TY - JOUR

T1 - Research-based Residential Fieldwork Learning

T2 - Double Bonus?

AU - Gamarra, Javier G. P.

AU - Ironside, Joe E.

AU - de Vere, Natasha

AU - Allainguillaume, Joel

AU - Wilkinson, Mike J.

PY - 2010

Y1 - 2010

N2 - In the current Higher Education climate, there is a pressing need to integrate research and teaching in the student learning experience. In order to create synergy between research and teaching activities, to the benefit of students and instructors, we provided students with the opportunity to participate in a high profile collaboration between two scientific institutions. We planned and developed an integrated module leading the student through all the steps necessary in a large-scale, collaborative research project. Student feedback resulting from the intervention showed impressive levels of improvement in general appreciation of the course. Students also suggested that they would have liked a longer module, despite the intensive workload they experienced. All areas explored (general knowledge, research-based evaluation criteria, group and individual work) showed improvements in student evaluation after the module. We conclude that a residential, integrated experience of scientific research, from initial data collection to presentation at a scientific conference, can produce significant positive, active learning experiences to the students. A double bonus comes from the benefits towards research, both by compilation of data and long-term collaboration opportunities.

AB - In the current Higher Education climate, there is a pressing need to integrate research and teaching in the student learning experience. In order to create synergy between research and teaching activities, to the benefit of students and instructors, we provided students with the opportunity to participate in a high profile collaboration between two scientific institutions. We planned and developed an integrated module leading the student through all the steps necessary in a large-scale, collaborative research project. Student feedback resulting from the intervention showed impressive levels of improvement in general appreciation of the course. Students also suggested that they would have liked a longer module, despite the intensive workload they experienced. All areas explored (general knowledge, research-based evaluation criteria, group and individual work) showed improvements in student evaluation after the module. We conclude that a residential, integrated experience of scientific research, from initial data collection to presentation at a scientific conference, can produce significant positive, active learning experiences to the students. A double bonus comes from the benefits towards research, both by compilation of data and long-term collaboration opportunities.

U2 - 10.3108/beej.16.6

DO - 10.3108/beej.16.6

M3 - Journal article

VL - 16

SP - 1

EP - 9

JO - Bioscience Education

JF - Bioscience Education

SN - 1479-7860

IS - 1

ER -