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500 tips for quality enhancement in universities and colleges
Book Reviews~BiochemicalEducation 26 (1998) 252-259 referred to often during the course of a research project - perhaps this is why the publisher has produced it at a size compact enough to fit snugly in a labcoat pocket! B S Brown
PII: S0307-4412(98)00165-4
Unraveling DNA. The Most Important Molecule of Life by M D F r a n k - K a m e n e t s k i . pp. 214. A d d i s o n - W e s l e y , New York. 1997. $15 I S B N 0-201-15584-2 This is a fascinating little book on DNA written by someone who has made important contributions to our knowledge of D N A topology, supercoiling and structures such as knots and the H-form of this amazing molecule. Now at Boston University's Center for Advanced Biotechnology but for many years previously at the Institute of Molecular Genetics in Moscow, the author has revised extensively and updated what started as two earlier, very successful, revisions published in Russian and an English version published about five years ago in the USA. He clearly weaves together the historical miletones related to D N A over the past half century, with problems of genetic engineering as they relate to AIDS, causes and hereditary diseases. Physical and mathematical aspects of DNA, lacking which its molecular biology aspects cannot be well understood, characterise this interesting book without imposing barriers. written for readers with a scientific background, the text should be easily appreciated by beginning college or university students. Such assistance as may be necessary can be obtained from the glossary that is provided. I found the fact that this book is a translation to obtrude on me only infrequently. Any doubts I had about whether another book on 'the most important molecule of life' could hold my attention, were dispelled as I started reading the first chapter of this captivating presentation. F Vella
255
Unfortunately few, if any, are in what are called 'hard sciences'. The writing is uniformly clear. This probably reflects the level of attention the editors provided. In fact I did not detect one misspelling. Twelve of the chapters are by single authors. The rest were contributed by a total of twenty co-authors. Topics explored include the effects of interactive teaching (eg through use of computer-based learning methods), age, gender, course, individual student motivation, stresses, undergraduate research projects, co-operative student teams, and self and peer assessment on student motivation. All of the research was conducted in the UK (and particularly in the newer universities) except for that, reported in two chapters, undertaken in Australia or New Zealand. I found three chapters to be especially interesting reading. These are: Chapter 3, on 'Motivation and Conceptions of Learning' by Noel Entwistle; Chapter 6, on 'Teaching: Creating a Thirst for Learning?' by Phil Race and Chapter 17 on 'Learning as an Aesthetic Practice: Motivation Through Beauty in Higher Education' by Alan Bleakley. I had met the first two of these authors through their previous published work. The third author appealed to my sensibilities through his classical vision of teaching and learning. All three add greatly to this book by the background or perspective they provide to the other chapters. This most recent volume in the Staff and Educational Development Series should be useful for teachers of our subject who think they know a lot about motivating students by their teaching, and to those who are beginning their teaching careers. It will show them how complex the subject is and how difficult is the conducting of research on motivation for learning from formal courses. It will also show them how embedded motivation is in the qualities of the teacher, methods of teaching and the teacher's conceptions of teaching, and the background of the students. F Vella
PII: S0307-4412(98)00099-5
500 Tips for Quality Enhancement in Universities and Colleges PII: S0307-4412(98)00115-0
Motivating Students by S Brown, S A r m s t r o n g a n d G T h o m p s o n . p p 214. K o g a n Page, L o n d o n , 1998. £18.99 I S B N 0-7494-2494-X This book has the laudable aim of increasing awareness of the many factors that influence the motivation of students to learn from formal courses offered for credit at Universities and Colleges of Higher Education. No significant change in curriculum design or in approaches to teaching, can be brought about so as to maximise the effects of teaching on students, without a clear understanding and appreciation of what these factors are. The twenty chapters make a useful contribution by bringing together results of current research based on questionnaires or interviews. These were offered to groups (some large, some small) of undergraduates enrolled in a variety of courses.
by S Brown, P R a c e and B Smith. p p 152. K o g a n Page, L o n d o n . 1997. £15.99. I S B N 0-7494-2223-8 This small paperback offers helpful advice for quality enhancement in a number of areas. The book is divided into seven chapters, each with five to eight short sections and each of these is divided into numbered tips - - paragraphs giving advice on a specific topic. The opening chapter distinguishes between quality assurance (=accountability) and quality enhancement ( = improvement). This latter is viewed in the light of transformation of the institution - - doing things differently and/or better. Steps toward this goal may include clarifying purposes and responsibilities, clarifying tasks, methods and standards, paying appropriate attention to the needs of clients and stakeholders, undertaking critical self-evaluation and exercising imagination, commitment and initiative. This book offers advice on how to do this! It is about perceiving how things may be made better (or different), and of how changes may be managed.
