Case studies of Linking Teaching and Bioscience Research

As part of our ongoing work on linking teaching and research the UK Centre for Bioscience is looking for further examples of effective practice in the form of case studies for courses and course teams and for bioscience departments and subject groups. View information about submitting a case study.

Bioscience case studies

Jump to recently added case studies

Many of the following case studies were compiled as part of the Linking Research and Teaching in the Disciplines project.

1. Teaching experimental design using research based examples
Prof Ian Hughes, School of Biomedical Sciences, University of Leeds

The principle involved in this link between teaching and research, which can be extended to any piece of research work, is to unpick with the students the actual design process which you went through before carrying out the work, or each successive piece of work in a series. This includes the thought processes and, most importantly, where in retrospect the design was poor. The background to the problem is explained along with real-life constraints which caused a perhaps less than ideal design to be used. The actual outcomes (results) are detailed and the lessons learned.

Full case study:
Teaching experimental design using research based examples (Word)
Teaching experimental design using research based examples (pdf)

2. Learning the skills of reading scientific papers
Prof Ed Wood, University of Leeds

The principle involved in this link between teaching and research, is to provide practice in critically analysing the research literature and data. The learning takes place in a series of series of weekly tutorials (6 of 1 hour duration). Students are asked to read one paper from the recent primary scientific literature in preparation for the tutorial. The papers selected over the 6 tutorials deal with a broad spectrum of subject matter selected to provide a broad overview of the current research directions in the subject area. All the students in the group (about 6 students) read the same paper. The suggested preparation time for each tutorial is 3 hours. Before tutorials 1, 3 and 5 students are asked to write an abstract (~250 words) for the paper they have read (the abstract was removed from the version they read prior to the tutorial). For tutorials 2, 4 and 6 the students have to come to the tutorial prepared to discuss in any detail the data elements (figures or tables) presented in the paper. In the tutorial they have to explain to the group a graph or table.

Full case study:
Learning the skills of reading scientific papers (Word)
Learning the skills of reading scientific papers (pdf)

3. Taking learning into the field
Dr Julian Park, The University of Reading

This core module is designed to introduce students to basic research techniques and research issues associated with Rural Environmental Sciences using existing research projects and themes in the School and via field visits to local research institutions. This concept is underpinned by the high research rating (5) of the School of Agriculture, Policy and Development from which the degree is co-ordinated, the availability of on-going research projects and the geographic position of the University of Reading which provides access to a number of high quality research institutes relevant to the degree subject. The actual background to activities that a given cohort of students pursue changes as different research projects are completed and new contracts won. This gives a dynamic background to the module which ensures students are being associated with the latest research projects.

Full case study:
Taking Learning into the field (Word)
Taking Learning in the field (pdf)

4. Origin: publishing undergraduate research in an extra-curricula house journal
Dr Jac Potter, University of Chester

The Department of Biological Sciences operates an undergraduate journal, called Origin, to publish research work completed by students. Origin was devised to offer a genuine experience of research publication to students in response to a perceived need as a significant proportion of students go on to further discipline-specific study or research when their degree is completed. Publication does not accrue academic credit. The benefits of publication to the student are considered to be the genuine experience of completing the full research cycle and the end product, a professionally produced article, which student authors can include with their curriculum vitae. Feedback from student authors also indicates that they gain a great deal of personal satisfaction and learn a great deal about scientific writing and the research and publication process.

Full case study:
Origin (Word)
Origin (pdf)

This case study stems from a Centre-funded project. Read more about the project

5. A student organised conference
Dr Olivier Sparagano, Newcastle University

Almost all our graduate students do not continue a career in parasitology so there was little need for discipline related skills training. However, there was a need to give our students more experience and training in transferable skills to respond to the expectations of potential graduates' employers. There were few opportunities for interaction between the students and non-academic professionals.

In order to address the above issues, I proposed a new format for the Level 3 parasitology module: a peer assessed, student-organised conference and the introduction of a variety of assessed tasks.

