Redesigning a library-based genetics class research project through instructional theory and authentic experience

Michele R. Tennant · Mary Edwards · Michael M. Miyamoto

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Library Science and Information Literacy Library Science and Information Problem and Project Based Learning

Abstract

QUESTION: How can the library-based research project of a genetics course be reinvigorated and made sustainable without sacrificing educational integrity? SETTING: The University of Florida's Health Science Center Library provides the case study. METHODS: Since 1996, the librarian has codeveloped, supported, and graded all components of the project. In 2009, the project evolved from a single-authored paper to a group-work poster, with graded presentations hosted by the library. In 2010, students were surveyed regarding class enhancements. RESULTS: Responses indicated a preference for collaborative work and the poster format and suggested the changes facilitated learning. Instructors reported that the poster format more clearly documented students' understanding of genetics. CONCLUSION: Results suggest project enhancements contributed to greater appreciation, understanding, and application of classroom material and offered a unique and authentic learning experience, without compromising educational integrity. The library benefitted through increased visibility as a partner in the educational mission and development of a sustainable instructional collaboration.

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1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques 1996Reading images: the grammar of visual design 1996A Pedagogy of Multiliteracies: Designing Social Futures 2005Educating the Net Generation 1989Situated Cognition and the Culture of Learning 2006Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development 1998Cooperative Learning Returns To College What Evidence Is There That It Works?2007The State of Cooperative Learning in Postsecondary and Professional Settings

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