The plant detectives: innovative undergraduate teaching to inspire the next generation of plant biologists

Abstract

Encouraging more students to embrace plant science research is a global priority. We have evolved a second year undergraduate course from a standard lecture/practical format into an innovative research-led learning design that gives students hands-on experience of cutting-edge plant science research and specialist instrumentation. By making tangible the links between plant genetics, biochemistry, physiology and function, the active learning curriculum extends students to their limits, and gives them insights into the multi-faceted nature of plant science research. Using genetically-mapped mutants of Arabidopsis thaliana, we challenge our students to apply their conceptual learning immediately to identify “unknown” genetic mutations affecting plant form and function. By exposing students early in their student careers to the challenges, rigors and excitement of plant science research, we have helped them grow quickly into astute researchers who truly deserve the title “Plant Detectives.” Many have become motivated to continue their studies as plant biologists in research-focused honors (pre-doctoral) and doctoral programs.

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

“…Since the 1990s, the logistical, resourcing, and equity challenges of residential ecology field courses have seen such courses become increasingly rare become increasingly rare in university teaching (Boyle et al, 2007 ; Cotgreave, 1996 ). Yet, for university students in ecology, well‐structured hands‐on activities uniquely build practical research skills (Jackson, 2016 ) while providing experiences of the excitement and frustration of hypothesis‐driven research, data collection and analysis, and collaboration (Abrams et al, 2018 ; Beckmann et al, 2015 ; Estavillo et al, 2014 ; Pedaste et al, 2015 ). Indeed, field courses are associated with higher self‐efficacy gains, higher college graduation rates, higher retention in the ecology and evolutionary biology major, and higher Grade Point Averages at graduation compared to lecture‐based courses (Beltran et al, 2020 ; Scott et al, 2012 ).…”

“…Since the 1990s, the logistical, resourcing, and equity challenges of residential ecology field courses have seen such courses become increasingly rare become increasingly rare in university teaching (Boyle et al, 2007;Cotgreave, 1996). Yet, for university students in ecology, well-structured hands-on activities uniquely build practical research skills (Jackson, 2016) while providing experiences of the excitement and frustration of hypothesis-driven research, data collection and analysis, and collaboration (Abrams et al, 2018;Beckmann et al, 2015;Estavillo et al, 2014;Pedaste et al, 2015).…”

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

“…Intensive and experiential contexts for learning can effectively enable students to engage with fundamental concepts and knowledge while also modelling the trials and tribulations of collaboration and ‘real’ science enabling them to learn by driving their own investigative processes (e.g. Estavillo et al, 2015; Pedaste et al, 2015). Effectively structured hands-on learning can provide outstanding opportunities for students to experience the excitement of hypothesis-driven research (Beckmann et al, 2015), to explore professional identity (Abrams et al, 2018), and to build skillsets that add value to a student’s educational progression and prepare them for diverse careers (Jackson, 2016).…”

“…Estavillo et al, 2015; Pedaste et al, 2015). Effectively structured hands-on learning can provide outstanding opportunities for students to experience the excitement of hypothesis-driven research (Beckmann et al, 2015), to explore professional identity (Abrams et al, 2018), and to build skillsets that add value to a student’s educational progression and prepare them for diverse careers (Jackson, 2016).…”

“…Since the 1990s the logistical, resourcing and equity challenges of residential ecology field courses have seen them become increasingly rare in university teaching (Boyle et al, 2007; Cotgreave, 1996). Yet, for university students in ecology, well-structured hands-on activities uniquely build practical research skills (Jackson, 2016) while providing experiences of the excitement and frustration of hypothesis-driven research, data collection and analysis, and collaboration (Abrams et al, 2018; Beckmann et al, 2015; Estavillo et al, 2014; Pedaste et al, 2015). Indeed, field courses are associated with higher self-efficacy gains, higher college graduation rates, higher retention in the ecology and evolutionary biology major, and higher Grade Point Averages at graduation compared to lecture-based courses (Beltran et al, 2020, Scott et al, 2012).…”