256
Book Reviews~BiochemicalEducation 26 (1998) 252-259
The first chapter is about students ('Valuing Students') and looks at the induction process, handbooks, and providing for part-time, mature and overseas students, amongst other things. The second chapter is about staff (faculty) and deals with induction, training, staff development as well as 'managing stress and coping with turbulent times'. The third chapter is about teaching and learning and deals with a variety of important topics; including small group work and laboratory work and projects. Chapter 4 is about quality and goes from recording and reviewing to the role of external examiners, and Chapter 5 is about feedback and evaluation, for example by questionnaire. Chapter 4 is peculiarly British (at least at the present time) in that it deals with our current intoxication with quality assessment visits, how to prepare for them and how to deal with them. If you don't work within the British system, just wait a bit: it will come to you. The authors say '... there is a systematic quest [in many parts of the world] towards enhancing the quality of teaching, learning and assessment'. The final chapter (7) is entitled 'Caring for the Campus'. It includes advice about helping people to find their way, and what to do about car parking (seriously: three pages on this). There is lots of advice here. It might be thought unnecessary by some, but in this modern climate we have to respond to clients and stakeholders and be assessed from time to time for quality of provision. The important thing is to use these irritants (I use the term in the biological sense) to enhance the quality of the education we provide. E J Wood
PII: S0307-4412(98)00071-5
Neuronal Man. The Biology of Mind By J e a n - P i e r r e Changeux. p p 348. P r i n c e t o n University Press, P r i n c e t o n , N Y. 1997. U S $16.95. I S B N 0-691-02666-1 This paperback book is a translation (by Laurence Garey) with a new preface (by V B Mountcastle) of an original French text first published in 1983. Although written some fifteen years ago, it is as topical and stimulating as was the first French edition. This Princeton Science Library offering should bring the author's exciting presentation and discussion of the structure, function and evolution of the human brain within the reach of a new and large Anglophone readership. I have in mind the vast cohort of young neurobiologists (many of whom are biochemists and molecular biologists) now engaged in exploration of what must surely be the last frontier of biology. Changeux is a leading neurobiologist who has been associated for many years with the Coll~ge de France and Institut Pasteur, in Paris. He is well known to biochemists for his work on allosteric proteins and on the receptor for acetylcholine in electric organs and muscle. Neuronal Man is a real tour de force, a masterly examination of how neurones in the central nervous system (essentially the brain) are the basis of all that makes human beings what they are. With great erudition, economy and amazing flair, Changeux interweaves and integrates his subject at many levels:
history and morphology; genes and embryonic development; action potentials, neurotransmitters and topological organisation; pathological conditions and physiological processes; experiment and interpretation; neural and mental; subjective and objective; anthropology, chromosomes and genes; humanities and neurobiology, all this he does while writing successfully for the nonspecialist and maintaining the serious reader's interest. His intent is to show clearly how many of the basic secrets of the brain - organ of the soul, and surely the most complex object in the universe - have been revealed, and to point out how much remains to be done. He indicates the important studies that have been taken in laying down sound first principles of the biology of mind on the basis of much solid pioneering research. These Changeux discusses with balance, skill and persuasiveness. As a result his statement: 'Man no longer has a need for the 'spirit' it is enough for him to be Neuronal Man' (p 169) becomes a deceptively simple conclusion. Those interested in neurobiology from any perspective or at any level, or in the seemingly endless exploration of the mindbody problem will find in Neuronal Man a broad synthesis that is satisfying and a pleasure to think about. F Vella
PII: S0307-4412(98)00097-1
Energy and Life by J o h n Wrigglesworth. p p 200. M o d u l e s in Life Sciences. T a y l o r & Francis, L o n d o n . 1997. £13.95. I S B N 0-7484-0433-3 This book is one of a series under the general title of Modules in Life Sciences, designed as a selection of texts 'which can be used at the undergraduate level for subjects optional to the main programme of study'. I would not like to think that the energetics of life processes constitute an optional topic in a biochemistry degree, but there are of course other biological disciplines for which this may be the case. To write a student-directed monograph when there are so many excellent textbooks of biochemistry already available is not an easy task. The publishers describe the book as 'written and designed to supplement more detailed texts'. I am not sure whether this objective is achieved. Certainly the text includes a number of novel bits of information and points not often discussed elsewhere, but equally it lacks the greater clarity and spaciousness of presentation in the major texts. Chapter 1 is an introductory chapter. It has a section on entropy and heat engines which I imagine will leave many students rather bewildered, although the example of the jumping flea is fascinating. The section ultimately arrives at the conclusion that spontaneity depends on the sign of AG, which then seems to be contradicted by the first sentence of Chapter 3. Chapter 2 contains some applied physiology with interesting data about the energy costs of movement. Thereafter chapters 3, 4 and 5 seem to be fairly standard stuff on chemical and redox reactions. A small point, if one wants to change the charge designation on NAD, what does one do about FMN and FAD? Curiously in discussing the role of NAD there is no
