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Effective integration of teaching and research in a first year food and nutrition course

Keast, Russell, Macfarlane, Susie and Riddell, Lynn 2012, Effective integration of teaching and research in a first year food and nutrition course, Creative education, vol. 3, no. 8, pp. 1366-1370.

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Title Effective integration of teaching and research in a first year food and nutrition course
Author(s) Keast, Russell
Macfarlane, Susie
Riddell, Lynn
Journal name Creative education
Volume number 3
Issue number 8
Start page 1366
End page 1370
Total pages 5
Publisher Scientific Research Publishing
Place of publication Irvine, Calif.
Publication date 2012-12
ISSN 2151-4755
2151-4771
Keyword(s) higher education
teaching research nexus
student experience
Summary Previous research has indicated that undergraduate student learning can be enhanced through active involvement in research. Furthermore, creating an academic environment where teaching and research are intimately linked can facilitate the induction of students into a community of learners where new knowledge is created, explored and critiqued. Scaffolding and supporting student learning via engagement in authentic research experiences can work to ensure graduating students have the capacity to generate and investigate important questions that contributes to the development of new knowledge. This paper presents a case study that outlines curriculum design and pedagogical strategies aimed at integrating teaching and research within the first year of an undergraduate course. First year Food and Nutrition students were asked to partake in a research project where they were asked to complete a series of diet and food related questionnaires, analyse, interpret and critique the resulting data. Students were supported through this learning activity via small group tutorial support and question and answer sessions within the learning management system. Anonymous evaluation of the teaching and learning experience was conducted at the end of the teaching period and the results indicate that the students welcomed the opportunity to engage in an authentic, research based learning activity. Students’ found the assessment tasks were clearly explained to them (88% agreeing), and felt well supported in approaching this research based assessment task. Furthermore, the qualitative comments indicated that the students’ found the learning environment to be meaningful and relevant. This case study indicates that it is possible to effectively incorporate authentic research experiences within the curriculum of a first year course. The experiential, inquiry based learning approach used supported the students’ participation in a systematic, rigorous data collection process required in a structured research environment and blended these requirements with authentic learning of discipline specific skills and knowledge.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930302 Syllabus and Curriculum Development
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2012, SciRes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30052404

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.