Structure:
"Right at our first meeting, we make the learning objectives transparent to the students, do an expectations survey, and discuss scheduling. We achieve direct exchange with students by having them research the relevant topic in the media before the semester starts, e.g. glyphosate and catch crops in 2019. For the learning process, it is good for them to see what they already gather from the public discussion and how these topics can be treated scientifically in the following semester. In this context, the topic takes up the topic of reliable sources and scientific literature. This will be followed by 2 days of group work on literature review, the results of which are presented to each other. Especially when it comes to text comprehension of scientific publications, it becomes clear again and again that an understanding for this can only be achieved by practicing. You don't learn that when it's explained to you theoretically by a teacher.
After this initial phase, students have various tasks:
- Students start writing the report at an early stage; about one-third of the way through the semester, the introduction should be finished. This has the advantage that students have to deal with the problem and the literature at an earlier stage, so that the theoretical background of the practical work is understood at an earlier phase of the project. There is also input on scientific writing, specifically on the introduction and structuring. Groups will then work on various introductions, followed by peer review to provide feedback to each other. After discussion in the large group and commentary by us supervisors, students write a collective introduction.
- At the beginning, we also assign the task of having a 2-day methods seminar mid-semester where everyone presents a method or set of methods to the group. The principles of the measurement method, the advantages and disadvantages as well as alternative methods are to be explained.
- After the introductory phase, the practical part begins. Typically, we take soil samples, address soil profiles, or install experimental setups in the field. The samples are analyzed in the laboratory. The practical work is distributed among the Departments of Physics and Meteorology, Fertilization and Soil Chemistry, Biogeophysics, and Soil Biology. This multidisciplinary approach is another advantage of the project. At the beginning of the practical work we also clarify who is responsible for which data in the data management process so that we have a complete table with all data at the end of the practical part. We do the statistical analysis together in the group using individual data sets as examples, and the students later transfer the statistical methods to other data sets. Here too, of course, we continue to act in an advisory capacity. During the data evaluation, students start to interpret the results in their discussion. It is important to us that we do not prescribe the results, but that they think about them independently.
In addition, various theoretical inputs are offered during the semester, for example on project and time management or reference management with Citavi. There is further information given on the topic of creating research questions and hypotheses. In recent years, the formulation of the research question and hypotheses has been carried out by a person from outside the field. That was ideal. If I were moderating, the students would expect me as an expert to provide the questions and hypotheses and they would be much less active. I tend to take such discussions in hand, but that means students would learn much less. Once the hypotheses and questions are set up by the students, I join them and we discuss everything from the subject perspective.
At the end of the semester there’s a final presentation. Even though the report is not yet complete, students are to present the research question and results with an initial interpretation. Each participant presents one part. The discussion provides new input for the report. The report counts for 40% of the final grade, another 20% comes from the methods seminar, 20% from the final presentation, and 20% from participation. We conclude the whole thing with a barbecue together. This social aspect is also extremely important to us in order to end the agrobiological project with a celebration for everyone."
Learning objective:
"It is important to us that students learn to use methods and data critically and reflect on the scientific process. We practice this in different phases throughout the semester. In the methods seminar, for example, students present advantages and disadvantages of the methods in the group. This then leads to a lively discussion afterwards."
Evaluation/ Feedback:
“We can’t get specific feedback on the academic competences we think are important through a standard teaching evaluation. Also, exams only give you feedback on the knowledge that was learned. This makes it difficult to test competences. In the agrobiological project, we get feedback in a different way. In direct interaction with the students themselves, and through the report, we get a good insight into whether and what students have understood."
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Reflection