course work and research

Masters by Coursework vs. Masters by Research

What's the difference.

Masters by Coursework and Masters by Research are two distinct types of postgraduate degrees. Masters by Coursework programs typically involve a structured curriculum where students attend classes, complete assignments, and take exams. These programs are designed to provide students with a comprehensive understanding of a specific field or discipline. On the other hand, Masters by Research programs focus on independent research and the production of a thesis or dissertation. Students in these programs work closely with a supervisor to conduct original research and contribute new knowledge to their field. While Masters by Coursework programs offer a broader range of coursework and are suitable for those seeking a deeper understanding of a subject, Masters by Research programs are ideal for individuals interested in pursuing a career in academia or research.

Further Detail

Introduction.

When considering pursuing a master's degree, one of the key decisions to make is whether to opt for a Masters by Coursework or a Masters by Research. Both options have their own unique attributes and advantages, catering to different interests and career goals. In this article, we will delve into the characteristics of each type of master's program, highlighting their differences and helping prospective students make an informed choice.

Masters by Coursework

A Masters by Coursework is a program that primarily focuses on structured coursework and assessments. It is designed to provide students with a comprehensive understanding of a specific field or discipline. This type of master's program typically involves attending lectures, seminars, and workshops, and completing assignments, projects, and examinations.

One of the key advantages of a Masters by Coursework is its structured nature. Students are provided with a clear curriculum and a predetermined set of courses to complete. This allows for a more organized and predictable learning experience, making it easier for students to plan their schedules and manage their time effectively.

Furthermore, a Masters by Coursework often offers a wide range of elective courses, allowing students to tailor their studies to their specific interests and career aspirations. This flexibility enables students to gain a diverse skill set and knowledge base, which can be advantageous in a competitive job market.

Another benefit of a Masters by Coursework is the opportunity for networking and collaboration. Students in these programs often work closely with their peers, engaging in group projects and discussions. This fosters a collaborative learning environment, where students can exchange ideas, learn from each other's experiences, and build valuable professional connections.

Lastly, a Masters by Coursework is typically shorter in duration compared to a Masters by Research. This can be appealing to individuals who wish to complete their studies and enter the workforce sooner. The structured nature of the program also ensures a more efficient progression towards graduation.

Masters by Research

A Masters by Research, on the other hand, is a program that emphasizes independent research and scholarly inquiry. It is designed for students who have a strong interest in conducting original research and contributing to the existing body of knowledge in their field of study.

One of the key attributes of a Masters by Research is the opportunity for in-depth exploration of a specific research topic. Students are required to undertake a substantial research project under the guidance of a supervisor or mentor. This allows them to develop advanced research skills, including data collection, analysis, and interpretation.

Unlike a Masters by Coursework, a Masters by Research offers a higher degree of flexibility in terms of the research topic and methodology. Students have the freedom to choose a research area that aligns with their interests and expertise. They can also adopt innovative research methods and approaches, contributing to the advancement of knowledge in their field.

Furthermore, a Masters by Research provides students with the opportunity to develop critical thinking and problem-solving skills. Through the research process, students learn to analyze complex issues, evaluate existing theories, and propose novel solutions. These skills are highly valued in academia, research institutions, and industries that require individuals with strong analytical abilities.

Another advantage of a Masters by Research is the potential for publication and dissemination of research findings. Students often have the opportunity to present their research at conferences and publish their work in academic journals. This enhances their academic profile and can open doors to further research opportunities or doctoral studies.

Choosing the Right Path

When deciding between a Masters by Coursework and a Masters by Research, it is crucial to consider your personal interests, career goals, and preferred learning style. If you are passionate about conducting independent research, contributing to knowledge, and pursuing a career in academia or research, a Masters by Research may be the ideal choice for you.

On the other hand, if you prefer a structured learning environment, want to gain a broad understanding of a specific field, and aim to enter the workforce sooner, a Masters by Coursework may be more suitable. This option allows you to acquire practical skills and knowledge that can be directly applied in various professional settings.

It is also worth noting that some universities offer combined programs that incorporate elements of both Masters by Coursework and Masters by Research. These programs provide students with the opportunity to engage in coursework while also conducting a smaller research project. This can be a great option for individuals who wish to strike a balance between structured learning and research exploration.

In conclusion, both Masters by Coursework and Masters by Research have their own unique attributes and advantages. A Masters by Coursework offers a structured learning experience, flexibility in course selection, networking opportunities, and a shorter duration. On the other hand, a Masters by Research provides the opportunity for in-depth research, flexibility in research topics and methodologies, development of critical thinking skills, and potential for publication.

Ultimately, the choice between the two types of master's programs depends on your individual preferences, career aspirations, and learning style. It is important to carefully evaluate your goals and consider the specific offerings of each program before making a decision. Regardless of the path you choose, pursuing a master's degree is a significant step towards personal and professional growth, opening doors to new opportunities and expanding your knowledge in your chosen field.

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How to decide between postgraduate research and coursework

It can be a little tricky figuring out which postgraduate degree is for you. That’s why we’ve done the work for you to clarify the differences between a coursework degree and a research degree, and where each could take your career.

The main difference between these two styles is coursework has classes and research has a thesis.

Postgraduate coursework: advanced classes

In a nutshell: an advanced continuation of undergrad-style learning.

Choosing a coursework degree means you’ll attend lectures and tutorials, complete assignments and sit exams – just like your first degree. You’ll be taught discrete units that are part of a set program and at a higher academic level than your undergrad.

Coursework degrees aim to deepen your knowledge and enhance your undergraduate degree with postgraduate training, focusing you towards a specific profession. Alternatively, you can use your undergraduate degree to pivot and pursue a new area of study at postgraduate level.

For instance, you may have completed a Bachelor of Arts majoring in English and Japanese, then realised you’d like be a high school teacher, so you enrol in a Master of Teaching (Secondary) .

Or perhaps you did a Bachelor of Science majoring in Engineering Science and after working for a couple of years, you now want to start your own business. Enrolling in a Graduate Certificate in Entrepreneurship and Innovation could get you there.

Also bear in mind, some coursework courses can involve a research element such as the completion of a minor thesis. This forms part of training your time management and written skills.

