Redesigning a library-based genetics class research project through instructional theory and authentic experience.

Abstract

QUESTION
How can the library-based research project of a genetics course be reinvigorated and made sustainable without sacrificing educational integrity?
SETTING
The University of Florida's Health Science Center Library provides the case study.
METHODS
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.
RESULTS
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.
CONCLUSION
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.