A presentation from the STEM Annual Conference 2014.
Research by Skills Council for Science Engineering and Manufacturing Technologies suggests there are greater subject-specific skills gaps in Biosciences than other sectors. This is especially true in field ecology where graduates lack skills in species identification ecological survey techniques and ability to apply ecological knowledge to real-world situations; all attributes demanded by employers. Here I outline innovative ways to embed field ecology in undergraduate/postgraduate curricula to not only improve skills but also improve student engagement and experience. Projects involve taking a problem-based learning approach when the “problem” is real rather than a scenario contrived for teaching. Internal and external partners act as “clients” and students as “consultants”. To teach Ecological Impact Assessment students complete a real-life assessment to assess baseline ecological conditions for a local development site. The link developer (different each year) gives a briefing and students complete a consultancy-style report. Students acquire vital employability skills and findings inform the development process. Other initiatives involve students in successive cohorts monitoring species diversity in local aquatic environments to inform management producing Biodiversity Action Plans for the University Estates team and working with the Wildlife Trust to critique conservation of different focal reserves. Internship and Dissertation students are placed with conservation organisations to work on mutually-devised projects to address real-world challenges; something that frequently leads to publication of multi-authored articles between student supervisor and external partner in leading journals. Overall these initiatives demonstrate ways of improving teaching while simultaneously ensuring student work has currency outside the confines of mark acquisition.