PII: S0307-4412(98)00165-4
Unraveling DNA. The Most Important Molecule of Life by M D F r a n k - K a m e n e t s k i . pp. 214. A d d i s o n - W e s l e y , New York. 1997. $15 I S B N 0-201-15584-2 This is a fascinating little book on DNA written by someone who has made important contributions to our knowledge of D N A topology, supercoiling and structures such as knots and the H-form of this amazing molecule. Now at Boston University's Center for Advanced Biotechnology but for many years previously at the Institute of Molecular Genetics in Moscow, the author has revised extensively and updated what started as two earlier, very successful, revisions published in Russian and an English version published about five years ago in the USA. He clearly weaves together the historical miletones related to D N A over the past half century, with problems of genetic engineering as they relate to AIDS, causes and hereditary diseases. Physical and mathematical aspects of DNA, lacking which its molecular biology aspects cannot be well understood, characterise this interesting book without imposing barriers. written for readers with a scientific background, the text should be easily appreciated by beginning college or university students. Such assistance as may be necessary can be obtained from the glossary that is provided. I found the fact that this book is a translation to obtrude on me only infrequently. Any doubts I had about whether another book on 'the most important molecule of life' could hold my attention, were dispelled as I started reading the first chapter of this captivating presentation. F Vella
255
Unfortunately few, if any, are in what are called 'hard sciences'. The writing is uniformly clear. This probably reflects the level of attention the editors provided. In fact I did not detect one misspelling. Twelve of the chapters are by single authors. The rest were contributed by a total of twenty co-authors. Topics explored include the effects of interactive teaching (eg through use of computer-based learning methods), age, gender, course, individual student motivation, stresses, undergraduate research projects, co-operative student teams, and self and peer assessment on student motivation. All of the research was conducted in the UK (and particularly in the newer universities) except for that, reported in two chapters, undertaken in Australia or New Zealand. I found three chapters to be especially interesting reading. These are: Chapter 3, on 'Motivation and Conceptions of Learning' by Noel Entwistle; Chapter 6, on 'Teaching: Creating a Thirst for Learning?' by Phil Race and Chapter 17 on 'Learning as an Aesthetic Practice: Motivation Through Beauty in Higher Education' by Alan Bleakley. I had met the first two of these authors through their previous published work. The third author appealed to my sensibilities through his classical vision of teaching and learning. All three add greatly to this book by the background or perspective they provide to the other chapters. This most recent volume in the Staff and Educational Development Series should be useful for teachers of our subject who think they know a lot about motivating students by their teaching, and to those who are beginning their teaching careers. It will show them how complex the subject is and how difficult is the conducting of research on motivation for learning from formal courses. It will also show them how embedded motivation is in the qualities of the teacher, methods of teaching and the teacher's conceptions of teaching, and the background of the students. F Vella
PII: S0307-4412(98)00099-5
500 Tips for Quality Enhancement in Universities and Colleges PII: S0307-4412(98)00115-0
Motivating Students by S Brown, S A r m s t r o n g a n d G T h o m p s o n . p p 214. K o g a n Page, L o n d o n , 1998. £18.99 I S B N 0-7494-2494-X This book has the laudable aim of increasing awareness of the many factors that influence the motivation of students to learn from formal courses offered for credit at Universities and Colleges of Higher Education. No significant change in curriculum design or in approaches to teaching, can be brought about so as to maximise the effects of teaching on students, without a clear understanding and appreciation of what these factors are. The twenty chapters make a useful contribution by bringing together results of current research based on questionnaires or interviews. These were offered to groups (some large, some small) of undergraduates enrolled in a variety of courses.
by S Brown, P R a c e and B Smith. p p 152. K o g a n Page, L o n d o n . 1997. £15.99. I S B N 0-7494-2223-8 This small paperback offers helpful advice for quality enhancement in a number of areas. The book is divided into seven chapters, each with five to eight short sections and each of these is divided into numbered tips - - paragraphs giving advice on a specific topic. The opening chapter distinguishes between quality assurance (=accountability) and quality enhancement ( = improvement). This latter is viewed in the light of transformation of the institution - - doing things differently and/or better. Steps toward this goal may include clarifying purposes and responsibilities, clarifying tasks, methods and standards, paying appropriate attention to the needs of clients and stakeholders, undertaking critical self-evaluation and exercising imagination, commitment and initiative. This book offers advice on how to do this! It is about perceiving how things may be made better (or different), and of how changes may be managed.
