Linking Teaching and Research in an Undergraduate Course and Exploring Student Learning Experiences

Autor/inn/en	Wallin, Patric; Adawi, Tom; Gold, Julie
Titel	Linking Teaching and Research in an Undergraduate Course and Exploring Student Learning Experiences
Quelle	In: European Journal of Engineering Education, 42 (2017) 1, S.58-74 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wallin, Patric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1193125
Schlagwörter	Engineering Education; Case Studies; Interviews; Learning Experience; Student Attitudes; Holistic Approach; Inquiry; Course Descriptions; Student Research; Qualitative Research; Student Surveys; Cooperative Learning; Graduate Study; Active Learning; Tutoring; Focus Groups; Foreign Countries; Teaching Methods; Sweden + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lernerfahrung; Schülerverhalten; Holistischer Ansatz; Kursstrukturplan; Studentenforschung; Qualitative Forschung; Schülerbefragung; Kooperatives Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Aktives Lernen; Förderkonzept; Nachhilfeunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	In this case study, we first describe how teaching and research are linked in a master's course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of discovery-oriented environment. Data were collected through a survey, reflective writing, and interviews. Using a general inductive approach for qualitative analysis, we identified three themes related to the students' learning experiences: learning to navigate the field, learning to do real research, and learning to work with others. Overall, the students strongly valued learning in a discovery-oriented environment and three aspects of the course contributed to much of its success: taking a holistic approach to linking teaching and research, engaging students in the whole inquiry process, and situating authentic problems in an authentic physical and social context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01