
£24,000
Content conversion and
development
£4,583
£10,000
£5,417
£20,000
Awareness raising and
training events x 6
£275
£600
£325
£1,200
Total Directly Incurred Non-Staff (B)
£22,813
£34,500
£17,688
£75,000
C. Directly Incurred Total (A+B=C)
£45,275
£83,509
£44,234
£173,018
Directly Allocated
April 08March 09
April 09 March 10
April 10 –
March 11
TOTAL £
£24,499
£53,453
£28,954
£106,906
Directly Incurred
Staff
Project Manager
Project officer
E-learning Officer
Project Consultant
Travel and expenses
Hardware/software
Consultancy (Learning Science)
Dissemination and evaluation
Staff
Management team time
Contribution to Synthesis project
Staff training time
Estates
Directly Allocated Total (D)
Indirect Costs
Indirect costs Total (E)
£80,649
Total Project Cost (C+D+E)
£82,631
£180,287
£97,655
£360,573
Amount Requested from JISC
£45,705
£99,720
£54,015
£199,439
Institutional Contributions
£36,927
£80,567
£43,640
£161,134
JISC
%
Partners
%
Total
%
55
45
100
Percentage Contributions over the
life of the project
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
5. Previous Experience
5.1. Scope of the project. The task involves transforming the delivery of techniques and skills currently
taught in bioscience laboratories onto an interactive e-learning platform. The scope is this project is to meet
the very diverse needs of the large student body in year 1 Biochemistry. This represents a small portion of
the bioscience laboratory curriculum and excludes, for example, explaining apparatus that is specific to a
particular piece of equipment to allow us to focus on generic skills.
5.1.1. The scale of the task is exceptionally well understood because key partners have developed similar
resources (AIMS and ChemLabs CETLs). The consortium can thus be confident that estimations regarding
staff time and web development are accurately realistic.
5.2. Key Staff. The team we have assembled includes practicing scientists who have decades of
experience teaching and practicing laboratory-based science (and who all have experience developing elearning material), and e-learning specialists who have the relevant technical expertise and scientific
background. The team have had previous experience in managing projects of this nature or larger.
5.2.1 Dr Gus Cameron (Research Fellow, Department of Biochemistry, University of Bristol). Gus
will be project coordinator. Before taking up his post at Bristol Dr Cameron taught a diverse learner cohort
at South Bank University for five years. This was in addition to spending three years teaching at a FE
college where he developed and delivered a highly successful and innovative Biochemistry course to
learners from non-traditional backgrounds. Dr Cameron has been intimately involved in course
management and curriculum redesigns and has an on-going commitment to widening participation. Dr
Cameron has recently held a faculty-wide e-learning role while still remaining active in his research
laboratory. Dr Cameron has years of experience as project manager of a multinational public-private drug
discovery project whose members spread across two countries and three sites. He can justifiably claim to
have an excellent understanding of the needs of the many types of stakeholders impacted by this project.
5.2.2. Dr Paul Wyatt (Director of Bristol ChemLabS). Paul will act as senior consultant on the
eBioLabs project. As well as being involved in laboratory design, IT hardware and laboratory infrastructure,
Paul’s major role has been in the educational design of the new labs. He chaired a Working Party which
considered the skills students needed, the experiments they needed to do, the timetable and the integration
of the different years, the new role of demonstrators and the modes of assessment. For the first time,
representatives from different Sections of the School literally sat round a table to discuss what was wanted
for the students’ laboratory experience in what was the most significant root-and-branch rethink of practical
laboratories that the School has ever undertaken. Dr Wyatt was responsible for the pedagogic shift that has
been made in the School of Chemistry This radical, integrated, rethink started with considering the skills the
students needed to have by the end of each year. The period when students think about the experiment
was reconsidered (to be before rather than after the lab) as was the period when students are assessed (to
be during rather than after the lab). These approaches now ensure that the student gets the most from the
lab and is assessed on the work they do rather than their ability to write up after the event.
5.2.3. Dr Tom Podesta (Teaching Laboratory Manager, School of Chemistry, University of Bristol).
Tom will coordinate the skills mapping required to convert the current laboratory curriculum into the
eBioLabs vision. Dr Podesta is an expert in the design and implementation of practical science classes
and an integral member of the ChemLabS CETL team. He was a key member of the working party
responsible for the recent redesign of the Bristol BSc Chemistry curriculum. As well as advising the group
on all aspects he was responsible for coordinating the output from the groups to produce a selection of
practical courses. He was involved in all aspect from writing the experiments, resourcing the equipment
through to training the demonstrators. He has also been deeply involved in the design and production of
electronic teaching material.
5.2.4. Suzi Wells (e-learning Support Office, Faculty of Science, University of Bristol). Suzi will bring
pedagolical e-learning expertise to the project. Suzi is the e-Learning Officer for the Faculty of Science at
the University of Bristol, a post she began in November 2006. Her work involves promoting and supporting
e-learning within the science faculty at Bristol. Before working at Bristol she was a consultant / project
manager at Futuate, a company specialising in the use of e-learning and web technologies. Her work at
Futurate included project management for clients including the Association for Learning Technology and
the South Yorkshire Passenger Transport Agency, being on the evaluation team for the JISC Distributed
eLearning Tools strand and usability consultancy for the Museums Libraries and Archive Council and the
Natural History Museum.
5.2.5. New Appointment (e-Learning Developer). A new position is being funded by the School of
Medical Sciences, University of Bristol, to help accelerate the development of e-learning projects. The
eBioLabs. A personalised virtual environment to support laboratory-based bioscience.
incumbent will spend 50% of their time on the eBioLabs project developing and delivering material and
mapping the present curriculum onto the eBioLabs vision.
5.2.6. Dr John Eastman (Learning Science Ltd). John will lead the technical design and implementation
of the system. John has previously worked with us on the ChemLabS CETL and has a background as a
research chemist and in e-learning systems development. John is an expert in the design and scripting of
Moodle-based e-learning systems.
5.2.7. Management Group. The Department of Biochemistry will be responsible for managing the
project. The management group will include Dr Pete Lund (Deputy Head of Academic Programmes,
School of Bioscience, University of Birmingham). Dr Gus Cameron (Project Coordinator, Biochemistry,
Bristol), Dr Paul Wyatt (Director of Bristol ChemLabS), Suzi Wells (e-Learning Support Officer, Science,
Bristol), Gill Clarke (Director of Education Support Unit, Bristol), Prof. Judy Harris (Professor of Medical
Science Education and co-director of AIMS CETL) and Dr John Davis (Academic Director of e-learning,
School of Engineering, Bristol). We believe that having a spread of people from differing academic areas
and locations will be a valuable evaluation and dissemination tool.