256
Book Reviews~BiochemicalEducation 26 (1998) 252-259
The first chapter is about students ('Valuing Students') and looks at the induction process, handbooks, and providing for part-time, mature and overseas students, amongst other things. The second chapter is about staff (faculty) and deals with induction, training, staff development as well as 'managing stress and coping with turbulent times'. The third chapter is about teaching and learning and deals with a variety of important topics; including small group work and laboratory work and projects. Chapter 4 is about quality and goes from recording and reviewing to the role of external examiners, and Chapter 5 is about feedback and evaluation, for example by questionnaire. Chapter 4 is peculiarly British (at least at the present time) in that it deals with our current intoxication with quality assessment visits, how to prepare for them and how to deal with them. If you don't work within the British system, just wait a bit: it will come to you. The authors say '... there is a systematic quest [in many parts of the world] towards enhancing the quality of teaching, learning and assessment'. The final chapter (7) is entitled 'Caring for the Campus'. It includes advice about helping people to find their way, and what to do about car parking (seriously: three pages on this). There is lots of advice here. It might be thought unnecessary by some, but in this modern climate we have to respond to clients and stakeholders and be assessed from time to time for quality of provision. The important thing is to use these irritants (I use the term in the biological sense) to enhance the quality of the education we provide. E J Wood
PII: S0307-4412(98)00071-5
Neuronal Man. The Biology of Mind By J e a n - P i e r r e Changeux. p p 348. P r i n c e t o n University Press, P r i n c e t o n , N Y. 1997. U S $16.95. I S B N 0-691-02666-1 This paperback book is a translation (by Laurence Garey) with a new preface (by V B Mountcastle) of an original French text first published in 1983. Although written some fifteen years ago, it is as topical and stimulating as was the first French edition. This Princeton Science Library offering should bring the author's exciting presentation and discussion of the structure, function and evolution of the human brain within the reach of a new and large Anglophone readership. I have in mind the vast cohort of young neurobiologists (many of whom are biochemists and molecular biologists) now engaged in exploration of what must surely be the last frontier of biology. Changeux is a leading neurobiologist who has been associated for many years with the Coll~ge de France and Institut Pasteur, in Paris. He is well known to biochemists for his work on allosteric proteins and on the receptor for acetylcholine in electric organs and muscle. Neuronal Man is a real tour de force, a masterly examination of how neurones in the central nervous system (essentially the brain) are the basis of all that makes human beings what they are. With great erudition, economy and amazing flair, Changeux interweaves and integrates his subject at many levels:
history and morphology; genes and embryonic development; action potentials, neurotransmitters and topological organisation; pathological conditions and physiological processes; experiment and interpretation; neural and mental; subjective and objective; anthropology, chromosomes and genes; humanities and neurobiology, all this he does while writing successfully for the nonspecialist and maintaining the serious reader's interest. His intent is to show clearly how many of the basic secrets of the brain - organ of the soul, and surely the most complex object in the universe - have been revealed, and to point out how much remains to be done. He indicates the important studies that have been taken in laying down sound first principles of the biology of mind on the basis of much solid pioneering research. These Changeux discusses with balance, skill and persuasiveness. As a result his statement: 'Man no longer has a need for the 'spirit' it is enough for him to be Neuronal Man' (p 169) becomes a deceptively simple conclusion. Those interested in neurobiology from any perspective or at any level, or in the seemingly endless exploration of the mindbody problem will find in Neuronal Man a broad synthesis that is satisfying and a pleasure to think about. F Vella
PII: S0307-4412(98)00097-1
Energy and Life by J o h n Wrigglesworth. p p 200. M o d u l e s in Life Sciences. T a y l o r & Francis, L o n d o n . 1997. £13.95. I S B N 0-7484-0433-3 This book is one of a series under the general title of Modules in Life Sciences, designed as a selection of texts 'which can be used at the undergraduate level for subjects optional to the main programme of study'. I would not like to think that the energetics of life processes constitute an optional topic in a biochemistry degree, but there are of course other biological disciplines for which this may be the case. To write a student-directed monograph when there are so many excellent textbooks of biochemistry already available is not an easy task. The publishers describe the book as 'written and designed to supplement more detailed texts'. I am not sure whether this objective is achieved. Certainly the text includes a number of novel bits of information and points not often discussed elsewhere, but equally it lacks the greater clarity and spaciousness of presentation in the major texts. Chapter 1 is an introductory chapter. It has a section on entropy and heat engines which I imagine will leave many students rather bewildered, although the example of the jumping flea is fascinating. The section ultimately arrives at the conclusion that spontaneity depends on the sign of AG, which then seems to be contradicted by the first sentence of Chapter 3. Chapter 2 contains some applied physiology with interesting data about the energy costs of movement. Thereafter chapters 3, 4 and 5 seem to be fairly standard stuff on chemical and redox reactions. A small point, if one wants to change the charge designation on NAD, what does one do about FMN and FAD? Curiously in discussing the role of NAD there is no