If you’re looking to complete a degree part time or solely online, you can find a postgraduate coursework degree to suit you. There are graduate certificates, graduate diplomas and master’s degrees, and we’ve explained the difference between these  too.

Postgraduate research: independent thesis

In a nutshell: solo research project to produce an original thesis.

Taking on a postgraduate research degree provides you with the unique opportunity to follow your interest in an area of research and contribute to the field.

You’ll work on your own project, under the guidance of an academic supervisor who you have chosen, with the aim of producing, presenting and submitting a final thesis. This final thesis is the culmination of your original research and investigation – an original contribution to knowledge.

You can often undertake any project of your choosing, as long as you can find a supervisor to connect with. Once you’ve found a potential supervisor, meet with them to discuss your project proposal and see if they agree to supervise you.

If you’re interested in completing a PhD or are thinking about a career in academia, a research degree is a popular decision. This type of study enables you to demonstrate your capacity to conduct research independently and form a distinct contribution to an area.

So what’s ‘honours’, then?

Honours  is the opportunity to extend your undergraduate degree by a year – a sort of bridging year between undergrad and postgrad. The benefit is setting yourself apart from other undergraduate grads, as employers value the skills gained from the independent research project you’ll complete.

Honours is reserved for students who demonstrate strong academic performance in their final-year units. You may be invited to consider honours or you can apply directly . Students considering a research master’s or PhD are strongly encouraged to complete an honours year as a research training exercise and a taster of what’s to come in the research life.

Still can’t decide? See what some of our coursework and research graduates have to say .

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What is the difference between Ph. D programs with coursework and those without it?

I have been looking into PhD programs in the Engineering field, and I have found different types of programs, such as some with coursework, and others without any coursework.

What is the practical difference between them? (Besides the obvious coursework) What kind of student is expected for each of them?

EDIT: To be more specific, I have been looking into Robotics PhD programs, such as:

• CMU Robotics PhD (Coursework + Research).
• KCL Robotics PhD (Only research).
• graduate-school

• It might be great if you were more specific about which engineering fields you are talking about and/or including links to the different types of programs you've found... –  TCSGrad Commented Feb 16, 2012 at 6:39
• As far as I know (which is little), coursework PhD programs tend to let you shape your thesis by learning incrementally from courses till you are better off on your own. For instance, if you were doing a PhD in Supercomputing; They would probably ask you to take "core courses" like Computer Hardware, Software and Design of Programs along with a few "electives" to strengthen a certain aspect and leave you on your own. Non-coursework, on the other hand, is like a full time job with research (and possibly, teaching) duties. You shape your thesis by interacting with advisors and reading books. –  user107 Commented Feb 16, 2012 at 6:53
• @shan23 Done, see edited question. –  Dr. Snoopy Commented Feb 16, 2012 at 20:35

4 Answers 4

It seems to me that there are several advantages; none of these are suitable for every student. It's up to you whether enough of them apply to you, to make it worth doing a taught PhD:

• A PhD with a bit of coursework in the first year will help those who are crossing over into a discipline that they're not already deeply embedded in: it will give you some hand-holding through the things you'll need to know but don't yet;
• it should (if taught well) also teach you some extra research skills;
• it will give you some indication as you progress as to how well you're doing, compared to how well you should be doing if you're going to finish
• it will allow you to explore different aspects of the field, to help you finalise your thesis topic
• it may, depending on the country and institution, give you an intermediate degree at the end of the taught section, such as an MRes, which will count for something even if you then don't go on to do the full PhD
• it lessens the culture-shock for those going straight from fully-taught study to a research degree.

• 8 "..it lessens the culture-shock for those going straight from fully-taught study to a research degree.." +1 –  user107 Commented Feb 16, 2012 at 7:15
• 3 Also +1 for the culture shock. Very true. Describes my situation exactly. –  Austin Henley Commented Apr 19, 2013 at 15:40
• 2 Coming from industry + masters, I found the class requirements annoying as they got in the way of me doing research full time. We had 9 required courses and only 2 of them provided any real value to my research. The major unseen benefit of classes is that their difficulty pushed me to make friends "in the trenches" of group projects and assignments. These friendships lasted throughout the rest of my PhD. –  Josh Hibschman Commented Jun 16, 2015 at 17:16

One thing to keep in mind is that there are international differences as well. In Germany, for instance, doctoral programs almost never require coursework as part of the research program requirements (although it may be mandated for purposes off establishing degree equivalency, if you come from a foreign country or have a degree from another field). This is because it is assumed that you have taken all the necessary courses as part of your Master's program, which is considered the follow up to the bachelor's rather than the precursor to the doctorate.

The reverse is true in the US: I don't know of any PhD programs there that don't require courses, for the reverse reason.

• 1 Does this mean that non-coursework PhD programs require that students have previously finished a Masters degree? –  Dr. Snoopy Commented Feb 16, 2012 at 20:37
• 6 In Germany, it does; however, for programs in other countries, you'll need to check the admissions policy of the individual programs. These are usually available on the Internet; if not, you can always send an email or call the personnel responsible for admissions. –  aeismail Commented Feb 16, 2012 at 20:45

Also, a coursework PhD program is very useful for someone (like me) who took a break from academia to work for a couple of years - it would be invaluable in refreshing those basics that have atrophied during the time spent at industry.

Sometimes, especially in the beginning, it is easier to measure course progress than research progress, and thus good for the self-esteem. Being able to say "I've accomplished something this semester" is crucial.

• Doesn't the extra workload from courses mean that to some extent, you will only get around to start concentrating on the research in year 2 and make comparably little research progress then? –  O. R. Mapper Commented Jun 17, 2015 at 16:19

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Scripting must be enabled to use this site., difference between postgraduate research and coursework, what is the difference between postgraduate coursework and postgraduate research programs.

There are a few key differences between postgraduate coursework and postgraduate research programs.

Postgraduate Coursework

Postgraduate coursework programs deliver content through a set unit program (similar to an undergraduate Bachelor degree), but at a more advanced level. Coursework will allow you to deepen your knowledge within a discipline, or to pursue a new or additional study area at an advanced level.

Postgraduate degrees which can be studied through coursework include Graduate Certificates , Graduate Diplomas and Masters degrees.