5.3. Previous successes. Central to the project is the experience gained by the two University of Bristol
CETLs, AIMS (http://www.bristol.ac.uk/cetl/aims/) and ChemLabS (http://www.chemlabs.bris.ac.uk/). The
projects pioneered by these two groups are inter-related and aim to deliver technological solutions to less
tractable problems in science education. AIMS has developed a virtual microscope to deliver histology
teaching and assessment online and runs a Mobile Teaching Unit to facilitate a range of outreach activities.
Their sophisticated Human Patient Simulators have allowed the vertical integration of pre-clinical and
clinical years. The ChemLabS project developed a prototype of the laboratory manual proposed here,
combining online content with new laboratory space to help transform the way students related to practical
work. The ChemLabS project is now in its third year and has expanded the manual to the second year
students, with the third year due to come online in October 2008. Senior staff from both CETLs will help to
manage eBioLabs.
5.4. Alignment with University objectives. The University is committed to excellence in teaching and is
explicit in its objectives. The University’s overall intention is to offer a rewarding student experience. It will
provide students with:
• An opportunity to engage with the latest thinking and research in their subject area
• Excellent and creative teachers
• A stimulating and supportive environment in which to learn
5.4.1 The Education Strategy includes key objectives and two particular examples relevant to this project
are:
• To build on good practice in learning, teaching and assessment, and related administrations, in a
co-ordinated way that supports quality and efficiency
• To respond to student needs in all aspects of university life and to ensure students’ views, and also
the views of those who deliver the teaching, are taken into account in academic, social and cultural
matters
5.4.2. Of particular relevance is the University’s e-Learning Strategy. All the fundamental principles in this
strategy are congruent with the proposed project:
• Delivering student-centred teaching and supporting student learning
• Implementing appropriate and sustainable us of e-Learning in an integrated, blended educational
framework
• Ensuring effective and efficient formative and summative assessment.
• Ensuring that our students are regularly updated on their own learning progress and that teaching
is informed by student feedback
• Encouraging self-directed learning and peer-support
• Being sufficiently flexible to suit the needs of a diverse student population
5.4.3. Additionally, several objectives for delivering the above principles are aligned with the proposed
project:
• Enabling academic staff to take the lead in embedding e-learning in our teaching and learning
• Providing high quality, appropriate e-Learning tools and resources
• Ensuring e-learning is accessible to all students whatever their individual circumstances
5.4.4. Relevant projects and initiative. The university is currently rebuilding the Faculty library to include
more social learning space with improved group learning and IT facilities. This project will provide
learners with ideal spaces in which to interact with the pre- and post laboratory material. The
faculty has also agreed to appoint a full time e-learning specialist who will spend 50% of his/her
time working on the eBioLabs project.
JISC,
Northavon House,
Coldharbour Lane,
Bristol,
BS16 1QD
31 July 2008
Professor Avril Waterman-Pearson
PhD, BVSc, FRCVS, DVA, DiplECVA, MRCA
Pro Vice-Chancellor
Senate House
Tyndall Avenue
Bristol BS8 1TH
T +44 (0)117 331 7089
F +44 (0)117 930 4263
[email protected]
www.bristol.ac.uk
Our Ref:
AWP/gc
To whom it may concern
eBioLabs: a personalised virtual environment to support laboratory-based bioscience
This proposal has the University’s full and formal support. It builds on innovative development in
one of the University’s two Centres for Excellence in Teaching and Learning (CETLs) by
extending a new way of teaching practical laboratory science to the biosciences. The proposal
meets our criteria for dissemination and sustainability of the Bristol CETLs, which include
communicating outcomes and outputs internally and externally, and taking inter- and multidisciplinary approaches to sharing effective practice wherever possible.
The Dynamic Laboratory Model (DLM) developed in the ChemLabS CETL is already improving
student learning, both at undergraduate and A level (an A level version of the DLM designed to
meet needs of all the A level exam boards in England is already available to schools). Early
evaluations of the effectiveness of the DLM for students in laboratories show both better
academic achievement and increased enjoyment of learning.
The University welcomes this opportunity to secure external, matched funding that will enable
transfer of knowledge and through DLM model to other laboratory-based programmes and plans
further dissemination, eventually leading to wide use of the DLM across all STEM subjects.
Yours sincerely
Professor Avril Waterman-Pearson
Pro Vice-Chancellor
Room 9.15 Worsley Building • University of Leeds • Leeds LS2 9JT
Tel: 0113 343 3001 • Fax: 0113 343 5894 • Email: [email protected]
JISC,
Northavon House,
Coldharbour Lane,
Bristol,
BS16 1QD
28th July, 2008
TO WHOM IT MAY CONCERN
A personalised virtual environment to support laboratory-based bioscience
The Centre for Bioscience strongly supports the bid by Dr Cameron and colleagues to develop a
dynamic laboratory manual for biochemists. Recently, the Centre for Bioscience, along with
AstraZeneca and BBSRC, organized a workshop on the theme of First Year Practicals in Bioscience
Programmes in Higher Education. During the workshop, members of the Bristol ChemLabS Centre
for Excellence in Teaching and Learning described their impressive on-line Dynamic Laboratory
manual for chemists. An excellent precedent for the proposed dynamic manual for biochemists has
therefore clearly been established in Bristol. Indeed the proposed manual will extend elements of
the ChemLabS approach by embracing new technologies and incorporating other interesting and
innovative approaches.
The Centre for Bioscience is keen to coordinate the development of the dynamic manual approach
for all of the 26 broad disciplines we support. The work undertaken by the Bristol team will prove
invaluable as a basis for future projects which should lead to a greatly enhanced learning experience
for students studying biosciences in UK higher education institutions.
Yours faithfully,
David J. Adams
Director, Centre for Bioscience
Supporting teaching in higher education to
improve student learning across the biosciences
www.bioscience.heacademy.ac.uk
Subject: Endorsement for your dynamic laboratory manual initiative
From: [email protected]
Date: Thu, 31 Jul 2008 09:13:00 +0100
To: [email protected]
Return-Path: <[email protected]>
Gus,
Hope this will help with your important initiative
It is vitally important that today's graduates emerge from University able to operate
confidently and safely in the modern laboratory. With this in mind I am writing to
express my strong support for the development of an interactive and dynamic
laboratory manual in Biochemistry as proposed by Dr Cameron and colleagues. The
approach suggested will provide an excellent resource for students and staff and one
that can be applied wherever practical laboratory skills need to be taught.
