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ERIC Number: ED539280
Record Type: Non-Journal
Publication Date: 2009-Nov
Pages: 4
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: N/A
Learning by Doing: Introducing Research Skills to Geography Undergraduates
Moore, Niamh
National Academy for Integration of Research, Teaching and Learning (NJ1), Paper presented at the Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, Nov 11-12, 2009)
In an increasingly competitive economy, the capacity for self-motivation, problem-solving skills and an ability to think critically are core graduate attributes. However, the capacity to create an educational environment that develops and harnesses such skills is a distinct challenge as resources become increasingly restricted. Geographical Skills and Techniques was a new module introduced in January 2009 in the second year undergraduate geography curriculum at University College Dublin (UCD), Ireland, to introduce students to a range of skills and techniques relevant to their training as geographers, drawing on the recommended skills and attributes identified by the Quality Assurance Agency (QAA) Subject Benchmark statement in the UK (QAA, 2007). The aim was to develop an awareness of, and ability to use, the range of material and approaches necessary to undertake successful geographical research in line with the strategic importance in the university of developing closer research-teaching linkages. The module was evaluated at the end of the semester through an online anonymous survey delivered using Zoomerang (http://www.zoomerang.com). The survey examined student's learning experiences generally as well as in each specific component: library skills, cartography, quantitative techniques, qualitative methods and fieldwork. This paper assesses the effectiveness of this module in developing the research capacity of the undergraduate students. It highlights the key challenges of effectively embedding this module in the geography programme both from an institutional and from a learner perspective. It concludes that for the module to be successfully continued in future years, student behaviour and expectations must be managed more effectively and greater institutional support should be provided to enhance student learning. (Contains 1 figure.) [Contributions provided by Veronica Crossa and Ruth Comerford. Support for this module was provided by the University College Dublin Fellowships in Teaching and Learning Scheme. For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]
National Academy for Integration of Research, Teaching and Learning. University College Cork, Distillery House North Mall, Cork, Ireland. Tel: +353-21-490-4690; e-mail: nairtl@ucc.ie; Web site: http://www.nairtl.ie
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Academy for Integration of Research, Teaching and Learning (NAIRTL) (Ireland)
Identifiers - Location: Ireland (Dublin); United Kingdom