Postgraduate Research

Postgraduate research programs (also known as Higher Degree Research ) allow you to develop your knowledge and experience within your field by completing a major research project under the supervision of an academic .

Postgraduate research degrees which you can study include Masters by research or Doctorate ( PhD ) programs.

Additional Information

For a comprehensive list of courses available, please refer to the Prospective Student Catalogue , or for further information view our Postgraduate Study page.

For further information regarding postgraduate coursework programs, please contact the Future Students Team through the Contact Us tab, online Live Chat , phone to 1800 818 865, or via our UNE Armidale Campus Facebook page.

For further information regarding postgraduate research programs, please submit your enquiry to Graduate Research School through the Contact Us tab, or phone (02) 6773 3715 for assistance.

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• Taught Masters vs Research Masters Degrees

Taught Masters vs Research Masters - Which is Right for Me?

Written by Ben Taylor

Masters degrees can be either postgraduate taught programmes (PGT) or postgraduate research programmes (PGR). Taught Masters are typically 12 months long full-time and are delivered through a series of modules comprised with regular coursework and assessments. Research Masters are also usually 12 months long however the course is predominantly comprised of independent research supported by a supervisor.

There’s a big contrast between these two kinds of Masters, and one type may be more suitable for your goals than the other. This page will explain the key differences between taught Masters and research Masters, and hopefully help you decide which kind of postgraduate programme is right for you.

On this page

Taught vs research masters – what’s the difference.

The difference between postgraduate taught degrees and postgraduate research degrees largely comes down to the level of independence you have during your studies.

Research Masters require students to undertake extensive research training, while postgraduate taught Masters involve a mixture of lectures, seminars and coursework.

• Taught Masters (PGT) degrees are a lot like undergraduate programmes. You’ll complete a series of modules following a set timetable of seminars, lectures and other activities. You’ll be much more responsible for studying independently in your free time, but the academics in charge of your course will lead you through it.
• Research Masters (PGR) degrees are more independent in nature. You won’t have as many timetabled units (in fact, you may not have any). Instead, you’ll focus on one or more extended projects. You’ll still receive support and guidance from an expert supervisor, but the focus of your programme will be on your own research work.

The majority of Masters-level programmes are taught courses. They include popular degrees like the Master of Arts (MA) and Master of Science (MSc) , as well as shorter Postgraduate Certificate (PGCert) and Postgraduate Diploma (PGDip) courses.

You can study these courses to acquire more advanced skills and training for a profession, or as a preparation for postgraduate research at PhD level.

Postgraduate research programmes are also available at Masters level. These include the Master of Research (MRes) and Master of Philosophy (MPhil) . Some Masters qualifications, such as the Master of Letters (MLitt) , can actually be taught or research degrees.

Masters by research vs Masters by coursework

A Masters by coursework is usually professional and vocational in nature, involving a series of set modules, while a Masters by research entails the completion of a significant, independent research project. This terminology is more common in Australia .

Writing a dissertation

Taught Masters do involve a substantial piece of research in its own right: the dissertation . This will be your chance to undertake an extended individual project, pursuing your own specific academic interests in a way that forms a significant part of your postgraduate course.

Should I study a taught or research Masters?

Your choice of PGT degree or PGR degree should depend on your career goals, academic interests and the way in which you prefer to study:

• If you want to acquire more advanced subject knowledge and gain an additional qualification before entering the employment market, a taught postgraduate course such as an MA or MSc may be best for you. We've taken a look at how the MA, MSc and MRes compare over on our blog.
• If you have a specific profession in mind, you could be better served by an accredited taught programme. This will usually be a Postgraduate Certificate or Diploma , but may also take the form of a full taught course, such as the Masters in Social Work or a Legal Practice Course .
• If you are interested in academic research – or a profession in which research skills are valuable – you may wish to think about an MRes . This will allow you to focus on an independent project in order to gain associated research skills, or evaluate whether a longer research degree (such as a PhD ) is likely to appeal to you.
• If you are considering an academic career , you might be able to register for an MPhil after your undergraduate degree and upgrade to a PhD upon making sufficient progress.

Can I do a PhD after taking a taught Masters?

Most PhD programmes ask that applicants have any kind of Masters in an appropriate subject. So, even if you study a taught Masters degree, you’ll be eligible to take a PhD if you satisfy the various entry requirements.

Of course, if you already know that you want to study at PhD level, then it’s worth considering a research Masters if there’s one available in your subject. An MRes would be ideal preparation for PhD study, allowing you to undertake more extensive research and receive specific training in appropriate methods. Another option would be to register for an MPhil and then upgrade to a PhD .

Is there a difference in fees for taught and research Masters?

In some cases, you can expect a research Masters to be cheaper than its taught equivalent. This is normally the case in the Humanities, where an MRes could cost less than an MA. Similarly, the yearly tuition fees for a PhD are often cheaper than a taught Masters.

Things are different in the Sciences, however: an MRes in a scientific subject usually has the same fees as an MSc degree. Both kinds of Masters typically involve extensive laboratory work.

The table below shows a summary of this data, reflecting the tendency for some research programmes to be cheaper than their taught counterparts.

* Based on the 2021-22 Reddin Survey of UK postgraduate fees , published by the Complete University Guide , as well as additional research and calculation by FindAMasters. Figures given are broad averages only and will not necessarily reflect fees for specific courses.

Is funding the same for taught and research Masters?

Essentially, the funding situation for taught and research Masters is the same. Check out our guide to Masters funding for more information on financing your course.

It’s worth noting that the UK government’s postgraduate loans are available for all Masters (including the MPhil). Standalone MPhils are not eligible for the PhD loans , but these loans are available for MPhils that are intended to become a PhD.

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Coursework or research?

What's the difference between postgraduate degree coursework and higher degree research.

At UTS, you could pursue postgraduate studies by coursework or research.

Postgraduate Degree Coursework

Doing it by coursework means, you’ll attend classes, write assessments, sit for exams and work your way through a set of subjects – a structured program. You could potentially add a research project using your elective.

Programs offered through postgraduate coursework are:

Master of Quantitative Finance

Master of Science – offered in five majors and a no specific major.

