Open AccessCourse-Based Versus Field Undergraduate Research Experiences
Author(s) -
Jonathan Graves
Publication year - 2021
Publication title -
teaching and learning inquiry
Language(s) - English
Resource type - Journals
eISSN - 2167-4787
pISSN - 2167-4779
DOI - 10.20343/teachlearninqu.9.2.17
Subject(s) - experiential learning , field (mathematics) , undergraduate research , curriculum , course (navigation) , task (project management) , mathematics education , psychology , pedagogy , medical education , engineering , medicine , mathematics , systems engineering , pure mathematics , aerospace engineering
This paper compares undergraduate course-based research experiences to field-based research experiences to understand the relationship between these different forms of experiential learning. I study undergraduate research experiences across an economics department at a large Canadian research university. Statistical analysis indicates there are not large differences between field- and course-based experiences. The main differences favour course-based instruction, with course-based experiences associated with more independent thinking and relevant task engagement. Overall, I conclude curriculum designers should focus attention on proper course-based curriculum design rather than simply trying to adapt “research-like” experiences into the classroom.