Evaluation of online project-based induction activities in Forensic Science

Cartwright, Victoria

Abstract

A new project-based induction was designed for 2020. The induction was a fully online project for
welcoming our first-year students. The aims of the activities were to concentrate on a smooth and
successful transition into higher education, introducing remote learning platforms with a focus on
establishing long-term social groups, including feeling part of a larger community.
The project included online synchronous sessions, and asynchronous group and individual tasks. The
tasks were organised over the one-week induction with an information retrieval scavenger hunt, a
library escape room and a forensic biometrics project that involved developing a standard operating
procedure. In 2021 the project was delivered with a more blended delivery approach as COVID
restrictions were lifted.
Evaluation of the project was examined by collecting student questionnaires and analysis of online
content. Participants agreed that they enjoyed the group activity, that they had engaged in
discussions with teammates, and the induction activities helped them feel comfortable/confident in
using remote learning platforms. The main findings were that it is imperative to include digital
platforms and library catalogue guidance regardless of planned courses delivery. In addition, more
time should also be allocated to transition outside of the main project week to allow for more flexible
deadlines and introduce more orientation events through the first year, with more social events to
nurture a culture of belonging. Finally, for future planned projects to consider more individual
responsibilities when incorporating team aspects and tasks to encourage all team members to
engage with discussions and submissions.

Citation

Cartwright, V. (2023). Evaluation of online project-based induction activities in Forensic Science. The Journal of Academic Development and Education, https://doi.org/10.21252/77pf-h729

• Journal Article Type: Article
• Acceptance Date: Dec 1, 2023
• Publication Date: 2023-12
• Deposit Date: Jan 29, 2024
• Publicly Available Date: Jan 30, 2024
• Journal: Journal of Academic Development and Education
• Print ISSN: 2051-3593
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.21252/77pf-h729
• Keywords: Induction; Transition; Remote learning platforms; Social groups
• Publisher URL: https://doi.org/10.21252/77pf-h729