Master of Science (Extension) – offered in five majors and a no specific major

Graduate Certificate in Science

Graduate Certificate in Mathematics

Higher Degree Research

Doing postgraduate study by research means, you’ll undertake supervised study and research, guided by an academic supervisor. You’ll work independently on your chosen project with the aim of producing, presenting and submitting a final thesis. The final thesis is your original research and investigation, backed by evidence.

Programs offered through higher degree research are:

Masters by Research  - Science

Masters by Research  - Mathematical Sciences

Doctor of Philosophy (PhD) - Science

Doctor of Philosophy (PhD) – Mathematical Sciences

So, what kind of projects can I undertake as my higher research degree?

You can undertake any project or discipline, as long as the Faculty and UTS has the expertise in the area, and the relevant supervisor agrees to supervise you.

We strongly encourage you to visit the Faculty’s research areas and use the Find a Supervisor  tool, to search a supervisor of your research interest.

Find a Supervisor

Once you've found a potential supervisor, it's important to make contact with them to discuss your research project proposal andmake sure they agree to supervise you.

Are you still confused on which research project to undertake?

You can hear from some of our  current and past research students’ experiences here . This may help you to decide what research project is right for you.

What if I change my mind, after...

I have started a postgraduate coursework program at UTS Science, but now I want to pursue a higher degree research?

You can transfer from your current UTS Science postgraduate coursework degree into the UTS  Master of Science (Honours) . You’ll need to line up a faculty academic to be your supervisor. Entry into the Master of Science (Honours) is through an internal course transfer via the UTS Master of Science or UTS Master of Science (Extension). There is no direct entry into the UTS Master of Science (Honours).

I have started one of the UTS Science postgraduate coursework masters, e.g. Master of Science or Master of Science (Extension),or the Master of Quantitative Finance, but I can no longer continue my studies?

You can exit your degree through the UTS Graduate Diploma in Science or the UTS Graduate Diploma in Quantitative Finance, which are dependent on the number of subjects you have completed.

Want more information?

Attend a science and maths postgraduate info session.

Download the Science and Maths Postgraduate Course Guide . For information on the application process, here’s a step by step guide on how to apply .

Want to talk to someone?

Contact our course directors:

Ken Rodgers Higher Degree Research Programs Director [email protected]

Bernadette Saunders Postgraduate Coursework Programs Director [email protected]

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.

What is the Difference Between Coursework and Research?

Why is this? Coursework is the units a student has to take in order to graduate from a college or university. It includes coursework in mathematics, English, humanities, and social science. In comparison, research is a single student’s project, or series of projects, which may take longer to complete, but does not necessarily contain coursework or reading.

Why is there such a difference? In large part, it is because of the different types of learning that take place in each. Coursework typically is a group activity, which is facilitated by a teacher, a professor, and other students in a classroom. In this type of learning, the focus is on obtaining knowledge for learning purposes. As such, it tends to produce more cognitive and communicative skills than doing much research, which tends to be more interest-based in nature.

However, the types of learning and teaching methods may differ depending on which type of course the teacher is using. In addition, some types of research are held outside of a classroom, although some professors still do hold courses in classrooms. Some types of coursework and research also require group participation, but not as much as doing independent studies. Because there are so many types of these activities, then, what is the difference between coursework and research can actually depend upon what type of activity is being undertaken.

One type of activity that is frequently considered what is the difference between coursework and research would be an essay. An essay, unlike a reading or a study, requires that the student compose and present an argument or a series of points that they will then support with evidence. Since most professors and classmates are usually involved in some way with the creation of the essay, students are encouraged to read and understand their assignments well before the start of the class. The process may entail the submission of essays to a thesis committee, the development of individual essays, or a combination of the two.

Another activity that is often what is the difference between coursework and research is the use of case studies. This is especially true for courses in the humanities, as most humanities courses tend to require a large amount of research in the form of anecdote, reflection, or personal anecdotes. Students may find themselves drawn to what is the difference between coursework and research because the latter involves the use of logic and evidence while the former often relies on more subjective and emotional factors. For instance, students may be required to draw a picture of their professor. In this case, what is the difference between coursework and research is that the assignment is for students to use this picture to further examine their instructor’s arguments or to argue a point of view on their own.

Of course, what is the difference between coursework and research is also determined by what is the difference between coursework and student projects. Most college students are required to read a variety of books and complete coursework in order to gain a specific degree. For some, this may seem like too much work but for others, it is simply the method that were used by their professors. With a project based course, students are required to do their coursework alone, submit their assignments to their professors, and do research related to their assignment. While this certainly isn’t as time consuming as a traditional class course, it still requires students to take the time to think and explore. Students also must often spend time in the library or elsewhere doing research in order to learn what is the difference between coursework and research.

Finally, what is the difference between coursework and research is also determined by what is the difference between what students are required to do and what they are given to do. Most students are required to read a variety of texts, complete a series of essays, write a paper, participate in a debate or group project, and read a final exam. What is the difference between coursework and research is that while students are expected to do all of these things, they are also often given a limited number of hours to do so. In many cases, students are only allowed to do the research on their own time.

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Course Work and Research Credit

The student’s first year of doctoral study is ordinarily devoted to full-time course work applicable to the major and minor fields. Second-year students normally continue formal course work in preparation for the Oral Qualifying Examination and by enrolling in independent studies (300-level course work). Before a student can register for full-time research (350-level course work), they must successfully complete the oral exam. Prior to passing the oral exam, doctoral students may petition to register for full-time research credits for one term, in the event that they have completed all required course work.

Required Courses  SD students must take  one introductory epidemiology course  (EPI 200, EPI 201, EPI 208, EPI 500 or EPI 505). Students must also successfully pass  10 credits  of intermediate-level courses in biostatistics. Approved intermediate biostatistics courses include BST 210, 211, 213, 222, 223, and 226. Doctoral students who began their programs prior to fall 2005 must successfully pass  two intermediate-level courses in biostatistics . This Biostatistics requirement should be met primarily with coursework from the department of Biostatistics. However, at most, 5 credits of CAD approved coursework from outside the Department of Biostatistics may be substituted.

Students who believe that they have the equivalent preparation of the introductory biostatistics and epidemiology school-wide requirements may petition to waive these requirements.