Kind Regards,
Dr Mike Snowden
Vice President, Screening & Compound Profiling GSK
External (0)1279 622812
Internal (7/8) 784 (Harlow) 2812
Mobile (07920) 568708
----------------------------------------------------------This e-mail was sent by GlaxoSmithKline Services Unlimited
(registered in England and Wales No. 1047315), which is a
member of the GlaxoSmithKline group of companies. The
registered address of GlaxoSmithKline Services Unlimited
is 980 Great West Road, Brentford, Middlesex TW8 9GS.
-----------------------------------------------------------
Subject: Grant
From: L Sheng <[email protected]>
Date: Tue, 29 Jul 2008 15:42:36 +0100
To: [email protected]
Return-Path: <[email protected]>
Received: from epo.bris.ac.uk ([unix socket]) by groucho (Cyrus v2.2.12) with LMTPA; Tue,
29 Jul 2008 15:42:36 +0100
Dear Gus,
Regarding the idea of changing the lab system for biochemistry first year students to a more
interactive one, I completely support it. First year lab is an important intermediate connecting
theories taught in lectures to practical work. Experimental techniques taught there are
invaluable for all biochemists. As a first year student I learnt a great deal from lab myself.
However, I felt that due to limited amount of stuffs/demonstrators and large number of
students, not many people would have gained as much attention as they would liked and
many still leave labs perplexed.
With the new system, pre-lab would give a feel on how students should do certain things so
students would walk in labs with more confidence. Also by explaining exclusively the lab
techniques online students would understand each step rather than just blindly follow
protocols. Further more, post-lab work can be all uniformed formatted making it easier for
marking as well as feedback. The current system of feedback is quite inefficient as works are
just piled all together on shelves and they can are easily lost - I was unable to find a few of my
lab work feed backs.
Your sincerely
Lili
---------------------L Sheng
[email protected]
Subject: 1st Year Labs feedback
From: L Hodgson <[email protected]>
Date: Tue, 29 Jul 2008 15:38:51 +0100
To: [email protected]
Return-Path:<[email protected]>
Received: from epo.bris.ac.uk ([unix socket]) by groucho (Cyrus v2.2.12) with LMTPA; Tue,
29 Jul 2008 15:38:51 +0100
Dear Gus,
First year labs were a useful introduction to Biochemistry work and practical's, however, I
personally think that the proposed new interactive system would be a big improvement.
A similar idea was used in our first year Chemistry labs. The online pre-lab work ensured that
you came to the practical knowing what you were going to be doing and generally more
confident about the work, and the post-lab online write up made life much easier for handing
in work.
If pre-lab work and online interactive tutorials were used before labs, then first year students
would come to labs feeling more confident and prepared, and this would therefore save a lot
of time, as the basic techniques and ideas will have already been explained online.
If this proposal is accepted, then in my opinion it can only be beneficial to first year students.
Best wishes
Lorna
---------------------L Hodgson
[email protected]
From: "Rosamund Ellis" <[email protected]>
Date: 29 July 2008 13:26:39 BST
To: "Paul Wyatt" <[email protected]>
Subject: Re: Letter of Support
Dear Dr Wyatt,
Here are some comments on the DLM:
I am currently a third year Chemistry student and have been using the DLM for the last two years. It has
made laboratory classes a lot more interesting and less daunting as it provides useful information to
help one prepare for the experiments beforehand. Previous to the DLM there was less pre-lab
preparation which meant it was easy to carry out an experiment without fully understanding why we
were performing certain steps.
The features of the DLM which I found most helpful were the interactive demonstrations in topics such
as how to carry out a recrystallisation or the theory behind IR spectroscopy. These boosted your
confidence in trying a new technique which meant you relied less on the demonstrators. There were
also introductions to each experiment and pre-lab quizzes which were a good way to make sure you
understood key points before starting the experiment.
Overall I found that the DLM was a very useful aid to my learning and improved my knowledge of lots of
laboratory techniques. I would recommend its introduction in other departments.
I hope this is useful, if there is anything else you'd like me to talk about then just let me know.
Best wishes,
Roz Ellis
JISC
Northavon House
Coldharbour Lane
Bristol
BS16 1QD
Professor Judy Harris
AIMS CETL Co-director
Department of Physiology &
Pharmacology
School of Medical Sciences
University Walk
BRISTOL BS8 1TD
Tel: +44 (0117) 331 2294
Fax: +44 (0)117 331 2288
[email protected]
31st July 2008
To Whom It May Concern
I am writing to express my strong support for the "Transforming Curriculum Delivery
Through Technology" project bid submitted by the University of Bristol. The
initiatives contained in the bid will provide considerable benefit to biosciences and
biomedical students in the area of laboratory teaching and learning, which is of
fundamental importance to all such degree programmes. The resources described
will complement many of the laboratory-based initiatives being developed within the
Applied and Integrated Medical Sciences (AIMS) Centre for Excellence in Teaching
and Learning (CETL), of which I am Co-director, and I am very pleased to have been
invited to join the eBioLabs Management Group should the bid be successful. The
two Bristol CETLs maintain close links and I have been impressed by the Dynamic
Laboratory Manual that has been developed by Bristol ChemLabS, and upon which
the eBioLabS project will be able to build. The present proposal has potential
benefits for students, not only in the Department of Biochemistry, but throughout the
Faculty of Medical and Veterinary Sciences and the Faculty of Medicine and
Dentistry, as well as the wider biosciences and biomedical community. I therefore
give this bid my unreserved support.
Yours faithfully,
Judy Harris
Head of Teaching, Physiology & Pharmacology
Co-director, AIMS CETL
Timothy Gallagher, Head of Department
Professor of Organic Chemistry
Chair, Board of Bristol ChemLabS CETL
School of Chemistry
Cantock’s Close
Bristol BS8 1TS
PA: Rosemary Currer
Email: [email protected]
Telephone: +44 (0)117 928 8158
Fax:
+44 (0)117 925 1295
[email protected]
Email:
Web: http://www.chm.bris.ac.uk/staff/tgallag.htm
30 July 2008
JISC
Northavon House
Coldharbour Lane
Bristol
BS16 1QD
Dear JISC
I am writing to confirm my full support for the "Transforming Curriculum Delivery Through
Technology" project that is aiming to develop a rich virtual environment to support laboratorybased teaching in the Department of Biochemistry.
