chemistry@brighton

All things Chemistry at the University of Brighton

BSS and NSS survey

by · February 24, 2017

Unless you have been avoiding emails, not coming into university and not talking to anyone in the School you will, no doubt, be aware that the all undergraduate students are being asked to give their feedback on their university experience to date via either the Brighton Student Survey or the National Student Survey. This feedback is extremely important to both the school and university and helps us make changes for you.

You can read about some of the changes we made this academic year as a consequence of feedback from last year please do have a look at the your voice matters blog (https://blogs.brighton.ac.uk/yourvoicematters/school-of-pharmacy-and-biomolecular-sciences/ )

The Brighton Student Survey (BSS)

The BSS is the School and University’s main opportunity to gather feedback from all level 4 and 5 students so that we can understand what we are doing well and what we can improve.  The BSS is opened on Monday 6 February and will close at midnight on Monday 6 March, if you haven’t yet, please do take 10 minutes to complete the survey – there are only a few days left and every response matters. Completing the survey automatically enters you into a prize draw with the opportunity to win a £200 voucher from the university.

How do I complete the survey?

The National Student Survey (NSS)

The National Student Survey (NSS) is commissioned by the Higher Education Funding Council for England (HEFCE) and is a national survey, undertaken by Ipsos MORI, which gathers the views of all final year undergraduates about what it has been like to study their course at their institution.

The survey comprises 27 questions in the survey cover teaching, assessment and feedback, learning opportunities, academic support, organisation and management, learning resources, personal development, and the student voice. There are also questions about careers, course delivery, work placements, welfare resources and facilities, social opportunities and overall satisfaction.

How do I complete the survey?

Because the school would really like to receive feedback from as many students as possible we have decided to donate £100 to the student society associated with the course that has the highest proportion of their students completing both the BSS and NSS so your society could receive up to £200 for 10 minutes of your time.

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Bhavik Anil Patel

My interests and focus are in two specific areas: application of analytical chemistry to the biosciences and innovation in teaching My research interests are strongly focused on analytical chemistry and specifically biological and clinical analysis. I am interested in the role signalling molecules play in biological function and using new and novel tools to monitor and understand them under various states of interest, such as development, healthy ageing and disease. At present my major interest is in the function of the gastrointestinal tract. I am interested in learning about how signalling governs the major functions of the bowel. We have developed novel electrochemical sensors that allow for the stable and accurate means to detect various important functional biomarkers in the bowel. These results will play an important role in understanding functional gastrointestinal disorders and inflammatory bowel diseases. The research has been funded over various periods by the Royal Society, BBSRC, EPSRC, Canadian Institute for Health Research and the University of Brighton Research Fund. Work conducted is in collaboration with the Royal Alexandra Children’s Hospital (Brighton), The Royal London Hospital (London), University of Calgary and Michigan State University. Teaching innovation is an important part of integration of new technologies for advancing the learning environment. I have developed new approaches to teaching by taking inspiration from others and also learning to create new assessments and exercises that can reflect on real-life experiences. Two major examples of innovation include: ‘the Analyst Laboratory Challenge’, which was based on the apprentice, where students are encouraged to assess and market a new analytical product that is kindly sponsored by Phenomenex. Another more general approach is a new way of conducting blended learning, which I have branded as ‘reverse learning’

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