Departments may however, stipulate specific courses which may be used to fulfill the intermediate-level biostatistics course requirement. Doctoral students in Global Health and Population may meet their intermediate-level biostatistics requirement by taking GHP525  Econometrics for Health Policy . In addition, students in the Department of Social and Behavioral Sciences may take S030  Intermediate Statistics: Applied Regression and Data Analysis  offered at the Harvard Graduate School of Education.

Course Performance Throughout the doctoral student’s career at the Harvard Chan School, the CAD and Registrar’s Office monitor student performance in course work. Grades of B- or better (Harvard Business School grade equivalents are I and II; Harvard Law School grade of P or better) must be obtained in all courses used to meet the degree requirements for major and minor fields.

Students making unsatisfactory progress will either be required to withdraw from degree candidacy or will be permitted to register for the subsequent term, subject to specific academic conditions. If specified conditions are not fulfilled by the date set by the Registrar, degree candidacy may be terminated.

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What is Coursework

First of all, you need to understand what is coursework and how to write it. When one is writing a coursework, they have to do profound research that will reveal their knowledge base. A coursework may consist of design studies, field work, projects, long essays, and other kinds of work. Depending on the particular course, it can be performed in a number of ways. You need to write a coursework not only to show what you know about a particular subject and enlarge your knowledge base but also to prepare yourself to deal with the work you will need to perform in the future.

The Oxford Dictionary defines coursework as the type of practical or written work performed by a student and assessed by their professor. Hopefully, it makes the coursework meaning clearer for you.

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Why coursework is necessary and who assigns it.

Now when you know what is coursework, you also have to understand why it is needed. Usually, a student's mentor or teacher assigns coursework as it is a part of the course structure. Writing a coursework is important since it helps the student reflect on what they have learned from the given course. Realizing the coursework meaning, one can understand the material better and see how their knowledge can be applied in various situations. This type of work also reveals the student's way of thinking and helps them learn how to express their thoughts. Coursework has an utterly diverse nature. A student's instructor can ask them to perform it in a written way and work on an essay, term paper, or thesis (this form of coursework is the most widespread). A coursework can also be done in a more creative way; for example, a student may be asked to create a sculpture. At times, taking a test is preferred by the instructor. In some cases, several types of coursework can be combined into one. Choosing a specific type or a combination of types depends on the course. Whatever the kind of coursework is, it always requires being evaluated. The student's mark will be based on their understanding of the topic, creativity, as well as on the innovative aspect of their work.

How to Perform the Most Important Types of Coursework?

Even understanding the coursework meaning, students have mixed feelings on it. Some of them like to do research, learn new information, and write about the results, while for others, it seems to be an unnecessary task, or even a burden. Whichever opinion is true for you, being a student, you will still have to write a coursework at some point. For this reason, you need to know how to do it successfully. Below you see the list of rules and guidelines that will make this task easier for you.

Read these steps carefully and make sure you follow them as they will help you get started.

Coursework that requires writing:

• Carry out superficial research on the topic of your coursework.
• Settle on your topic.
• Work on the structure of your coursework.
• Make a summary or an abstract and confirm it with your instructor.
• Conduct profound research to find all the information you need.
• While writing, keep on researching the topic more.
• When you are done, check your coursework for plagiarism.
• Make a reference list.

To make sure that your coursework features a good content that is clear and easy-to-understand for your reader, work on the structure of your work. Check out if you maintain its consistency, use relevant information, complete your topic, and make it look concise.<

Coursework that requires to create a model, sculpture, or artwork:

• Find a design or concept you like.
• See how it can be applied to the area of your study.
• Think about what you want to create and decide on the scale of this object.
• Decide what kind of materials you need to finalize your work.
• Find everything you need for creating your artwork.
• Make sure that you have a mental image of the result and make a rough sketch of it.
• Begin working!

Key points you should consider:

• Originality - You need to be sure that your topic or idea is original. It is an extremely important point you have to keep in mind from the very beginning of your work. Numerous researches are being done by numerous people, so you have to make yours stand out.
• Need - Your coursework should be able to answer certain questions or find solutions. For that, it has to identify the key problems and help the reader understand them clearly.
• Uniqueness - Both your topic and your content have to be unique. Make sure to avoid plagiarism and never copy information from other sources. Conduct surveys or prepare questionnaires to add originality to the content of your coursework.
• Your input - This aspect is very important. When working on your coursework, you need to reflect on your topic a lot and understand how you can apply it. If you do it, the purpose of writing a coursework is served. For this reason, do your best to make as much input in your work as possible.
• Outcomes & future applications - Even if you have worked hard and put a lot of effort into writing your coursework, it can turn out to be a failure in case you do not show useful outcomes. Therefore, you need to provide a well-made analysis of the information you used. Make a well-structured conclusion for your topic and talk about the way it can be researched further.

If you keep all these points in mind and follow the guidelines, you will certainly write a good coursework.

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Master by Research

The Master by Research can be your entry into a research career or an opportunity to build in-depth knowledge that you can apply in the world beyond academia. While shorter than a PhD, this program is still focused on the completion of independent and original research.

• 1.5-2 years (full time) minimum commitment of 35 – 40 hours per week or
• 3-6 years (part time) minimum commitment of 15 hours per week.
• Law and Justice
• Medicine and Health
• UNSW Canberra
• A thesis of no more than 75,000 words.

Entry requirements

Future careers.

• Fees & costs

UNSW undertakes world-class research that tackles some of the greatest challenges facing society today. When you join the UNSW research community, you join a passionate collective of people who are using research to transform minds, transform lives, and transform the world.

UNSW will support you to develop the skills and expertise you need to make a difference in your field. We are committed to providing you with an unmatched research experience that includes outstanding research training and mentorship, world-class supervision, and access to research environments defined by excellence and collaboration.

You will receive advanced specialist research training and produce a thesis that provides evidence for independent thought, critical analysis, and expert knowledge of the discipline in an international context.

Find information about individual programs and codes for each Faculty on the  UNSW Handbook .

Learn about the graduate attributes and learning outcomes for UNSW higher degree research programs here . 

The minimum requirement for admission to a Master by Research is:

• a four year Bachelor degree with second class Honours from UNSW; or
• an equivalent qualification from a tertiary institution as determined by the Faculty Higher Degree Committee (HDC)

You may think of yourself as a student, but we think of you as a professional researcher in the early stages of a long and vibrant career.

