Application of a research skills framework for learning and teaching in Human Biology

Abstract

The educational/cultural backgrounds of students entering level 1 courses at university is becoming increasingly diverse, with the result that teachers can no longer assume that students will arrive with a skill base that will enable them to succeed in their chosen program. Yet it is still expected that by the completion of their program, all students will be able to demonstrate a set of Graduate Attributes that includes high level research skills necessary for HDR studies or the workforce. Here we report how we have addressed this issue in two First Year Human Biology courses. The development of research skills has been incorporated into assessment tasks, with increasing levels of complexity and autonomy introduced as the courses progress. The Research Skill Development (RSD) framework (Willison and O’Regan, in press, HERD) was used to generate marking criteria, and each student’s RSD profile was tracked and compared with their initial skill level as indicated by a diagnostic test administered at the start of the year. Data show an improvement in skill levels for most students, regardless of their starting point. Interviews are now being undertaken with students to identify factors that facilitate/inhibit research skill development. Advantages of using the RSD framework include the ability to: (a) clearly track skill development for each student, (b) identify specific areas of skill weakness and provide remedial support, and (c) better match learning objectives with assessment criteria. Preliminary data suggest that better understanding of the research process may reduce the incidence of plagiarism.