Embedding Research in a Field-based Module through Peer Review and Assessment for Learning

Abstract

A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the progressive nature of knowledge and skills acquisition, facilitated through multiple opportunities for progressive, formative feedback. Students value the challenging yet rewarding nature of the module and engage with formative activities and peer review. The model presented demonstrates the value of peer review, fieldwork and research-based learning to facilitate progressive skills development and learner autonomy.

Keywords:

• Embedding research in the curriculum
• peer review
• enquiry-based learning
• fieldwork
• assessment for learning

Acknowledgements

The author acknowledges the assistance of undergraduate student participants in providing valuable feedback on the module and for being a pleasure to work alongside. Grateful thanks are also due to three anonymous reviewers for insightful feedback on an earlier version of the manuscript.