Valter and Akerlind Research-led Education in Science 96
online histology assignments were also obtained from
the course coordinator’s and her colleagues’ research
material. Whilst the initial preparation of such online
material takes weeks, it is largely a one-off exercise, so
it is well worth the effort as the material can be re-used
over time. In the computer simulation activities, we
used a freely downloadable teaching software (Neuron),
which comes with pre-designed activities that allow a
relatively quick set up. Nevertheless, there is a time
commitment involved in tutors and demonstrators
familiarizing themselves with the program.
Other activities required the purchase of some
hardware or accessories. Dissection activities needed
the purchase of specimens, usually for a moderate price.
Physiological experiments utilized commercially
available hardware (PowerLab, AD Instruments Pty.
Ltd., Australia). The basic hardware set-up is usually
costly, depending on the number of units needed;
however, the data acquisition system can be shared
between several courses and programs within the
university. In our case, the institution already owned
and used the system in two other programs, and we
only had to make a one-off purchase of accessories
relevant to our course, which did not pose a high
financial burden. It is also possible to utilize
institutional workshops to create such accessories, as
happened in our case a few times.
In summary, by looking at one’s own research and
thinking of ways to use existing materials, techniques,
or the literature in teaching undergraduate students, the
costs of developing a course or modules similar to the
ones described in this paper may be minimized.
Benefits to the students have already been outlined.
For the teacher, the change in thinking for linking
research and undergraduate teaching proved to be
challenging but also enjoyable. To watch the
intellectual growth of students gives enormous
satisfaction. To witness the evolution of a thinking,
inquiring young scientist during the course of the
semester is what we all try to achieve. It was evident
that, with time, students became more relaxed and
confident in their knowledge and, based on the exam
results, many achieved a deep understanding of the
practice of neuroscience.
Conclusion
The authors’ home institution’s Education
Management Plan clearly states that its education
should take strength from the research-intensiveness of
the institution. The stated objectives of education,
amongst others, are ‘to challenge and extend students,
guide them in self-directed learning and, through
discovery-based education, prepare reflective,
analytical and questioning graduates.’ However, when
it comes down to strategies for achieving these
objectives, the Management Plan offers only general
guidelines on how to integrate research into the
curriculum -- mainly through the increased use of high
quality researchers in teaching. The development of
undergraduate and postgraduate coursework programs
with a significant component of genuine research is also
encouraged.
Unfortunately, research-led education along these
lines can only be offered to very able undergraduates
and to postgraduates, since ‘genuine’ research is costly.
If research-led education is to be available to all
undergraduates, less costly approaches are needed. This
paper presents an example of how discovery-based and
research-led education can be introduced into the
mainstream curriculum in an affordable way. By
identifying the key skills researchers in a discipline
need, students can be introduced to these skills and
related practices from an early point in their
undergraduate studies without a major increase in
expenses.
The present study gives numerous examples of
introducing students to research practices within a
course work setting. Although this case study is based
in the natural sciences, the same approach to teaching
research skills could easily translate into other
disciplines. For instance, the idea of library-based
group research projects culminating in preparing a
mock research grant proposal is applicable to any
discipline. Not all disciplines have practical classes, but
tutorials are common, and designing tutorials to include
analysis of case studies and completion of partial
research papers would again be possible in any
discipline. The use of problem solving tasks or projects
to develop critical thinking and analytical skills is also
relevant to a wide range of disciplines. Some of these
strategies require more effort from the course convener
than others. However, the benefits for students,
teachers, and institutions outweigh the initial time and
energy required to introduce such activities.
References
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Entwistle, N. (2002). Research-based university
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