Full case study:
A student organised conference (Word)
A student organised conference (pdf)

This case study was generated as part of an LTSN Bioscience Teaching Development Project. Further details about the project

6. Writing and reviewing an article for a scientific magazine - a peer/self assessment exercise
Dr Rob Reed, Northumbria University

This exercise forms part of a second year module in research methods and scientific communication, taught to classes of 60-90 bioscience students. Students can find such topics rather dry and, as a result, the taught sessions rely heavily on workbooks and worksheets to cover the syllabus, which includes: locating and evaluating sources; primary and secondary literature; style and layout; the peer review system and its role in scientific publication; citation and referencing. The assignment requires students to apply the knowledge they have gained in the taught sessions to a short exercise, to satisfy the following learning outcomes:

• Use relevant methods to locate and interpret research information in the primary scientific literature.
• Use appropriate forms of scientific communication, in this module and in other modules within the programme.

Full case study:
Writing and reviewing an article for a scientific magazine (Word)
Writing and reviewing an article for a scientific magazine (pdf)

7. Bringing home the swampiness of life: the use of peer-assessed problem-based case studies within food science and technology by the integration of industry sponsored technology transfer projects into student learning
Dr Charles Brennan, University of Plymouth

Over a number of years the University has been successful in obtaining a range of Teaching Company Scheme awards (now renamed as Knowledge Transfer Partnership awards). These projects are normally two-three years in length and involve a recent graduate being placed in a company to problem solve processing or quality issues as well as implementing technology transfer between the University and the company that they are placed in.

Examples of such schemes have been highly useful in illustrating to final year students the potential application of their knowledge, and serving to illustrate the possible activities they will be undertaking during their employment. In order to make the linkages even clearer, we have used the basis of a particular teaching company scheme to develop a specific case study each year. Each case study focuses on a small problem within the larger 2-3 year TCS project. As such, this project tends to be a blend of practical use of food technology pilot plant equipment, and also background theoretical research. Students are allowed to organise their work pattern in order to meet the objectives of the particular project.

Full case study:
Bringing home the swampiness of life (Word)
Bringing home the swampiness of life (pdf)

8. The use of poster presentations as a teaching tool providing opportunities for student centred learning and developing science communication skills
Dr Victor Kuri, University of Plymouth

The use of poster displays is an essential tool for communication within both academic and commercial environments. In particular the effective design of posters is important for the delivery of both scientific and commercial information. In many respects, the presentation of this information can be regarded as being more important than the actual results, especially if the poster is being used as a tool for commercial exploitation of those results. Poster displays are ideal vehicles to develop communication skills, but also, the skill of critical appraisal when optimum characteristics are required for clear communication and visual impact in the students work. Because the displays are shared by a wide audience (group and others), students could be subject to peer evaluation. Thus, engaging students in poster display activities encourages them to develop valuable transferable skills.

Full case study:
The use of poster presentations (Word)
The use of poster presentations (pdf)

9. Research is competitive - working as 'internationally renowned research scientists'
Dr Jean Assender, University of Birmingham (This work was conducted at Cardiff University)

To engender a sense of fun, competition and hence greater interest in a 4 week practical investigating the quaternary structure of haemoglobin, I started introducing the practical by telling the students that they were to imagine that they are not students in a level 2 lab, but rather a team of research scientists working in an internationally renowned laboratory on the quaternary structure of a novel protein. They suspect that other groups have found a similar protein and you want to publish your results at a forthcoming international conference and get recognised as the group that came up with the definite structure. I give each team an identity as the team from a particular country and try to always refer to them as the representatives of that country over the next 4 weeks.

Full case study:
Research is competitive (Word)
Research is competitive (pdf)

10. Group project work on Biological Clocks
Dr Barbara Cogdell, University of Glasgow

'Biological Clocks' was designed to develop transferable skills in students. It was built around the need to provide more group work, so as to develop the skill of working in a team and to improve the students' communication skills.

The subject-related aim of the module is to enable students to appreciate a biological phenomenon across the spectrum of biology from the molecular to the behavioural. It also aims to introduce students to the human relevance and commercial applications of the study of biological rhythms.

The module consists of lectures for the first 5 weeks followed immediately by the course exam. The remainder of the module is spent doing a group project where the students carry out an experimental investigation. This encourages the understanding of experimental design, both in terms of implementation and flaws. Specifically the students are instructed to find and measure, and if appropriate alter, a biological rhythm in any life form they choose. The project outcome is to produce a poster of their results.

