Bridging the Lecturer/Student Divide: The Role of Residential Field Courses
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| Title: | Bridging the Lecturer/Student Divide: The Role of Residential Field Courses |
|---|---|
| Language: | English |
| Authors: | Hart, Adam G., Stafford, Richard, Goodenough, Anne E. |
| Source: | Bioscience Education. Jun 2011 17. |
| Availability: | Centre for Bioscience, The Higher Education Academy. Room 9.15 Worsley Building, University of Leeds, Leeds, LS2 9JT, UK. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail: beej@leeds.ac.uk; Web site: http://www.bioscience.heacademy.ac.uk/journal |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 5 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Student Development, Lecture Method, Higher Education, Teacher Student Relationship, Teaching Methods, Learner Engagement, Biology, Science Education, College Science, College Students, Field Instruction, Courses |
| DOI: | 10.3108/beej.17.3 |
| ISSN: | 1479-7860 |
| Abstract: | An artificial, and generally unhelpful, divide between lecturers and students frequently occurs in higher education, especially among recent school-leavers. Bridging that divide allows lecturers and students to develop collaboratively to the benefit of both parties. Residential field courses provide an important forum to develop more mature relationships between lecturers and students and the informal opportunities presented allow both pastoral and educational issues to be discussed and often resolved. Here, we discuss the crucial role that field courses can have in student development and we introduce some techniques that can be used to engender pastoral and academic engagement. This provides long-term benefits to learners and develops student-lecturer collaborations that exist well beyond the field course experience. |
| Abstractor: | As Provided |
| Number of References: | 18 |
| Entry Date: | 2011 |
| Accession Number: | EJ943687 |
| Database: | ERIC |
| Abstract: | An artificial, and generally unhelpful, divide between lecturers and students frequently occurs in higher education, especially among recent school-leavers. Bridging that divide allows lecturers and students to develop collaboratively to the benefit of both parties. Residential field courses provide an important forum to develop more mature relationships between lecturers and students and the informal opportunities presented allow both pastoral and educational issues to be discussed and often resolved. Here, we discuss the crucial role that field courses can have in student development and we introduce some techniques that can be used to engender pastoral and academic engagement. This provides long-term benefits to learners and develops student-lecturer collaborations that exist well beyond the field course experience. |
|---|---|
| ISSN: | 1479-7860 |
| DOI: | 10.3108/beej.17.3 |