The School of Chemistry has extensive experience in developing innovative e-learning methods
via Bristol ChemLabS, the only chemistry-focused HEFCE funded CETL in the UK. We are
actively working to disseminate the good practice that we are developing and it is important to us
that we are able to achieve our dissemination goals both within the University and beyond. This
current project offers us an excellent opportunity to share both good practice and the benefits that
students in the School of Chemistry have enjoyed through Bristol ChemLabS.
We are pleased that our expertise and the lessons we have learned in developing our online
teaching tools will be put to good use in this venture, and given the number of students passing
through the Biochemistry laboratories, we expect that the impact made by incorporating new and
innovative methods will be profound.
As well as delivering one of the School of Chemistry’s aims, this project fits well with the
University’s overarching e-Learning Strategy which is committed to, amongst other things,
providing high quality and appropriate e-learning tools and embedding e-learning into teaching
and learning. Bristol ChemLabS is by any measure an outstanding success and the opportunity
to learn and develop further the methods that we have developed must be seized.
Yours faithfully
Professor Timothy Gallagher
Grants and Policy Manager
JISC,
Northavon House,
Coldharbour Lane,
Bristol,
BS16 1QD
Professor Clive Orchard
Dean-elect
Faculty of Medical and Veterinary Sciences
School of Medical Sciences
University Walk
Bristol BS8 1TD
Tel (secretary): +44 (0)117 331 1437
Tel (direct line): +44 (0)117 331 2228
E-mail: [email protected]
28th July 2008
To Whom It May Concern
I am writing to provide the strongest possible support for the "Transforming Curriculum
Delivery Through Technology" project. The Faculty of Medical and Veterinary Sciences is
strongly committed to innovation in teaching and learning, as witnessed by its Centre for
Excellence in Teaching and Learning (CETL), which has provided several new platforms
for the provision of excellent teaching and learning, in addition to an active outreach
programme, and its active development of e-learning and assessment. The present proposal
will further benefit students, not only in the Department of Biochemistry, but throughout
this Faculty and the wider biosciences community. There is clearly a major need for this
resource, and I support it without reservation.
Yours faithfully,
Clive Orchard
Professor of Physiology
Dean-elect, Faculty of Medical and Veterinary Sciences
24th July 2008
Professor George Banting
Head of Department
Department of Biochemistry
School of Medical Sciences
University Walk
Bristol BS8 1TD
Tel:
Fax:
E-mail:
+44 (0)117 33 12164
+44 (0)117 33 12168
[email protected]
www.bristol.ac.uk/biochemistry/welcome.html
JISC,
Northavon House,
Coldharbour Lane,
Bristol,
BS16 1QD
Dear JISC
I write to express my extremely enthusiastic support for the submission and delivery of the
"Transforming Curriculum Delivery Through Technology" project. I believe that the outcomes of the
project will be of immense value not only to the thousands of learners who pass through our
teaching laboratories each year, but also, and more importantly, to the wider biosciences
community. There is clearly a major demand for this resource; it has my wholehearted support.
Yours sincerely
Professor George Banting
Professor of Molecular Cell Biology and
Head of Department of Biochemistry
Dr John P Davis
University of Bristol Academic Director of e-Learning
Education Support Unit
and
Reader in Engineering Systems
University of Bristol
Queens Building
University Walk
Bristol
BS8 1TR
Thursday, 14 March 2002
eBioLabs
The eBioLabs project is a very important pioneer for the transformation of the
delivery of laboratory based subjects. In a time of resource constraint, the efficient,
effective and economic use of laboratories has become a crucial issue. If this project
can demonstrate a sustainable approach to the use of labs which enhances the student
experience and improves utilisation it will be of great benefit across UK Higher
Education.
We have had an international leadership in this area. Visiting Erasmus students speak
glowingly of the opportunities they have here which are not available back home.
The BioLabs project is a way to sustain that position.
The proposal has the full support of the University – it has a direct fit with our
strategies in IT, Education and e-Learning. I will be personally supporting the
initiative because of its broad applications.
Yours sincerely,
Dr John P Davis
JISC
Northavon House
Coldharbour Lane
Bristol
BS16 1QD
Re: University of Bristol Biochemistry Dynamic Laboratory Manual
I am writing in support of the bid by the University of Bristol’s Biochemistry Department for
funds to develop the delivery of their laboratory based curriculum through the use of ICT.
The plans for transforming the student experience through the use of ICT systems to provide
pre-laboratory exercises, opportunities for learning and reflection, and peer-to-peer support
will raise the attainment and engagement of the student body in this important scientific
discipline.
Learning Science Ltd is committed to working with the department to put this in place and I
wish them every success in their bid.
Dr. John Eastman
Managing Director
Learning Science Ltd
University Gate East, Park Row, Bristol, BS1 5UB
Tel: +44 (0)117 9151272 Fax: +44 (0)117 9039001
Learning Science Ltd is incorporated and registered in England and Wales. Company number 6181843
Short C.V. Gus Cameron
Department of Biochemistry,
University of Bristol,
Bristol, UK, BS8 1TD
0117 331 2139
[email protected]
Professional Experience:
2005 Present
2001 –
2005
1999 –
2001
1997 1999
1996 1999
1993 1997
1991 1993
1988 –
1989
Research Fellow, University of Bristol, UK.
E-learning officer, School of Medical Science.
Course Director, BDS Dentistry.
Research into molecular chaperones.
Project Manager, Medicines for Malaria Venture, University of Bristol,
GSK and LSHTM.
Responsible for day-to-day running of a multinational public-private partnership with a
remit to use structure-based ligand design in the search for new anti-infectives. Up to
fifteen reportees at any one time. Personally responsible for the computational biology,
crystallography and enzymology teams, and the contact point and coordinator for the
medicinal chemistry, PK, ADMET and in vivo teams.
Postdoctoral Research Fellow, Louisiana State University Medical Centre,
New Orleans, USA.
Senior post-doc. Over ten original publications in two years. Collaborations with
industry (TPIMS) led to US patent. Extensive experience with KO mice colonies,
immunobiology and neuroscience.
Lecturer (Biochemistry), South Bank University, London
Promoted “from the floor”. Developed excellent communication skills within a
challenging position.
Course Director (Biochemistry) (p/t), Morley College, London.
Teaching post. Responsible for design, validation and delivery of a very successful
course that is still running today.
