351,048 research outputs found

    Biological fieldwork provision in higher education

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    Fieldwork is regarded as an important component of many bioscience degree programmes. QAA benchmarks statements refer explicitly to the importance of fieldwork, although give no indication of amounts of field provision expected. Previous research has highlighted the importance of fieldwork to the learning of both subject-specific and transferable skills. However, it is unclear how the amount and type of fieldwork currently offered is being affected by the recent expansion in student numbers and current funding constraints. Here we review contemporary literature and report on the results of a questionnaire completed by bioscience tutors across 33 UK institutions. The results suggest, perhaps contrary to anecdotal evidence, that the amount of fieldwork being undertaken by students is not in decline and that on the whole, programmes contain reasonable amounts of fieldwork. The majority of programmes involved UK-based fieldwork, but a number of programmes also offered ‘exotic’ overseas fieldwork which was considered important in terms of student recruitment as well as exposing students to a diversity of field learning environments. Tutors were very clear about the benefits of fieldwork and the need to be proactive to maintain its provision

    Analytic Inspiration in Ethnographic Fieldwork

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    Stimulus & response : fieldwork in science

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    From time to time students at the faculty of Education are asked to air their views on particular educational topics which the editors propose to them. In this issue of the journal we reproduce the ideas of two students about the value of fieldwork in science.peer-reviewe

    Promoting Environments that Measure Outcomes: Partnerships for Change

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    This paper describes the development of the PrEMO© (Promoting Environments that Measure Outcomes) program. PrEMO© is an innovative model promoting evidence-based practice (EBP) while developing capacity and quality of Level II fieldwork placements. The PrEMO© program is described from initiation to completion, including development of site-specific learning objectives, the twelve week schedule and the role of faculty mentorship. Occupational therapy (OT) students, and university OT program faculty including academic fieldwork coordinators, partner with fieldwork educators at the site to implement EBP using a data-driven decision making (DDDM) process to guide the development of evidence-based practices. PrEMO© appears to be a useful strategy for building Level II fieldwork capacity and enhancing student and fieldwork educators’ knowledge and skills about EBP and outcome measurement in routine OT practice

    The geography fieldwork experience: Spain 2008

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    In the last week of April, Dr Tony Mellor and five colleagues from the School of Applied Sciences took 34 Geography students on field work to Andalucia in southern Spain. This residential trip takes place annually as part of a core module on the second year of the BSc (Hons) Geography degree programme. The module enables students to: (a) apply skills of observation, measurement and data collection in a real world field context, (b) demonstrate skills in project design, report writing, oral presentation and group work, and (c) describe and interpret physical and environmental processes operating in the study area and discuss howthey contribute to the distinctiveness of its landscapes
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