Incorporating Research into Undergraduate Paleontology Courses
Or a Tale of 23,276 Mulinia

Outlines best practices in incorporating experiential learning for paleontology courses.

Patricia H. Kelley (Author)

9781108717892, Cambridge University Press

Paperback / softback, published 15 November 2018

75 pages, 1 colour illus. 1 table
22.9 x 15.3 x 0.3 cm, 0.98 kg

Research-led, research-oriented, and research-based teaching incorporate research into teaching to different degrees. Research-led teaching focuses on content and informs students about current research findings, while research-oriented teaching focuses on techniques and often occurs in research methods courses. In research-based teaching, students participate in research. Through this involvement, they benefit from improved content knowledge, research skills, and life skills, as well as enhanced personal development. Research-embedded courses can make such benefits available to a wide range of students. Best practices in experiential learning and the incorporation of research in teaching include intentionality, planning, authenticity, reflection, training, monitoring, assessment, and acknowledgment. In this Element, these principles of best practice are illustrated by courses with embedded student research. Guidelines are presented for how to plan and execute a semester-long course-embedded research project, as well as alternative and shorter-term approaches. Research-based teaching provides challenges for students and faculty, but the benefits for all stakeholders are strong.

1. Introduction
2. How do we do it? Three approaches to incorporation
3. A tale of 23,276 Mulinia
4. What if you don't have a whole semester - or 23,276 Mulinia?
5. Conclusions.

Subject Areas: Palaeontology [RBX], Teaching of a specific subject [JNU], Teaching skills & techniques [JNT], Universities [JNMN]