Research Assistant, South Bank University, London.
Industrial partnership with Russian biotech company characterising proteolytic enzymes
from the fishing industry.
Pilot Plant Manager, South Bank University, London.
Employed by SBU following completion of Bachelor’s degree to run a pilot plant
consisting of ten fermenters (up to 150 litres) and associated downstream processing
equipment.
Research Assistant, PHLS, CAMR, Porton Down, Wilts.
A years employment in the R&D section of the PHLS pilot plant producing cell pastes
and partially purified products such as insulin and human growth hormone.
Publications
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Cliff, MJ, Limpkin, C, Cameron, A, Burston, SG & Clarke, AR. The GroEL encapsulation
mechanism: elucidation of steps in the capture of a protein substrate. J Biol Chem. 2006
Uhlemann AC, Cameron A, Eckstein-Ludwig U, Fischbarg J, Iserovich P, Zuniga FA, East M, Lee
A, Brady L, Haynes RK, Krishna S. A single amino acid residue can determine the sensitivity of
SERCAs to artemisinins. Nat Struct Mol Biol. 2005 Jul;12(7):628-9.
Conners R, Schambach F, Read J, Cameron A, Sessions RB, Vivas L, Easton A, Croft SL, Brady
RL. Mapping the binding site for gossypol-like inhibitors of Plasmodium falciparum lactate
dehydrogenase. Mol Biochem Parasitol. 2005 Aug;142(2):137-48.
Cameron A, Read J, Tranter R, Winter VJ, Sessions RB, Brady RL, Vivas L, Easton A, Kendrick
H, Croft SL, Barros D, Lavandera JL, Martin JJ, Risco F, Garcia-Ochoa S, Gamo FJ, Sanz L, Leon
L, Ruiz JR, Gabarro R, Mallo A, Gomez de las Heras F.: Identification and activity of a series of
azole-based compounds with lactate dehydrogenase-directed anti-malarial activity, J Biol Chem.
2004, 279 (30):31429-39.
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Brady RL, Cameron A: Structure-based approaches to the development of novel anti-malarials.
Current Drug Targets: Protein Crystallography in Drug Design 2004 Feb;5(2):137-49.
Winter VJ, Cameron A, Tranter R, Sessions RB, Brady RL: Cloning, Crystallisation and Structure
Determination of Lactate Dehydrogenase from Plasmodium berghei. Mol Biochem Parasitol
2003, Sep;131(1):1-10..
Henrich S, Cameron A, Bourenkov GP, Kiefersauer R, Huber R, Lindberg I, Bode W, Than ME:
The crystal structure of the proprotein processing proteinase furin explains its stringent specificity.
Nat Struct Biol 2003, 10:520-526.
Cornwall GA, Cameron A, Lindberg I, Hardy DM, Cormier N, Hsia N: The cystatin-related
epididymal spermatogenic protein inhibits the serine protease prohormone convertase 2.
Endocrinology 2003, 144:901-908.
Cameron A, Apletalina EV, Lindberg I: The enzymology of PC1 and PC2. In The Enzymes
Volume XXII. Co- and Post-translational Proteolysis of Proteins, 3rd Edition. Edited by Dalbey R,
Sigman DS: Academic Press; 2002:291-328.
Sarac MS, Cameron A, Lindberg I: The furin inhibitor hexa-D-arginine blocks the activation of
Pseudomonas aeruginosa exotoxin A in vivo. Infect Immun 2002, 70:7136-7139.
Lindberg I, Cameron A, Appel J, Houghten RA: Inhibiting furin with polybasic peptides. US Patent
2001, 09906311.
Zachariah C, Cameron A, Lindberg I, Kao KJ, Beinfeld MC, Edison AS: Structural studies of a
neuropeptide precursor protein with an RGD proteolytic site. Biochemistry 2001, 40:8790-8799.
Sayah M, Fortenberry Y, Cameron A, Lindberg I: Tissue distribution and processing of proSAAS
by proprotein convertases. J Neurochem 2001, 76:1833-1841.
Cameron A, Fortenberry Y, Lindberg I: The SAAS granin exhibits structural and functional
homology to 7B2 and contains a highly potent hexapeptide inhibitor of PC1. FEBS Lett 2000,
473:135-138.
Muller L, Cameron A, Fortenberry Y, Apletalina EV, Lindberg I: Processing and sorting of the
prohormone convertase 2 propeptide. J Biol Chem 2000, 275:39213-39222.
Cameron A, Appel J, Houghten RA, Lindberg I: Polyarginines are potent furin inhibitors. J Biol
Chem 2000, 275:36741-36749.
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Curriculum Vitae
Personal Information
Name
Paul Jeffery WYATT
Nationality
British
Date of Birth
7th December 1968
Address
School of Chemistry
Cantock's Close, Bristol, BS8 1TS
e-Mail
[email protected]
Present Appointment
August 2007
University of Bristol
Reader in Teaching and Learning
August 2005
University of Bristol
Senior Lecturer in Chemistry
February 1996
University of Bristol
Lecturer in Chemistry
Previous Appointments
Jan 1995 to Jan 1996
Post Doctoral Research Fellow, University of Uppsala, Sweden
with Professor David Tanner
Nov1990 to July 1991
School Teacher, Bishop Wordsworth's School, Salisbury.
Teaching chemistry and physics to 11 to 18 year olds of a range of
abilities
Academic Qualifications
1991-1994
PhD in Organic Chemistry, University of Cambridge with Dr Stuart
Warren. Thesis title: 'Homochiral Phosphepin Oxides'
1987-1990
MA First Class Honours Degree in Natural Sciences (Part II in
Chemistry) Queens' College, Cambridge
1996-present day
Professional membership (MRSC) of the Royal Society of Chemistry
Awards
2004
Faculty of Science Teaching Award
2003
Clifford Wharton Prize for Excellence in Teaching from the School of
Chemistry
1995
Royal Society European Fellowship to work as a postdoctoral researcher
in Sweden.
1993
Elected to a Munro Scholarship.
Awarded by Queens’ College to
outstanding and promising research students in recognition and
anticipation of college teaching.
1990
College Prize and Elected to a Bachelor Scholarship
1989
College Prize, Subject Prize and Elected to a Foundation Scholarship
1988
Elected to a College Exhibition
1 of 3
Paul Wyatt, University of Bristol
Teaching
Undergraduate and taught postgraduate units in the last three years
I take part in demonstrating, tutorials or workshops at levels I, II and III. I supervise final year
undergraduate students (typically 2 per year) and Erasmus students undertaking research projects
(6 students to date) undertake a research project in my lab.