UNSW will provide you with the skills and expertise to pursue a range of career pathways after you graduate, from academia to industry.

You’ll also have access to the most comprehensive student entrepreneurship program in Australia, that can help you develop your ideas, raise capital and launch a startup.

Fees and costs

The costs associated with enrolment in this program vary depending on whether you are a domestic or international candidate. Learn more about the fees and costs here .

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Coursework: Requirements for an A+ Paper

• Icon Calendar 5 July 2024
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Academic writing is an essential activity in higher education and comes in various forms. Basically, one of these forms is coursework writing, where instructors assess students’ levels of understanding of a course during a semester. Unlike other papers, coursework assignments evaluate students’ understanding of a particular course and not just a topic in a class. Besides, various forms of coursework writing include essays, term papers, theses, dissertations, report projects, and others. Hence, people need to learn what is a coursework assignment and how to write such a paper effectively.

General Aspects

College and university students undertake different kinds of academic exercises, with writing projects taking a significant portion of their grades. Basically, one of these exercises is the writing of a coursework paper, an assignment they submit at the end of their semester. This kind of work also assesses students’ understanding of a particular field of study within a single semester. In turn, instructors rarely require someone to write a paper for things they learned during a previous semester. Therefore, coursework entails completing various writing assignments, such as essays, research projects, experiments, and presentations that assess a student’s understanding and application of a subject material.

What Is a Coursework and Its Purpose

According to its definition, coursework is an academic project assignment that students are required to undertake as part of their educational curriculum and which they must submit before a final closure of an entire semester. The primary purpose of writing a coursework assignment is to evaluate learners’ levels of knowledge and skills acquisition, meaning such a project contributes to their final grades (Godfrey, 2022). Ideally, coursework is what students learn during a semester, and such an assignment is meant to measure how well they have understood a subject matter. Moreover, individuals use reliable and relevant sources to study, examine, and evaluate a chosen coursework topic (Haines, 2021). As such, this task is very similar to other academic assignments, such as essays, research papers, reports, thesis writing, dissertations, and other types of papers . In terms of pages and words, the length of a coursework assignment depends on academic levels, subjects, institution’s requirements, and its nature and scope, while general guidelines are:

High School

• Length: 6-10 pages
• Words: 1,500-2,500 words
• Length: 10-16 pages
• Words: 2,500-4,000 words

University (Undergraduate)

• Length: 16-24 pages
• Words: 4,000-6,000 words

Master’s

• Length: 24-32 pages
• Words: 6,000-8,000 words
• Length: 32-52 pages or more (depending on the complexity and depth of the research)
• Words: 8,000-13,000 words or more

Note: Some sections of a coursework paper can be added, deleted, or combined with each other, and it depends on specific college instructions. However, a typical structure of coursework covers a title page, table of contents, abstract/executive summary, introduction with a thesis or research question, literature review, methods, results, discussion, conclusion, references, and appendices.

Differences With Other Papers

In any course of their classes, students write different types of papers, including essays, research papers, and reports. Basically, the major difference between coursework writing and these papers is that it assesses people’ understanding of what they have discovered throughout a semester (Couch, 2021). In contrast, essays and other papers assess learners’ understanding of a specific topic, concept, result, or theory. Moreover, students may need to address an issue in their project they might have covered in an essay assignment sometime during a previous semester. As such, a coursework assignment is broader in scope than other papers.

Expectations

Like essays and other papers, a coursework assignment varies from one area of study to another. For example, there is a coursework for the English subject and another for the sciences (Godfrey, 2022). Therefore, individuals are expected to complete their coursework assignments according to their instructor’s or department’s instructions. In most cases, this expectation includes presenting an assignment in an essay format, where they select a title of their choice. Depending on a specific subject, some assignments expect students to collect, examine, infer, and report data when answering a specific question (Haines, 2021). Finally, in college, coursework refers to writing assignments, projects, and tasks students must complete as part of their academic curriculum to demonstrate their understanding and application of a subject material.

When it comes to a grading aspect of academic assignments, instructors look at how well a student has attended to all the requirements and expectations. For instance, these requirements include writing about a choice of themes or text excerpts in a given format (Haines, 2021). In essence, people must use a good approach they believe is likely to give them a higher grade, meaning a technique that helps them to answer a specific question methodically, logically, and critically by using relevant information. In essence, these are three dimensions for grading a coursework assignment (Couch, 2021). As such, to write a coursework paper effectively, one should conduct thorough research, follow a clear and organized structure, adhere to given guidelines, and proofread a final document to ensure accuracy and coherence.

Steps on How to Write a Coursework Paper

Like an essay, a coursework assignment takes a particular structure. Basically, students should understand core components and make sure they address them in their academic writing (Bjorn et al., 2022). In this case, the most significant issue for writers is to ensure a logical flow of ideas. Moreover, developing a thesis statement is essential to provide high-quality essays with a guideline on focal issues. Primarily, these issues are class concepts and theories a person has learned in a specific course during a semester (Godfrey, 2022). As a result, to write coursework, students thoroughly research their topics, create detailed outlines, adhere to specified formats, draft their content clearly and concisely, and proofread their papers for any mistakes.

Step 1: Preparation

Planning or preparation is the first step in writing a coursework paper. For instance, an essence of any form of academic writing is to measure a person’s level of understanding about a particular area of study (Haines, 2021). To start coursework, students begin by carefully reviewing assignment guidelines, conducting preliminary research to understand their assigned topics, and outlining main points and structure of their papers. Since such an project measures what a student has learned in a given course, it is paramount for each person to prepare well when executing an assignment. Here, learners have to choose a topic that they are comfortable with, one that they are passionate about. Additionally, they should generate ideas about their coursework by deciding what is relevant and what is not. In principle, a typical reasoning that guides this decision is a particular expectation outlined in assignment instructions (Godfrey, 2022). Lastly, people should understand their audience – consumers of their work or readers. Like any other assignment, a target audience is course instructors. Hence, writers should ensure their class projects satisfy a curiosity of readers. In turn, some examples of sentence starters for beginning a coursework paper include:

