Work

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

Year: 2012

Type: article

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.

Source: Journal of the Medical Library Association JMLA

DOI: 10.3163/1536-5050.100.2.006

Authors: Michele R Tennant, Mary Edwards, Michael M Miyamoto

Institution: University of Florida

Language: English

Topic: Library Science and Information Literacy

Subfield: Library and Information Sciences

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: University of Florida