Current Lecture Courses
Level I
‘Structure and Reactivity in Organic Chemistry’
Level II
‘Difunctional Carbonyl Compounds’.
Postgraduate
‘Stereochemistry Workshop’. (3 x 2 hr sessions, 15 students) A mixed format of
OHP work, problems and discussion.
Major Teaching Responsibilities in Previous Years
Level II
I devised and wrote ‘Anions and monofunctional carbonyl compounds’.
Level IV
‘Stereoselective Synthesis’. Lectures feature a combination of the blackboard,
OHP and colour slides.
Innovatory Units
Level I
1A Laboratory
Level II
Masterclasses, Online PreWorkshops, General Question
Pastoral Care
I act as personal tutor to up to twelve chemistry undergraduates.
I have been the academic advisor to level III Students on Industrial Placements
Postgraduate Advising and Research Training
I have had nine postgraduate students graduate.
All my postgraduate students have found
employment immediately or gone onto postdoctoral positions. All my students have ultimately
produced a good thesis and two of these students were outstanding. The one student who did not
take a job in the chemical industry is now looking to return to chemistry. An important part of the
Graduate School in the School of Chemistry is the assessment of all postgraduate students
annually. I fully participate in this and interview students every year (typically 10 to 12).
Research
I have published 29 papers. I am the exclusive corresponding author on 11 of these papers and I
share the corresponding authorship on a further three papers. I have had 18 research grants worth
a total of £320 000. These include a DTI award and CASE awards from GlaxoWellcome, Merck,
Pfizer and AstraZeneca
8 Research Seminars given at Universities. 5 Research Seminars given in Industry.
External Examiner for PhD students 5 times
2 of 3
Paul Wyatt, University of Bristol
Administration and Management
Contributions to Departmental Groups in the University
Director of Bristol ChemLabS. In 2005 I was appointed Director of Bristol ChemLabS. This is a
multifaceted role. Although principally concerned with the educational content of the laboratories,
this role has included discussion and decisions with architects, builders and IT providers over
many details.
Director of Undergraduate Studies. In October 2003 I was appointed the Director of Undergraduate
Studies for the School of Chemistry. This is one of the major administrative responsibilities in the
School of Chemistry. The Director of Undergraduate Studies has a pivotal role in ensuring that the
content of all our courses is appropriate and that the quality of all aspects of our teaching is
maintained.
School of Chemistry Teaching Committee. Since 1998.
School of Chemistry Good Teaching Practices sub-committee
School of Chemistry 1A Laboratory Working Party. A party with several members of Teaching
Committee and others members of the School was assembled to consider the best way to conduct
first year and the feasibility of transforming three separate practical courses in the first year into
one united lab.
Level I Laboratory Course
Conference & Seminar Organiser (Oct 2000 to Dec 2004) I invited speakers and organised the
seminar programme for the Organic & Biological Section.
Professional Activities Outside the University
Lecture courses for the Society Chemical Industry. The course runs for three days and has about
45 participants from chemical companies all over Britain. Most of the participants are recently
appointed graduates. I have given this course 5 times.
Industrial lecture courses. I have given 25 industrial CPD courses to international pharmaceutical
companies. All these courses run for three consecutive days.
Offices held in learned societies. I am a member of the Royal Society of Chemistry and until
recently served on the Local Section Committee for the Bristol and District Local Section. The
main activity of the section is the organisation of public lectures and I have been involved in
organising those with practical demonstrations.
Academic Journal Refereeing. I referee for Angewandte Chemie, Chemical Communications,
Tetrahedron Asymmetry, Journal of Chemical Research, Chemistry – A European Journal,
European Journal of Organic Chemistry and New Journal of Chemistry.
Refereeing for Research Councils. I referee for the EPSRC and the Leverhulme Trust.
3 of 3
Suzanne Wells
Career History
November 2006 - present
eLearning Pathfinder for the Faculty of Science, University of Bristol
My duties include:
• Providing advice and support on the implementation of learning technologies and associated
pedagogical issues
• Being an expert user / administrator for a range of technologies including: Questionmark
Perception, Maple TA and Blackboard
• Providing coordination and project management on larger elearning initiatives
• Representing the views of the faculty at central meetings
• Liaising between individual departments and the University’s elearning support team on the
provision of training
March 2004 – September 2006
Consultant / Project Manager for Futurate (www.futurate.com)
My duties included:
• eLearning content development and implementation
• Project management and resource management across the web team
• Specification and requirements capture
• Usability and accessibility consultancy, including usability and accessibility testing and running
focus groups
• End user support and producing documentation
• Software and user acceptance testing for internal and external projects
• Evaluation of software development processes
• Report writing and presentation
• Preparing tenders and sales presentations
September 2003 – February 2004
Consultancy (fixed term) for the Community Media Association (www.commedia.org.uk)
My duties included:
• Evaluation of CMS options both for CMA and for its partners
• Report on online community spaces and how CMA might support its community using the
internet
• Information architecture for the CMA's site
• Preparing tenders and presentations
February 1999 – August 2003
Web Developer for OneWorld.net (www.oneworld.net)
My duties included:
• User requirements gathering, specification and information architecture
• Software development in: PHP, Cold Fusion, Ez Publish (CMS), PostgreSQL, MS SQL Server,
XML, JavaScript, DHTML, Java, MySQL, MS Access, RDF.
• Support, training, production of technical documentation and user manuals
• Project management including coordination of designers and developers from other
organisations
• Producing and editing content and advising others on writing for the web
November 1997 - February 1999
Intranet Developer and Project Consultant for Kenan Systems Corporation
My duties included:
• Managing and expanding the use of the company intranet
• User requirements gathering and application development
• Installing and trouble-shooting large database driven systems
Education
Cambridge University (1994-97). BA(hons) in Maths and Computer Science (2.2).
Reigate College (1992-94). Four A-levels (all grade A) in: Classics, Maths, Further Maths, and
Computer Science.
Sondes Place School (1988-92). Nine GCSE’s (grade A-B), including A's in English, Maths, Science
and French.
Dr. Tom Podesta
Full Name:
Thomas James Podesta
Email:
Address:
39, Kilmersdon Road
Haydon
Radstock
BA3 3QL
UK
Nationality:
British
Date of Birth: 11th December 1974
Telephone:
Mobile :
[email protected]
01761 438978
07815 734982
Employment History
August 2004 – Present:
Teaching Laboratory Manager, School of Chemistry, University of Bristol.