Full case study:
Group project work on Biological Clocks (Word)
Group project work on Biological Clocks (pdf)

11. Negotiation based on a real planning case study
Dr Chrissie Gibson, Manchester Metropolitan University

NB This case study was written for the Realworld project

The activity is based upon a real planning case study where different actors take up different positions. The activity is used to demonstrate the use and complexity of negotiation in a work-based setting. It is a real case study and the maps and plans are made available to show the proposals and to facilitate discussion of alternative layouts, landscaping etc.

Full case study: Negotiation based on a real planning case study (Word)

12. Producing a research proposal, paper and presentation
Dr Mark Davies, University of Sunderland

NB This case study was written for the Realworld project
This module simulates a real research project based on a five-day residential field trip to a working marine station where typical laboratory materials are available.By the end of this module the student will have gained experience in all the stages of managing and executing an independent marine field study, from the initial formulation of the idea for the study and application for funds, right through to formulating and communicating the results, both orally and in a written scientific paper.

Full case study: Producing a research proposal, paper and presentation (Word) 

13. Research Methods and Data Analysis (RMDA)
Dr Robin Murphy, University of Sunderland

NB This case study was written for the Realworld project
The module sparks interest and motivation in MSc students by involving local organisations in the provision and presentation of data.

For this aspect of the module we needed to find a suitable partner, ideally from a local organisation, who would be willing to work with us and who had suitable data for use by the students in their data analysis tasks. From several possibilities, we chose an enthusiastic partner from a local health organisation who offered a large volume of health data relating to breathing disorders. The data was anonymous so that there was no problem with confidentiality.

The intention was to involve students with a real organisation, identifying real problems and issues, analysing real data and producing valuable results.

Full case study: Research Methods and Data Analysis (Word)

14. Mini-conference: Student Oral Presentations in a Real World Setting
Dr Annie Worsley, Edge Hill

NB This case study was written for the Realworld project

This module begins with introductory formal lectures and one or two full-day field visits to the Sefton Coast on Merseyside. The students then embark on research projects of their own design based on coastal studies with a distinctly regional flavour. The students work in small research groups and liaise closely with organisations, researchers, land managers and users of the coast in Sefton. As they collect data and develop their research activity, they also help to prepare for and organise a one-day mini-conference. This is an opportunity for them to present their findings alongside guest speakers. The audience is made up of other Level 3 students and invited guests. Some students also prepare posters and other displays with a coastal theme.

Full case study: Mini-conference (Word)

15. Distant access to an ecological field experiment
Dr Alan Fielding, Manchester Metropolitan University

The research project aims to identify the effects of grazing and woodland management on the biodiversity of regenerating and mature broadleaf woodland by using large scale manipulative, experimental treatments. Students have full access to experimental details and all results, via a the Tireragan website.

This case study stems from an LTSN Bioscience Teaching Development Project. Further details about the project

16. Establishment of an undergraduate research e-journal
Dr Celia Knight, University of Leeds

This project established an undergraduate student e-journal based upon assessed final year research projects within the School of Biology, University of Leeds. The e-journal will be used as an example to undergraduates of how research results are disseminated and of the standards required for research careers. It is hoped that the e-journal will reward and publicise good student performance and, by disseminating examples of students work to other students, formative feedback will be addressed. In development, the journal has become more than just a research journal, with student-led articles on careers and undergraduate opportunities etc. A longer term aim will be to develop the resource with interested undergraduates taking responsibility for peer review and editing the journal, thus allowing them to develop work-based skills and a deeper understanding of skills required for successful research careers.

This was an LTSN Bioscience Teaching Development Project. Further details about the project

17. Genome Analysis Training Centre
Dr Henry Keil, Brunel University

Through the application of genomics research it has become apparent that much of the molecular data is most easily deposited and stored in electronic format and made available, as graphical output, to any user via the Internet through a browser interface, usually free of charge.
It is therefore quintessential for the modern biologist or medical researcher to be familiar with and competent in the use of the relevant databases and some of the many software tools employed to analyse the data. All the PBL-activities offered on this Web-site, aim to enable learners to obtain an insight into the layout, content and diversity of molecular databases. Through hypothetical scenarios and case studies the learner will be asked to undertake a number of interactive exercises at increasing depth and complexity.

