Pipe dream, nightmare or dream ticket? Final year undergraduate projects as a key output from strong links between teaching and research

Prof John SpicerUniversity of Plymouth

The Failure of Sir Launcelot to enter the Chapel of the Holy Grail, No 3 of THE HOLY GRAIL TAPESTRIES.

Woven by Morris & Co. 1891-94 for Stanmore Hall. Wool and silk on cotton warp

Undergraduate Research

• An opportunity to positively impact student experience (Wenderholm 2004; Russell et al 2007)

• Improves self-motivation and active/self-directed learning (Wenderholm 2004, Lopatto 2006, 2007)

• Increases student retention/engagement (Lopatto 2004, Laursen et al 2010, Fechheimer et al. 2011)

• Improves student’s knowledge, skills & personal development over time (McGrath et al 2015)

• Encourages greater tolerance of ambiguity, resilience in problem solving, integration of theory with practice, writing skills (Lopatto 2009, 2010)

• Disproportionally benefits students most at risk of underachievement (Lopatto 2004, Eagan et al. 2013)

• Advocated as an innovative strategy for improving higher education (Hu et al 2007; Eagan et al. 2013)

The Failure of Sir Launcelot to enter the Chapel of the Holy Grail, No 3 of THE HOLY GRAIL TAPESTRIES.

Woven by Morris & Co. 1891-94 for Stanmore Hall. Wool and silk on cotton warp

BUT…………. • ‘difficult to succeed

in’ (Wenderholm2004)

• Institutional issues, e.g. Universities criticised for prioritising research over teaching (Merkel 2003)

Three challenges - the quest for the ‘Lopattonian Luminescent’

1. Finding/preparing appropriate students for undergraduate research (motivation/level of training/good requisite knowledge) (Lopatto 2004,

Wenderholm 2004)

2. Good planning & project management (attainable/realistic stages for students – ‘mentor-student’ challenge) (Wenderholm 2004, Mapolisa & Mafa 2012)

3. Achieving ‘high impact’ educational practice – ‘value added’ (Kuh 2008,

Laursen et al 2010, Lopatto, 2006, 2007, 2009, 2010; Parker 2018)

Challenge

1.Finding/preparing appropriate students for undergraduate research

Three challenges - the quest for the ‘Lopattonian Luminescent’

Challenge 2. Good planning & project management

Final Year

Project

1st & 2nd Yr field courses

1st & 2nd Yr Lab & stats work

2nd Yr tutor-student relationship established

Project proposal (2nd Yr)

Opportunity to be a practicing scientist (Major BUT NOT ONLY component of being a practicing marine biologist)

Subject specific knowledge – volunteering – cohesive degree group & staff

Flexible technical assistance

0

2

4

6

8

10

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

Challenge 3. Achieving ‘high impact’ educational practice – ‘value added’

YEAR

No. OF PEER-REVIEWED,PAPERS (CO)AUTHORED PUBLISHED IN THE INTERNATIONAL LITERATURE

6 student papers per year98.8 project students per year

10 year average (2008-18)

Undergraduate research provides measurable benefit to some students, some staff, and to the institution

Spicer & Rundle (unpublished)

Challenge 3. Achieving ‘high impact’ educational practice – ‘value added’

Undergraduate research provides measurable benefit to some more students, some more staff, and to the institution.

0

20

40

60

80

100

0 20 40 60 80 100

Fin

al y

ear

pro

ject

gra

de

(%

)

Average final year modules grade (excluding project) (%)

Challenge 3. Achieving ‘high impact’ educational practice – ‘value added’

Parker (2018)

Students (n = 5000) achieve better grades on research projects than the average of other modules.Improvement larger for some students, e.gthose with lower prior achievement.

Undergraduate research provides measurable benefit to all students but impact is larger for some but not all groups.

Undergraduate research provides measurable benefit to moststudents and to the institution

Spicer & Truebano, unpublished(Each coloured line represents a different year (2009-17)

FINAL YEAR PROJECTCASE STUDY

– The ‘LopattonianLuminescent?’

© JI Spicer

The Attainment or The Achievement of the Grail, no. 6, version woven 1895-96, by William Morris, -Unknown, Public Domain, https://commons.wikimedia.org/w/index.php?curid=251121 Birmingham Museum & Art Gallery

Conclusions

Good… but not quite the Holy Grail.

What parts of our model generalise?

1. Finding/preparing appropriate students for undergraduate research

Clear science process aim central to course from start, with practical support through-out

2. Good planning & project management

Common vision of staff, Flexible technical support, Project proposal year before, Clear stage marks in final year

3. Achieving ‘high impact’ educational practice – ‘value added’

Research provides measurable benefits to students, staff and to the institution