Responsibilities include:
• Academic laboratory teaching responsibilities focussing on provision of practical (laboratory-based)
teaching including course design, delivery and assessment.
• Part of the team responsible for developing and delivering the objectives of the HEFCE Centre for
Excellence in Teaching and Learning - Bristol ChemLabS.
• Within the area of taught laboratory-based practical chemistry, devising and implemention of innovative
teaching material and methodologies, updating and revising course components and materials as
necessary, monitoring (and responding to) academic progress of undergraduates across all years.
• Provision of training for postgraduate students involved in laboratory teaching (demonstrating) in the
School.
• Design of academically-oriented and laboratory based professional development courses
• Pastoral care of undergraduates.
• Academically-related administrative responsibilities within the School of Chemistry and Faculty
• School of Chemistry Examination Officer.
• Member of School of Chemistry Board of Examiners; Member of Faculty of Science Board of
Examiners (as School of Chemistry Examination Officer)
• Managing budgets for teaching laboratories, approximately £30K per year for the provision of
equipment, chemicals and consumables. Also responsible for managing Bristol ChemLabs project
budget of approximately £1.5M for the purchase of major and minor equipment for teaching laboratories.
• Responsibility for laboratory-related disciplinary issues (in conjunction with the School’s Progress
Officer)
April 2001 – July 2004:
Post-Doctoral Research Assistant, Structural Chemistry Group, School of
Chemistry, University of Bristol.
My post-doctoral project was been concerned with the synthesis and characterisation of hydrogen bonded
supramolecular networks, incorporating both transition and main group elements. This has involved the
synthesis and characterisation of both organic and inorganic salts. I took a lead in the management and
direction of the project, adding to synthetic and analytical skills acquired during my Ph.D. training.
Responsibilities include:
Organisation and management of resources for, and day to day supervision of
the research group. Carrying out background research into new research strands.
Coordinating the external analysis of samples and the supervision of
postgraduate students at SRS Daresbury. Preparation of journal articles for
publication and the reporting of results through both oral and poster
presentations at national and international conferences
Supervision and training of students of all levels in the research laboratory from
final year undergraduate to Ph.D. level in all aspects of chemistry.
Conducting workshop and tutorial groups for undergraduate students, involving
assessment of written work and offering guidance to students in preparing
presentation for such events.
Member of local organising committee for CrystEngComm discussion meeting
held in July 2002 at the University of Bristol.
1997-2001:
Lab Demonstrator, School of Chemistry, University of Leeds
Responsibilities included:
Teaching and supervision of undergraduate chemists in all aspects of practical
inorganic chemistry, including safety, resolving queries and assessment.
Conducting tours of both the department and the University for prospective
undergraduate students.
1995 – 1996:
Industrial Placement Student, Pharmaceutical Technology Section,
British Biotech, Watlington Road, Oxford, OX4 5LY
Responsibilities included:
Experience in many aspects of pharmaceutical development, including
analytical chemistry, drug formulation and clinical trial supplies.
Education
1997- 2001:
Ph.D., School of Chemistry, University of Leeds.
‘Synthesis and Reactivity of Mono-substituted 1,4,7-Triazacyclononane Complexes’.
My Ph.D. research involved developing methods for the synthesis of N-mono-substituted 1,4,7triazacyclononane ligands, and the synthesis and characterisation of their transition metal complexes. During
the course of this research I gained experience in the following:
Synthesis and manipulation of a wide range chemical species from simple organic
to extremely air and moisture sensitive organometallic compounds,
Characterisation techniques such as NMR spectroscopy, F.T. infra-red
spectroscopy, EI and FAB mass spectrometry
I attended the 7th British Crystallographic Association (BCA) intensive course in
X-ray structure analysis, and gained experience in the determination of X-ray
crystal structures, both my own and for other researchers.
The supervision of undergraduate students carrying out final year projects and in
the supervision and training of new postgraduate students within the group.
The design, maintenance and relocation of laboratory equipment and facilities.
Presentation of work at two international conferences.
1993 – 1997:
BSc (Hons) Chemistry, Class I (including Industrial Placement as 3rd year)
School of Chemistry, University of Leeds.
Final year project:
‘Synthesis of Lactams by a New 1,3-Dipolar Cycloaddition Approach’
Supervisor: Dr C Fishwick
Final year modules taken include: Atmospheric Chemistry, Organometallic Chemistry, Advanced Organic
Synthesis, Molecular Rearrangements, Bio-Inorganic Chemistry and ‘The Chemistry of Life, the Universe
and Everything’.
Referees
Prof. A.G. Orpen
Dean of Science
Faculty of Science
Royal Fort House
Clifton
Bristol
BS8 1UH
Prof N.C. Norman
Chief Executive Bristol ChemLabS / Head of
Inorganic Chemistry
School of Chemistry
University of Bristol
Bristol
BS8 1TS
Tel: (0117) 331 7479
Email: [email protected]
(0117) 928 7577
[email protected]
Publications List
Journal Articles - Refereed.
Controlling the binding of dihydrogen using ruthenium complexes containing N-mono-functionalised 1,4,7triazacyclononane ligand systems, A.L. Gott, P.C. McGowan and T.J. Podesta, J. Chem. Soc., Dalton Trans.
2008, 28, 3729-3738
Cation and anion diversity in [M(dithiooxalate)(2)](2-) salts: structure robustness in crystal synthesis, C.J.
Adams, P.C. Crawford, A.G. Orpen, T.J Podesta, et al, J. Chem. Soc., Dalton Trans., 2006, 34, 4078-4092.
Pyridinium boronic acid salts in crystal synthesis, H. Kara, C.J. Adams, A.G. Orpen, T. J Podesta et al, New
J. Chem., 2006, 30, 1461-1469
Crystal synthesis of organic anorganic hybrid salts based on tetrachloroplatinate and -palladate salts of
organic cations: Formation of linear, two-, and three-dimensional NH center dot center dot center dot Cl
hydrogen bond networks, C.J. Adams, A. Angeloni, A.G. Orpen, T. J Podesta et al, Crystal Growth and
Design, 2006, 6, 411-422.
Thermal solid state synthesis of coordination complexes from hydrogen bonded precursors,
C.J. Adams, P.C. Crawford, A.G. Orpen, T.J Podesta, et al, Chem. Comm., 2005, 19, 2457-2458.
