Santa Cruz Field Course: developing team research expertise
Contact details
Dr. Andy Plater (with Dr. John Boyle, Dr. Katie Willis,
Dr. Andy Morse and Dr. Mark Pelling)
Department of Geography,
University of Liverpool,
P.O. Box 147.
Liverpool,
Merseyside, L69 7ZT, UK
Tel: 0151 794 2843
Fax: 0151 794 2866
Email: gg07@liv.ac.uk
Classification Category
- Developing student appreciation of research in the discipline.
- Development of student research skills.
- Using teaching and learning processes which simulate research processes.
- Using assignments which involve elements of research processes.
Context
- Course/unit/module title: Santa Cruz Field Course, GEOG360
- Course title: Available for BA Geography L700, BSc Geography (Science) F800, BSc Geography and Biology CF18, BSc Geography and Archaeology LV74, and BSc Geography for Management L720
- Level Three
- Additional:The Field Course takes place during the Easter break and lasts c.14 days. Student numbers are generally of the order of 50, although this has been as low as 30 and as high as 75. On the current budget, the Department provides each student with a subsidy of £175 - leaving students to pay c.£450-475.
What does the teacher do?
The purpose of this Year Three optional field course is to provide students with first-hand experience of project-based research - from initial planning and design to final reporting and dissemination. Unlike the learning experience of the undergraduate dissertation, students work in small groups (generally two or three per team) which bring together their complementary skills and knowledge bases to tackle problem- or research-driven topics of relevance to the region of Santa Cruz in central coastal California. The scope of projects covers almost the entire range of the Geography discipline, and incorporates complementary elements of the Earth and Environmental Sciences disciplines.
The module team first introduce the regional geography of California in a series of short lectures. This is followed by seminar-style presentations on staff research interests and experience in central coastal California - including records of climate and environmental change, hazard assessment and management, and current social, cultural and political issues. From this research context, students are guided to the identification of research topics and relevant literature through a sequence of small-group discussion sessions. Projects are generally suited to the particular strengths of each student team, but are designed to address real issues and problems that concern planners, managers, user-groups and service providers in California. Once selected, student teams are then encouraged to follow two paths simultaneously under supervision with periodic review meetings:
- to make contact with the relevant stakeholders in Santa Cruz via the web to address logistical aspects (access, permissions, meetings etc.) and investigate available data and information sources (e.g. documentary and instrumental records, stakeholder interviews, questionnaire surveys)
- to research, design and establish an appropriate research methodology, and to undertake a pilot investigation of a parallel issue or field area in the Merseyside region.
In the context of research planning and design, and to ensure successful execution of the field research programme, student teams are required to complete three assessed elements prior to travel:
- Pre-trip presentation. Teams give a 20 minute presentation detailing their objectives and methods (including lessons learned from their pilot research), the theoretical underpinning of the proposed research, expected outcomes, and a timetable for the first three days in the field.
- Research proposal. Teams submit a report, following a prescribed format (see attached field course handbook), in which the following elements are reported with reference to supporting literature: introduction and objectives, theoretical framework for the project, research methods (including outcomes of pilot research), expected findings, and field research plan. Comments made by assessors of the preceding presentation (see above) must be addressed in this submission.
- Research preparation report. Individuals in each team submit a report in which their particular research strengths are outlined with reference to a sub-element of the proposed research - from the broader thematic basis for the project to specialist interest in data analysis and graphical presentation.
As a result of the above, staff are satisfied of each team's groundwork, research methodology, skills range, familiarity with the proposed research (from both applied and theoretical perspectives), and academic maturity in being able to undertake the proposed research and tackle the objectives successfully. At the same time students attain a high level of confidence in their research design and are well placed to evaluate research progress at a very early stage in their fieldwork.
Once in the field, students are acquainted with Santa Cruz via a walking tour, a quiz on local knowledge, information and landmarks, and a bus tour of the Monterrey Bay region. Whilst individual effort and achievement is assessed through a field notebook (which is reviewed each day and on completion of the field course), group progress and achievement is assessed through a formal meeting with the supervisor after three research days (with informal feedback continuing for the duration of the field course), a first draft of the final report submitted on completion of the field course (formative assessment), and a final report (again to a prescribed format - see attached field course handbook) which is submitted two weeks after return to the UK.
The entire process is geared towards the further development and application
of key learning, research and subject-based skills. The level of expertise
and research maturity demonstrated in the completion of all project elements
crosses the interface between teaching and research - so much so that on completion
of the field course, the student teams have completed the type of project
work a graduate will be faced with in employment in a wide range of spheres.
The sense of student achievement is tangible on final submission of the field
report, and their efforts are rewarded through publication of a Santa Cruz
Field Course Research Report Series. The Report Series is an edited volume
in which the final reports are compiled and presented as a body of research
undertaken on the field course (see attached). Copies are given to each member
of the field course on graduation and sent to nominated stakeholders, libraries
and resource centres in Santa Cruz. This Report Series is perhaps the best
reflection of each student's research expertise on graduation, and is regarded
amongst the student body as essential material for interviews when potential
employers are to be acquainted with their skills and abilities.
Hot tips and things to look out for
Ensure the projects are problem- or research-led, and that they are able to engage students in staff research interests. It is also essential that projects address problems and issues of relevance to stakeholders in the region. Evaluation of the research methodology and expected outcomes must be undertaken prior to travel to ensure successful completion and to identify any potential pitfalls.
Does it work?
Students are clearly proud of their achievement and readily show the Report Series to peers, family and potential employers. Recent graduates have confirmed that the Report Series is well received by employers at interview as an example of ability and performance across a range of key skills. The Santa Cruz field course format has been nominated for awards of teaching and learning best practice and innovation.
What problems/issues have arisen?
Final edited report submission for the Report Series from certain student
teams does not always take place - usually when significant modifications
are required (i.e. reports of poor initial quality). The timing of final examinations
relative to final report submission has caused some problems in the past,
however the requirement of a first draft has addressed the issue of significant
overlap with revision time. Rescheduling of the field programme is not appropriate
in the Liverpool curriculum and funding model, but may be so at other institutions.
Details of support material/course work/assessment methods
See "what does the teacher do" section above
and the Field Course Handbook for 2002. In short,
the assessment includes:
Group assessment:
- Pre-trip Presentation (8.3% of total course mark)
- Research Proposal (11.7% of total)
- Final Report (33.3% of total)
Individual assessment:
- Research Preparation Report (13.4% of total)
- Field Notebook (33.3% of total)
The above break down into
- (a) Field Preparation Component (Pre-trip Presentation, Research Proposal and Research Preparation Report, together worth 33.3% of total course mark)
- (b) Fieldwork Component (Field Notebook worth 33.3% of total)
- (c) Final Report (33.3% of total)
Relevant references
Boyle et al. (eds.) (2000) Santa Cruz Field Course 2000. Research Report Series No.1. Department of Geography, University of Liverpool, 58p.
Plater et al. (eds.) (2002) Santa Cruz Field Course 2002. Research Report Series No.2. Department of Geography, University of Liverpool, 105p.