Abstract:

Foundation Studies in the University of Manchester is a year zero course in the Faculty of Physical Sciences. Students who complete the year successfully are offered a place in the first year of an undergraduate programme. The course prepares students for study in one of the following disciplines: Maths, Physics, Chemistry, Computer Science, Engineering (Electrical and Electronic, Chemical, Mechanical, Aerospace and Civil), Material Science, Life Sciences. The average annual intake is 250 students, who come from very diverse geographical and linguistic backgrounds, with about two thirds from Britain or the European Union.
On entry, virtually all the students need to become familiar with the conventions of academic writing at tertiary level, but the more general ability to write well in English varies very considerably. In the past, students have worked collaboratively on tasks to improve their writing skills in a Communication Skills course. While this has proved successful in developing writing skills, student feedback has shown that the tasks set fell short of the intellectual challenge and relevance to intended undergraduate studies expected by students.
In order to address these issues and to give students more time to produce a substantial piece of writing based on in-depth reading (and in some disciplines on their own research), this year the Communication Skills semester one written work has been integrated with a discipline-related group project, previously undertaken in semester two. This project is set and marked by academics from the students’ intended departments, with guidance provided in the initial stages by Communication Skills teachers. Students undertake the writing associated with the project in a group wiki to which their academic supervisors and their Communication Skills teachers also have access.
In the pilot study, a great deal has been achieved towards providing a model for this innovative development. Benefits have been seen, not only with the students’ perceptions of the level and relevance of the tasks but also with the (often problematic) challenges of encouraging and assessing individual members’ engagement with their groups.

Keywords:

Wikis, collaborative learning, project work.