Research-based learning: Designing the course behind the research

Abstract

It is hoped that the papers in this book have encouraged readers to share the authors' appreciation of the ecology of Kosciuszko National Parkits diversity, variability, subtlety and uniqueness. The authors also hope readers have been intrigued, challenged and informed by the research problems tackled in the papers, as well as the scientific responses and solutions to those problems. This chapter explains a little more of the way in which this research came about, and makes some connections across some key findings. It also explains the pride that the course design team (the authors of this chapter) have in the work of the papers' authors, most of whom had just a couple of semesters of university study when they embarked on this research. A vision for research-based learningIn mid-2015, Adrienne Nicotra, Elizabeth (Beth) Beckmann, Xénia Weber and Michael Whitehead came together to plan how to realise Adrienne's vision of bringing together a group of Australian National University (ANU) science students, who had just finished their first year of study, to help them share their enthusiasm, knowledge, skills and energy in a research-based field ecology course. This teaching design team was diverse: Adrienne, a plant science researcher and renowned educator with extensive knowledge in her field and beyond; Beth, a biologist and environmental communication specialist turned educational designer and researcher; Michael, a recent PhD graduate in evolutionary ecology with a passion for teaching; and Xénia, an Honours year science undergraduate experienced in running peer-assisted learning sessions for first-year students. As the team shared ideas and experiences in the context of Adrienne's vision, the structural and pedagogical elements of the course became clear. The plan was for a two-week residential course in Australia's Snowy Mountains, specifically within the high-elevation country of

An innovative approach to using an intensive field course to build scientific and professional skills

“…The Handbook approach ensures that Workshop delivery is easily accomplished by different teaching teams: indeed, the Handbooks have become a living resource as each successive cohort of facilitators has added individual flavour and customisations to accommodate their student cohort and context. Thus, although carefully designed from the beginning (see Beckmann et al, 2017), the Workshops evolve as they are fine-tuned over the years by a collaborative team representing a wide range of research career stages, in keeping with our reflective and continuous improvement stance. Within the set of Workshops are two sub-sets: one unpacks the scientific process, while the other examines the concepts of collaboration and researcher/scientist identity.…”

“…All three goals relate to the cognitive apprenticeship model; recognise that affective learning is as strong a component of field courses as cognitive learning (Boyle et al, 2007); and are linked to the body of theory underlying the ‘social identity approach’ (Haslam, 2004). The latter is an influential framework that helps explain how expression of individual social psychology can mould behaviour within and between groups and was central to our design of FSFE (Beckmann et al, 2017). The concepts of individual and group identity are explored in our Reflection and Self-identity workshop at the very start of the course (W2).…”

“…A central tenet of FSFE’s original curriculum design is that students learn most effectively when they engage in real, collaborative science (Beckmann et al, 2017; Bruffee, 1993) and that they can do this especially well in a field setting (Behrendt and Franklin 2014). Sophisticated content provides the scaffold for learning rather than the focus—we emphasise internalising the concepts rather than memorising specific content.…”

“…The workshops are mandatory and one hour long, with most held in the late-afternoon before students have free time and dinner or occasionally in the evening, as after-dinner fare. The workshops are structured around clear objectives (Beckmann et al, 2017), interactive engagement, and summary handouts for students. Regularly updated facilitator handbooks, slide presentations, optional handouts and relevant equipment enables facilitators to deliver to the same high standards even if they are new to the teaching team.…”

“…Four additional Skills Workshops focus on building a researcher identity and developing skills in collaboration and reflective practice; these are key course goals related to the cognitive apprenticeship model ( Fig 3 ). These innovative workshops build on affective learning as a strong component of field courses (Boyle et al, 2007; Beckmann et al, 2017). At the start of the course, we explore the concepts of personal reflective practice and the ‘social identity approach’ (Haslam, 2004) in relation to behaviour within and between teams of collaborating researchers (W2).…”