Engaging students in bioscience research to improve their learning experience

Helen Page, Caroline Orr, Theresia Ralebitso-Senior

Research output: Contribution to journalArticleResearchpeer-review

9 Downloads (Pure)

Abstract

Summary Combining teaching and research is the definitive principle of ‘research-informed teaching’ (RIT) (Healey, 2005). RIT is pivotal for improving the student learning experience. All undergraduate students within the School of Science and Engineering, Teesside University (TU), can become RIT co-creators via their curricula-based Level 5 project proposal module and Level 6 research project. This case study illustrates how the authors used complementary, co-curricula methods to enhance student engagement with bioscience research utilising co-designed research projects and publication preparation. The success of student involvement in these initiatives was measured against six key personal attributes (Adaptable, Articulate, Aspiring, Creative, Critical, Confident), questionnaire responses from ten respondents, and a summary of tangible research outputs. An evaluation of staff involvement was made with semi-structured interviews.
Original languageEnglish
Pages (from-to)71-80
JournalRAISE Student Engagement in Higher Education Journal
Volume1
Issue number2
Publication statusPublished - 30 Sep 2017

Fingerprint

teaching research
learning
experience
research project
student
curriculum
engineering
staff
questionnaire
Teaching
interview
science
evaluation
school

Bibliographical note

Raise is an open access publisher.

Cite this

@article{ab0fb83b0be94a0a93af99ef0757bc54,
title = "Engaging students in bioscience research to improve their learning experience",
abstract = "Summary Combining teaching and research is the definitive principle of ‘research-informed teaching’ (RIT) (Healey, 2005). RIT is pivotal for improving the student learning experience. All undergraduate students within the School of Science and Engineering, Teesside University (TU), can become RIT co-creators via their curricula-based Level 5 project proposal module and Level 6 research project. This case study illustrates how the authors used complementary, co-curricula methods to enhance student engagement with bioscience research utilising co-designed research projects and publication preparation. The success of student involvement in these initiatives was measured against six key personal attributes (Adaptable, Articulate, Aspiring, Creative, Critical, Confident), questionnaire responses from ten respondents, and a summary of tangible research outputs. An evaluation of staff involvement was made with semi-structured interviews.",
author = "Helen Page and Caroline Orr and Theresia Ralebitso-Senior",
note = "Raise is an open access publisher.",
year = "2017",
month = "9",
day = "30",
language = "English",
volume = "1",
pages = "71--80",
journal = "RAISE Student Engagement in Higher Education Journal",
issn = "2399-1836",
number = "2",

}

Engaging students in bioscience research to improve their learning experience. / Page, Helen; Orr, Caroline; Ralebitso-Senior, Theresia.

In: RAISE Student Engagement in Higher Education Journal, Vol. 1, No. 2, 30.09.2017, p. 71-80.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Engaging students in bioscience research to improve their learning experience

AU - Page, Helen

AU - Orr, Caroline

AU - Ralebitso-Senior, Theresia

N1 - Raise is an open access publisher.

PY - 2017/9/30

Y1 - 2017/9/30

N2 - Summary Combining teaching and research is the definitive principle of ‘research-informed teaching’ (RIT) (Healey, 2005). RIT is pivotal for improving the student learning experience. All undergraduate students within the School of Science and Engineering, Teesside University (TU), can become RIT co-creators via their curricula-based Level 5 project proposal module and Level 6 research project. This case study illustrates how the authors used complementary, co-curricula methods to enhance student engagement with bioscience research utilising co-designed research projects and publication preparation. The success of student involvement in these initiatives was measured against six key personal attributes (Adaptable, Articulate, Aspiring, Creative, Critical, Confident), questionnaire responses from ten respondents, and a summary of tangible research outputs. An evaluation of staff involvement was made with semi-structured interviews.

AB - Summary Combining teaching and research is the definitive principle of ‘research-informed teaching’ (RIT) (Healey, 2005). RIT is pivotal for improving the student learning experience. All undergraduate students within the School of Science and Engineering, Teesside University (TU), can become RIT co-creators via their curricula-based Level 5 project proposal module and Level 6 research project. This case study illustrates how the authors used complementary, co-curricula methods to enhance student engagement with bioscience research utilising co-designed research projects and publication preparation. The success of student involvement in these initiatives was measured against six key personal attributes (Adaptable, Articulate, Aspiring, Creative, Critical, Confident), questionnaire responses from ten respondents, and a summary of tangible research outputs. An evaluation of staff involvement was made with semi-structured interviews.

M3 - Article

VL - 1

SP - 71

EP - 80

JO - RAISE Student Engagement in Higher Education Journal

JF - RAISE Student Engagement in Higher Education Journal

SN - 2399-1836

IS - 2

ER -