Effective Integration of Teaching and Research in a First Year Food and Nutrition Course
ABSTRACT
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.
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.
Cite this paper
Keast, R. , Macfarlane, S. & Riddell, L. (2012). Effective Integration of Teaching and Research in a First Year Food and Nutrition Course. Creative Education, 3, 1366-1370. doi: 10.4236/ce.2012.38199.
Keast, R. , Macfarlane, S. & Riddell, L. (2012). Effective Integration of Teaching and Research in a First Year Food and Nutrition Course. Creative Education, 3, 1366-1370. doi: 10.4236/ce.2012.38199.
References
[1] Anderson, L., & Krathwohl, D. (Eds.) (2001). A taxonomy of learning, teaching, and assessment: A revision of Bloom’s taxonomy of educational objectives. New York: Longman. [2] Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74, 210-230. doi:10.1353/jhe.2003.0011 [3] Boyer, E. (2000). Scholarship reconsidered: Priorities of the professsoriate: Princeton: The Carnegie Foundation for the Advancement of Teaching. [4] Brew, A. (2010) Enhancing undergraduate engagement through research and enquiry. URL (last checked 2 October 2012). http://www.olt.gov.au/resource-enhancing-undergraduate-engagement-research-enquiry-macquarie-2010 [5] Brew, A., & Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29, 261-273. doi:10.1007/BF01384493 [6] Coaldrake, P., & Stedman, L. (1999) Academic work in the twenty-first century: Changing roles and policies. Canberra: Department of Education, Training and Youth Affairs Higher Education Division. [7] Feldman, K. (1987) Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: A review and exploration. Research in Higher Education, 26, 227- 298. doi:10.1007/BF00992241 [8] Hattie, J., & Marsh, H. (1996). The relationship between research and teaching—A meta-analysis. Review of Educational Research, 66, 507- 542. [9] Jenkins, A. (2004). A guide to the research evidence on teaching-research relations. Heslington: The Higher Education Academy. [10] Kingsland, A. (1996). Time expenditure, workload and student satisfaction in problem based learning. In L. Wilkerson, & W. Gijselaers (Eds.), Bring problem based learning to higher education: Theory and practice (pp. 73-81). San Francisco: Jossey-Bass. [11] Krause, K., Arkoudis, S., & McCulloch, R. (2008). The teaching-research nexus: A guide for academics and policy-makers in higher education. URL (last checked 2 October 2012). http://trnexus.edu.au/ [12] Laurillard, D. (1997). Styles and approaches to problem solving. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning. Edinburgh: Scottish Academic Press. [13] McInnis, C., James, R., & Hartley, R. (2000). Trends in the first year experience in Australian universities. Canberra: Department of Education, Training and Youth Affairs. [14] Neumann, R. (1994). The teaching-research nexus: Applying a framework to university students’ learning experiences. European Journal of Education, 29, 323-340. doi:10.2307/1503744 [15] Prince, M., Felder, R., & Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of Engineering Education, 96, 283-294. [16] Riddell, L., Ang, B., Keast, R., & Hunter, W. (2011) Impact of living arrangements and nationality on food habits and nutrient intakes in young adults. Appetite, 56, 726-731. doi:10.1016/j.appet.2011.02.010 [17] Robertson, J., & Bond, C. (2001). Experiences of the relation between teaching and research: What do academics value? Higher Education Research and Development, 20, 5-20. doi:10.1080/07924360120043612 [18] Rowland, S. (1996). Relationship between teaching and research. Teaching in Higher Education, 1, 7-20. doi:10.1080/1356251960010102 [19] Savige, G., Hsu-Hage, B., & Wahlqvist, M. (1997). Food variety as a nutritional therapy. Current Therapeutics, 38, 57-67. [20] Zamorski, B. (2002) Research-led teaching and learning in higher education: A case. Teaching in Higher Education, 7, 411- 427. doi:10.1080/135625102760553919 [21] Zubrick, A., Reid, I., & Rossiter, P. (2001) Strengthening the nexus between teaching and research. Canberra: Department of Education, Training and Youth Affairs.
[1] Anderson, L., & Krathwohl, D. (Eds.) (2001). A taxonomy of learning, teaching, and assessment: A revision of Bloom’s taxonomy of educational objectives. New York: Longman. [2] Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74, 210-230. doi:10.1353/jhe.2003.0011 [3] Boyer, E. (2000). Scholarship reconsidered: Priorities of the professsoriate: Princeton: The Carnegie Foundation for the Advancement of Teaching. [4] Brew, A. (2010) Enhancing undergraduate engagement through research and enquiry. URL (last checked 2 October 2012). http://www.olt.gov.au/resource-enhancing-undergraduate-engagement-research-enquiry-macquarie-2010 [5] Brew, A., & Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29, 261-273. doi:10.1007/BF01384493 [6] Coaldrake, P., & Stedman, L. (1999) Academic work in the twenty-first century: Changing roles and policies. Canberra: Department of Education, Training and Youth Affairs Higher Education Division. [7] Feldman, K. (1987) Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: A review and exploration. Research in Higher Education, 26, 227- 298. doi:10.1007/BF00992241 [8] Hattie, J., & Marsh, H. (1996). The relationship between research and teaching—A meta-analysis. Review of Educational Research, 66, 507- 542. [9] Jenkins, A. (2004). A guide to the research evidence on teaching-research relations. Heslington: The Higher Education Academy. [10] Kingsland, A. (1996). Time expenditure, workload and student satisfaction in problem based learning. In L. Wilkerson, & W. Gijselaers (Eds.), Bring problem based learning to higher education: Theory and practice (pp. 73-81). San Francisco: Jossey-Bass. [11] Krause, K., Arkoudis, S., & McCulloch, R. (2008). The teaching-research nexus: A guide for academics and policy-makers in higher education. URL (last checked 2 October 2012). http://trnexus.edu.au/ [12] Laurillard, D. (1997). Styles and approaches to problem solving. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning. Edinburgh: Scottish Academic Press. [13] McInnis, C., James, R., & Hartley, R. (2000). Trends in the first year experience in Australian universities. Canberra: Department of Education, Training and Youth Affairs. [14] Neumann, R. (1994). The teaching-research nexus: Applying a framework to university students’ learning experiences. European Journal of Education, 29, 323-340. doi:10.2307/1503744 [15] Prince, M., Felder, R., & Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of Engineering Education, 96, 283-294. [16] Riddell, L., Ang, B., Keast, R., & Hunter, W. (2011) Impact of living arrangements and nationality on food habits and nutrient intakes in young adults. Appetite, 56, 726-731. doi:10.1016/j.appet.2011.02.010 [17] Robertson, J., & Bond, C. (2001). Experiences of the relation between teaching and research: What do academics value? Higher Education Research and Development, 20, 5-20. doi:10.1080/07924360120043612 [18] Rowland, S. (1996). Relationship between teaching and research. Teaching in Higher Education, 1, 7-20. doi:10.1080/1356251960010102 [19] Savige, G., Hsu-Hage, B., & Wahlqvist, M. (1997). Food variety as a nutritional therapy. Current Therapeutics, 38, 57-67. [20] Zamorski, B. (2002) Research-led teaching and learning in higher education: A case. Teaching in Higher Education, 7, 411- 427. doi:10.1080/135625102760553919 [21] Zubrick, A., Reid, I., & Rossiter, P. (2001) Strengthening the nexus between teaching and research. Canberra: Department of Education, Training and Youth Affairs.