• In recent years, the topic of [subject] has gained a significant attention due to its direct impact on [related field/issue], while this coursework aims to explore … .
• The origins of [subject] can be traced back to [year/era], when [important event/person] first introduced a particular concept of … .
• Understanding [subject] is crucial for [reason/field], as it offers more insights into [related concept or application], and this paper seeks to examine … .
• Currently, [subject] is experiencing a period of rapid development, with new research and advancements being made in areas, such as … .
• By exploring a research question: [research question], this paper aims to examine [purpose of the study] … .
• While much has been written about [subject], there remains a significant knowledge gap in a current literature regarding [specific aspect], which this paper will investigate … .
• During my studies/experience in [related field], I observed [specific phenomenon], which prompted me to investigate [subject] more thoroughly … .
• According to recent statistics, [relevant statistic] highlights the importance of [subject], which this coursework will explore … .
• As [author/expert] once said, ‘[relevant quote],’ this statement underscores a real significance of [subject], which will be a particular focus of this paper in … .
• This coursework is based on a particular hypothesis that [hypothesis statement], and this comprehensive analysis and research will seek to prove/disprove … .

Step 2: Setting Up

After preparation, people should set up the stage for coursework writing. Basically, a first preoccupation is to find sources relevant to an assignment prompt – those that are more likely to provide enough evidence and support needed claims. As scholars review credible sources, they should take notes to provide a strong argumentation in their projects (Walter & Stouck, 2020). Then, another activity involves deciding on a coursework outline, which should help to answer an assignment prompt logically and critically. Lastly, learners should create an annotated bibliography, a summary of each source they intend to use as a valid basis for their arguments in an entire document.

Step 3: Writing a First Draft

After preparing and setting up the stage, students should start writing a first version of their coursework assignment. In this case, armed with notes taken during a review of reliable sources and an outline they have created, people should start with a first draft, where they develop a thesis statement. Basing all opinions and arguments on a thesis, writers should answer an assignment prompt methodically, logically, and critically. For example, a coursework statement is a concise declaration of a main objective or thesis that an entire project aims to explore and demonstrate (Godfrey, 2022). Moreover, a thesis statement should ‘hook’ a target audience and make them interested in reading a substantial part of a paper – a body. In essence, a body section is where students use all the evidence they have gathered about an assigned topic, while a thesis informs a target audience of what individuals have focused on in their papers. As a result, any coursework paper adopts a typical outline, as indicated below:

• Table of Contents
• Abstract or Executive Summary
• Introduction
• Body Paragraph(s)
• Reference List
• Appendices (Optional)

Step 4: Wrapping It Up

It is normal for a writer to make mistakes when writing an academic document. For example, these mistakes include inconsistent arguments, irrelevant content, punctuation errors, and countless grammatical mistakes (Haines, 2021). Therefore, after completing a first draft, writers should read it through, at least twice, to identify these mistakes and correct them. Basically, common processes of correction include revising and editing a written paper. Regarding revisions, students should give their work to a friend or mentor to read it through. In their feedback, these individuals are likely to point out areas where authors should make corrections for their papers to be logical and interesting to read. Concerning editing a complete document, people should proofread their work to ensure it is free of spelling mistakes, punctuation errors, and other grammatical mishaps.

Step 5: Developing Body Paragraphs

A body paragraph of any academic text, including a coursework assignment, utilizes several features to make a whole paper logical. Basically, the first feature is writing a topic sentence that opens up each paragraph (Couch, 2021). In principle, a primary purpose of this feature is to strengthen a central idea captured in a thesis statement. Then, the rest of a single paragraph structure backs up this claim using evidence gathered from different sources. In turn, another feature is a concluding sentence, which closes each paragraph (Godfrey, 2022). As such, a main goal of this aspect is to connect a topic sentence with a thesis statement. Finally, another feature is transition words and phrases that help readers to sense a logical flow of ideas throughout a whole paper. In short, writers use transitions within and between paragraphs to create a logical flow of information and ideas.

Step 6: Referencing Format and Peer Reviewing

Besides ensuring an entire paper is written methodically and logically, authors should see it meets the highest academic writing standards. In this regard, they should ensure it follows a particular format – APA, MLA, Harvard, or Chicago/Turabian. In most cases, an assignment prompt dictates a specific format learners should use. Moreover, a particular referencing manual informs about a typical structure of a whole paper and its format of citations. In turn, another essential activity that students should perform is to commit a complete document to peer review. Here, authors give coursework papers to distinguished scholars, such as a professor or classmate, to assess an overall validity and quality of information used, including sources.

Step 7: Writing a Final Draft

After subjecting a first draft to vigorous scrutiny through revisions, editions, and peer review, people should start writing a final draft of a coursework paper. Basically, this draft should be thoroughly polished, meaning it should be free of spelling, punctuation, and grammatical mistakes, as well as inconsistent arguments and irrelevant sentences (Lawrence, 2020). Moreover, it should indicate an effective use of transitions in paper’s body paragraphs. In short, a final draft is an improved version of a first draft because writers have revised and edited it and incorporated feedback from a friend, mentor, or professor. However, they still need to read through a final draft, at least once, to ensure it is perfect before submission to a grading department. In turn, if someone notes several mistakes, it means another revision is necessary. Hence, a student’s focus should be a correct content, organization of ideas, style of writing, and format.

Types of Coursework

Given that coursework assignments test students’ levels of understanding about a course’s content in a given semester, it means such a project takes several writing forms. For example, these documents include a term paper, a Master’s thesis, a dissertation, or a report project (Godfrey, 2022). Ideally, such a composition is an essential requirement for a student to complete an entire course successfully. It also means such a project is essential to be awarded a degree. Moreover, the only difference between these types of coursework assignments is that they take a different approach to examining and analyzing a course’s content, with each subject taking a unique approach. In turn, common types of coursework projects include:

Writing Techniques

The dream of every student is to pass any assessment and attain a higher grade. In a coursework assignment, learners can utilize different techniques to ensure they attain higher grades after assessments (Haines, 2021). As indicated earlier about a grading aspect of coursework, writers should use an approach they believe answers an assignment prompt methodically, logically, and critically. As a result, every technique they use must allow them to answer a specific question in a way that satisfies these three grading dimensions.