This case study stems from an LTSN Bioscience Teaching Development Project. Read further details

18. Introducing Undergraduate Students to Scientific Reports
Dr Christopher Willmott et al., University of Leicester

The question of how and when to introduce undergraduates to primary research articles is a perennial problem.  We describe here a series of exercises undertaken with Level One students as introductory training towards the reading and presentation of scientific papers at Level Three and the writing up of final year research projects.  In the first exercise, students consider the structure of a scientific report and read and evaluate a given research paper.  Subsequently, students are asked to imagine themselves as scientific investigators interested in a specific problem.  In tutor-led group discussion, they design an experiment to investigate the problem and then individually write a report based on provided data.

This case study was published in Volume 1 of the Bioscience Education E-journal (BEE-j)

19. Research skills training for undergraduate researchers: the pedagogical approach of the STARS project
Dr John Finn and Dr Anne Crook, University College Cork

The Scientific Training by Assignment for Research Students (STARS) project comprises of an internet-based learning resource that has been designed to help undergraduate students develop a number of fundamental skills associated with conducting scientific research. In particular, it aims to improve the ability of students to plan, design, manage and execute scientific research whilst providing opportunities for formative assessment and rapid feedback.

This case study was published in Volume 2 of the Bioscience education e-journal (BEE-j)

20. The Stanford Research Communication programme: a case study of better integrating research in the teaching environment
Carolyn Gale, Stanford University, USA

Many researchers have problems communicating their ideas to non-specialized audiences. When researchers cannot successfully communicate the purpose and significance of their research, the results are:

• Reduced exchange of new concepts, methods, and findings among academic disciplines and subdisciplines
• Lack of appreciation and knowledge by lay persons of the purposes and achievements of academic research
• Underutilization of research findings for policy- and decision-making

Individual researchers who are unable to clearly express their ideas in ways comprehensible to non-specialists experience problems during job-talks, when writing proposals or communicating with the media, and in other professional and personal situations.

I-RITE and I-SPEAK (http://www.stanford.edu/group/i-rite/) provide faculty, postdoctoral scholars, and advanced graduate students with time-efficient, intense training in effectively communicating their ideas to a broader audience. Participants work on crafting a written statement that describes their research in understandable and compelling ways to high school seniors or university undergraduates.

The above case study was first published as an article in the LTSN Bioscience Bulletin

21. Developing laboratory skills ready for embarking on a research project or Research isn’t a series of lab practicals!

Bioscience / Medical Science students often begin their final year research project from a position of ignorance about what really happens in real labs. They have experienced various ‘Practicals’ over the first years of their course, but rarely do these introduce the most important aspects of ‘doing research’. Most practicals involve students turning up, having sometimes read the script (usually not), going through the motions of adding A to B and getting C, with all the equipment, solutions etc ready prepared and clearly labelled by the lab staff. This means that though they may learn much about the underlying scientific principles of the topic, they often don’t appreciate the fact that the buffer had to be pH 8.0 for it to work, what 100μl in a microfuge tube looks like or that small pipetting errors may have skewed the data. These skills are often embedded in the ‘Practical’ class, but are usually not explicitly the focus of what is to be learned, nor are they directly assessed. Thus students often do not appreciate the significance of the skills they are practicing and fail to take them forward and apply them in future lab situations.

As new project students began work in my lab I always started them off by making them perform basic pipette calibration, and buffer preparation, in order to get this basic training out of the way so we could get on with the fun stuff. As time in the lab is limited it made sense to develop this basic training into a workshop before the projects began, and to extend it to the full year cohort (~80 students). This case study outlines how this was done and the outcomes that were achieved.

Download Dr Lintern's full case study (pdf format) and the accompanying student lab skills workbook (also in pdf format)

22. Supporting Final Year Undergraduates when Critically Reviewing Scientific Literature

Dr W E Leadbeater, University of Birmingham

BioMedical Science students during their third year of study in Neuroscience participate in a journal club to learn how to critically review different examples of scientific literature. The case study describes how to go about setting up such a practice with similar sized groups.

Download Dr Leadbeater's full case study (pdf format) and the accompanying guidance of a tutorial handout.

Workshop materials

Case studies on linking research and teaching in other disciplines can be accessed on the websites of the following Subject Centres: Geography, Earth and Environmental Sciences; English; Health Sciences and Practice; Hospitality, Leisure, Sport and Tourism; Law.

You can also view a bibliography on Linking Research and Teaching in the Biosciences, download subject benchmark extracts relating to links between research and teaching in the biosciences, read more about the Centre's activity within the project or view details of related web sites and articles.