The research encounter : an innovative course inclusion that facilitates student engagement

The learning and engagement activity the authors describe was designed to demystify the research culture of the health faculty for first-year students, and there are implications for practice in other fields. It is founded on the idea of research-based learning, which in its pure form is a respected...

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Bibliographic Details
Published inInnovative higher education Vol. 37; no. 4; pp. 335 - 345
Main Authors Naug, Helen L., Colson, Natalie J., Donner, Daniel G.
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.08.2012
Springer
Springer Nature B.V
Subjects
Active Learning
Allied Health Occupations Education
Career choice
Class Activities
Cognitive style
College Freshmen
College Instruction
Course Content
Dental students
Education
Educational Resources
Educational Strategies
First year students
Griffith University. School of Medical Science
Health sciences
Higher Education
Instructional Effectiveness
Instructional Innovation
Learner Engagement
Learning
Medical research
Medical students
Negative attitudes
Pedagogy
Pharmaceutical education
Physiotherapy
Pretests Posttests
Questionnaires
Research projects
Small Group Instruction
Student engagement
Student Evaluation
Student participation
Student Research
Student Surveys
Student teacher relationship
Surveys
Teaching Methods
Undergraduate Students
Undergraduate Study
Universities
Australia
Brisbane (Qld)
Queensland
San Francisco California
Queensland Australia
United States > US
First-year experience
Student engagement
Research-based learning
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Summary:The learning and engagement activity the authors describe was designed to demystify the research culture of the health faculty for first-year students, and there are implications for practice in other fields. It is founded on the idea of research-based learning, which in its pure form is a respected pedagogical approach but problematic for large cohort (>500) first-year students. As an assessment item, students were placed in small groups and were matched with faculty research staff and/or a research area to investigate. The students were surveyed before and after the research encounter; and results show that, among other findings, student engagement with peers and with the faculty were distinct positive outcomes. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
Innovative Higher Education; v.37 n.4 p.335-345; August 2012
ISSN:0742-5627
1573-1758
DOI:10.1007/s10755-011-9210-z