Real‐life research projects improve student engagement and provide reliable data for academics

Abstract

Student engagement can have a positive influence on student success. Many methods exist for fostering engagement but tend to be generic and require tailoring to specific contexts, subjects, and students. In the case of undergraduate science students, practical classes are a popular tool for increasing engagement. However, despite strong potential for improvement via links with “real life” research projects (RLRPs), few academic staff incorporate research participation with teaching activities. This is potentially due to poor time availability and low opinions of students' ability to collect reliable data. This study aims to examine whether involvement with RLRPs can generate reliable scientific data and also act as a motivational tool for engaging tertiary science students. A preexisting core activity for first‐year biology and marine biology students was modified to include a short RLRP component. Student‐based data collection and a questionnaire about experiences were used to examine the reliability of student‐collected data and student perceptions of RLRPs. Results indicated that error rate in student‐collected data was minimal. Irrespective of participating in a “normal” practical class or a class with a RLRP component, students collected equally accurate data. However, when the topic aligned specifically with their degree subject, student accuracy was higher. All students surveyed reported high motivation with the idea of RLRP participation, placing high importance on this from an educational and employability perspective. Yet, students were not confident about participating in RLRPs until they had engaged with one, suggesting that introducing such projects into taught sessions early‐on may encourage students to seek further opportunities in the future. In conclusion, incorporating RLRPs into the curriculum of undergraduate science courses has considerable potential benefits for both students and academic staff.

Use of Google Earth Engine for Teaching Coding and Monitoring of Environmental Change: A Case Study among STEM and Non-STEM Students

“…A similar study involved senior and graduate students to detect land use changes via Landsat 8 imagery yielded in precise land use change detection in Texas [39]. The scientific data provided by these CUREs has been evaluated to be reliable and of sufficient quality for research use, especially when compared to data collected by a non-experimental (i.e., not in a CURE) group [40], which supports an ideology for the increased inclusion of CUREs to contribute to large environmental investigations. Research groups may use such databases in confidence, and in turn, the students gain new skills through working on an original research topic that can pique their interest in similar fields.…”

Optimal pedagogical strategies in research methodology: Insights from student experiences

“…Among the myriad subjects that constitute the curriculum, Research Methodology (RM) emerges as both vital and challenging. It not only equips students with the ability to decipher and design intricate research patterns but also nurtures a critical and analytical mindset crucial for academic and professional success [1,2] .…”

Smartphone Digital Image Colorimetry: An Affordable Easy-To-Use Approach for Hands-On Training in Resource-Limited Settings

“…Reports have shown that classes that incorporate real-world practical experience. [5,6], especially in a collaborative project [7], help students immensely in their later career path, and eventually contribute to society's general development.…”