Tris(pyridinium)triazine in crystal synthesis of 3-fold symmetric structures, T.J. Podesta and A.G. Orpen,
Crystal Growth and Design, 2005, 5, 681-693.
Synthetic Crystallography: Synthon mimicry and tecton elaboration in metallate anion salts. Paul C.
Crawford, A.L. Gillon, J. Green, A.G.Orpen, T.J. Podesta and S.V.Pritchard, CrystEngComm., 2004, 6, 419428.
Does Hydrogen Bonding Matter in Crystal Engineering? Crystal Structures of Salts of Isomeric Ions.
A. Angeloni, P. C. Crawford, A. G. Orpen, T. J. Podesta and B. J. Shore, Chem. Eur. J. 2004, 10, 3783-3791.
Coordination Complexes of the Bismuth(III) Thiolate Bi(SC6F5) with Multidentate Polypyridyl Ligands,
A.H.M.M.Jahan, N.C. Norman, T.J. Podesta and A.G. Orpen, CrystEngComm., 2004, 6, 29
Formation and Structural Studies of Iron(III) and Ruthenium(II) Complexes of 1,4,7-Triazacyclononane and
N-Monofunctionalised 1,4,7-Triazacyclononane, Inorg. Chim. Acta., A. L. Gott, P. C. McGowan, T. J.
Podesta and C. W. Tate, Inorg. Chim. Acta, 2004, 357, 689.
Pendant Arm N-monofunctionalised 1,4,7-Triazacyclononane Complexes of Fe(II) and Ru(II). A. L. Gott, P.
C. McGowan, T. J. Podesta and C. W. Tate, J Chem. Soc. Dalton Trans., 2002, 3619.
Synthesis and Structure of Amino-Functionalized Cyclopentadienyl Vanadium Complexes and Evaluation of
their Butadiene Polymerization Behaviour, S. Bradley, K.D. Camm, S.J. Furtado, A.L. Gott, P.C. McGowan,
T.J Podesta, and M. Thornton-Pett, Organometallics, 2002, 21, 3443.
Use of the [Ni(dithiooxalate)2]2- Unit as a Molecular Tecton in Crystal Engineering
T.J. Podesta and A.G. Orpen, CrystEngComm., 2002, 336.
Synthesis and Structural studies of 1,1 '-bis-Amino-Functionalized Ferrocenes, Ferrocene Salts, and
Ferrocenium Salts, S. Bradley, K.D. Camm, X.M. Liu, P.C. McGowan, R. Mumtaz, K.A. Oughton, T.J.
Podesta and M. Thornton-Pett, Inorg. Chem., 2002, 41, 715.
N-Monofunctionalized 1,4,7-Triazacyclononane Macrocycles as Building Blocks in Inorganic Crystal
Engineering, P.C. McGowan, T.J. Podesta and M. Thornton-Pett, Inorg. Chem., 2001, 40, 1445.
Conference Papers – Not Refereed.
Synthesis and Use of Poly-Pyridyl Tectons in Crystal Engineering, T.J. Podesta and A.G. Orpen.
Poster Exhibited at :
Dalton Southwest Division, Annual Meeting, University of Exeter 2003;
29th I.U.C.R Meeting, Geneva, August 2002;
CrystEngComm. Discussion Meeting, Bristol July 2002.
Use of the [Ni(dithiooxalate)2]2- Unit as a Molecular Tecton in Crystal Engineering, T.J. Podesta and A.G.
Orpen,
Oral Presentation given at:
Dalton Southwest Division, Annual Meeting, University of Bath, May 2002;
CrystEngComm. Discussion Meeting, University of Bristol July 2002.
N-monofunctionalized 1,4,7-Triazacyclononane macrocycles as building blocks in inorganic crystal
engineering,
P.C. McGowan, T.J. Podesta and M. Thornton-Pett,
Poster Presentation, ICCC 34, University of Edinburgh, July 2000
Synthesis and Reactivity of N-monofunctionalized 1,4,7-Triazacyclononane Complexes, P.C. McGowan,
T.J. Podesta, M. Thornton-Pett,
Poster Presentation, ICCC 34, University of Edinburgh, July 2000
Synthesis and reactivity of monofunctionalized 1,4,7-triazacyclononane complexes, P.C. McGowan and T.J.
Podesta,
Oral Presentation given at the 219th ACS National Meeting, San Francisco, March 2000
Learning Science Ltd
University Gate East
Park Row
Bristol
BS1 5UB
Phone: +44(0)117 9151272
FAX: +44(0)117 9039001
Email:[email protected]
Dr. John Eastman
Objective
I am highly motivated in the promotion and transformation of science education
and developing ways of supporting it through the use of ICT. My energy and
drive stems from my background as a professional chemist and my
determination to improve the opportunities for students to engage in science at
all levels.
Experience
2006–present
Learning Science Ltd
Bristol, UK
Co-founder and Managing Director
Founded the company to provide services to the education sector.
Developed relationships with key customers in higher education.
Leading growth of the company to broaden the experience base across the
science disciplines.
Managing the development of the Dynamic Laboratory Manual for Bristol
ChemLabS.
Leading the company into a product development phase in partnership with
the University of Bristol with the introduction of the LabSkills dynamic
laboratory manual for schools.
2000–2006
IMPACT Faraday Ltd
Reading, UK
E-learning manager
Developed UK government funded e-learning resource to support the
training of scientists and technicians in colloid and formulation science
and technology.
Managed the development team providing products that increased sales
income year on year.
Brought in six figure contracts for development work on the back of the
quality of product development.
1997–2000
Bristol Colloid Centre
Bristol, UK
Research scientist and trainer
Consulted with customers in the UK and Europe on formulation and
analytical chemistry problems related to product performance and design.
Developed and delivered innovative training courses incorporating the use of
ICT into face-to-face and online courses.
1994–1997
ICI Paints/University of Bristol Slough/Bristol, UK
Senior research fellow
Research into new ways of controlling the structure of paints through
changes in the physical environment.
Education
Interests
1991-1994
University of Bristol
Bristol, UK
PhD “The extensional and shear viscosity of polymer/surfactant complexes”
Project sponsored by Kodak UK Ltd
1990-1991
University of Bristol
MSc “Colloid and Surface Science” (with commendation)
Bristol, UK
1987–1990
University of Nottingham
BSc (Hons) Chemistry
Graduated 2nd class honours.
Nottingham, UK
Teaching and dancing LeRoc Modern Jive, community singing, vegetable
gardening, music and sport.