Abstract
How can the library-based research project of a genetics course be reinvigorated and made sustainable without sacrificing educational integrity? The University of Florida's Health Science Center Library provides the case study. 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. 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. 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.
Highlights
In 1996, a librarian at the University of Florida’s Health Science Center Libraries (HSCL) partnered with a professor from the Department of Zoology to teach general genetics, a course of approximately 120 junior and senior undergraduates (PCB3063). These instructors created and implemented a term project, described in detail in 2002 [3], intended to allow students to learn more about genetics than might be possible through standard lectures and textbook readings. Students augmented these traditional methods with inquirybased learning [4], researching an individually assigned genetic disorder by searching the literature (Online Mendelian Inheritance in Man, PubMed, Web of Science) and fact-based databases (GenBank, Structure, Entrez Gene, GeneTests), using genetic analysis tools (BLAST), evaluating and synthesizing the literature and data located through these means, writing a term paper based on these explorations, and formatting the paper using an authentic, journal house style
It is unlikely that any level of support will make some students feel comfortable with these project requirements. To facilitate their continued partnership in genetics education, a professor and a medical librarian turned to instructional theory principles to preserve educational integrity, while decreasing the grading workload required for their collaboratively created term project
Taking advantage of the facts that modern science and medicine increasingly require collaboration, information skills, and visual literacy skills and that today’s students enjoy collaborative work and the skills learned through authentic tasks such as poster creation and presentation, the final work product of the class term project was redesigned from a single-authored term paper into a team-based poster presentation and oral defense
Summary
These instructors (librarian and professor) created and implemented a term project, described in detail in 2002 [3], intended to allow students to learn more about genetics than might be possible through standard lectures and textbook readings Students augmented these traditional methods with inquirybased learning [4], researching an individually assigned genetic disorder by searching the literature (Online Mendelian Inheritance in Man, PubMed, Web of Science) and fact-based databases (GenBank, Structure, Entrez Gene, GeneTests), using genetic analysis tools (BLAST), evaluating and synthesizing the literature and data located through these means, writing a term paper based on these explorations, and formatting the paper using an authentic, journal house style.
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