Compare and Contrast

A compare and contrast essay technique is about analyzing two subjects, ideas, concepts, or theories by comparing them, contrasting them, or doing both. Basically, a primary purpose of answering a coursework assignment through this writing approach is that students must not state obvious things (Couch, 2021). Instead, they need to shed light on subtle differences or unexpected similarities between subjects, ideas, concepts, or theories.

Cause and Effect

A cause and effect essay technique allows writers to develop their paper’s body by analyzing possible reasons for and consequences of a decision, action, or event. When organizing a paragraph, students adopt a structure that allows them to arrange defined causes and effects in a chronological or reverse chronological order (Godfrey, 2022). Alternatively, authors can present their arguments through emphasis, starting from least important to most important aspects, or vice versa.

Investigation

An investigation technique involves undertaking an in-depth examination of a topic, idea, concept, or theory. Basically, this technique’s primary goal is to demonstrate that students have gained a thorough knowledge of a specific subject, which is indicated in their methodical, logical, and critical analysis and presentation of information. In esense, ensuring research findings are interpreted and presented in an organized manner throughout a research paper is critical (Walter & Stouck, 2020). Ultimately, such a technique enables writers to demonstrate their articulate understanding of various viewpoints about a particular issue under investigation. 

How to Present Strong Arguments

For an academic paper to capture an audience’s attention and interest, students must not only develop a thesis statement but also ensure they use strong arguments to back up a central idea in a main statement. Basically, the “they say, I say” technique is the simplest method to present arguments properly (Couch, 2021). In this regard, the information that a person uses in answering a coursework assignment prompt should be free of plagiarism and cite all sources properly. Then, another way to ensure an entire writing is persuasive is to confirm that authors have attained a required word count limit without counting footnotes, endnotes, references, and appendices (Haines, 2021). Ideally, selecting a topic that one is comfortable with and passionate about enables an overall writing to be high-quality in terms of argumentation. Besides, students should discuss alternatives with their mentor or instructor. Finally, a thesis statement should not be complicated.

Scope of Research

Students make different kinds of mistakes when writing academic texts. For example, a common mistake in coursework writing involves a scope, where students fail to focus on one area of a particular topic and instead try to be broad in their argumentation (Godfrey, 2022). In principle, they may waste space talking about irrelevant material, leaving them with little space to write about a core idea. As such, an effective solution to this problem is to develop a thesis statement that sets out a paper’s specific agenda. In doing so, authors can realize every time they go off-topic.

Colloquialism

By considering colloquialisms, students may use a language that is not standard for academic writing. Essentially, this problem is particularly common with learners who become excited about a specific topic and try to express their ideas creatively (Haines, 2021). Moreover, a whole project shifts from being evidence-based to a document about an author’s opinion. In turn, a particular solution to such a problem is to pick a topic that is exciting and critically discussed in an existing literature. As a result, students can identify several sources that discuss their assigned topics to use as bases for evidence of their claims and arguments about their central themes.

Common Mistakes

• Lack of Clarity in Thesis Statement: Failing to clearly define a main argument or purpose of an entire paper can lead to a lack of focus throughout a coursework project.
• Insufficient Research: Relying on too few sources or not consulting credible and up-to-date references can weaken an overall quality and depth of an analysis.
• Poor Organization: Not following a logical writing structure can make a paper difficult to follow due to an inadequate flow of ideas.
• Overuse of Quotations: Excessively quoting sources rather than paraphrasing or synthesizing information can make a whole paper seem unoriginal and reduce an author’s voice.
• Ignoring Formatting Guidelines: Not adhering to a required citation style (e.g., APA, MLA, Harvard, or Chicago/Turabian) or formatting instructions can result in a loss of marks.
• Lack of Proofreading: Submitting a paper with grammatical errors, typos, and spelling mistakes can undermine an overall professionalism and readability of a project.
• Inadequate Analysis: Simply describing sources without critically analyzing or interpreting the information can lead to writing a biased paper.
• Failure to Address a Prompt: Straying from an assigned topic or not fully addressing a coursework prompt can result in an irrelevant or incomplete paper.
• Plagiarism: Copying text without proper citing attribution, even unintentionally, can lead to serious academic consequences.
• Weak Conclusion: Ending a coursework paper without a clear closure or failing to adequately summarize key findings and implications can leave any reader unsatisfied.

Coursework vs. Research Paper

Ideally, an outline of a coursework assignment is similar to that of a research paper. In this case, an abstract serves as a brief overview of a research paper and informs readers of writer’s focal points. More importantly, such an outline has a body, where writers use different paragraphs to make an argument about a specific topic. In turn, each of the paragraphs begins with a topic sentence and ends with a concluding sentence. Like research papers, body paragraphs of a coursework assignment serve to cement writer’s claims and arguments, which are linked to a thesis statement.

Students should master following tips when it comes to writing a coursework assignment:

• Choose an exciting topic and stick to it. Basically, students come across tons of exciting information about their topic. However, to avoid going off-script, they should focus on their core subject and avoid a particular temptation of using data that may prove irrelevant.
• Use evidence (quotes and statistics) selectively. In principle, relevancy is a significant indicator of a high-grade paper. As such, where authors are not going to refer to some data directly because it adds no value to their argument, they should avoid dwelling on it in their paper.
• Cite sources correctly. When citing sources, writers should note format standards in use – APA, MLA, Harvard, or Chicago/Turabian – as each has a unique approach.
• Revise, edit, and proofread a complete paper. High-quality coursework writing should be free of inconsistent arguments, irrelevant sentences, and spelling, punctuation, and grammatical mistakes.

A coursework project is among writing assignments that students in colleges and universities undertake in preparation for their degree. Unlike other papers, this assignment assesses learners’ understanding of what they have learned in a course in a given semester. As such, students must complete and submit it before a semester comes to closure. Finally, different types of coursework include essays, term papers, theses, dissertations, and report projects.

Bjorn, G. A., Quaynor, L., & Burgasser, A. J. (2022). Reading research for writing: Co-constructing core skills using primary literature. Impacting Education: Journal on Transforming Professional Practice , 7 (1), 47–58. https://doi.org/10.5195/ie.2022.237

Couch, D. (2021). Your guide to college writing . Chemeketa Press.

Godfrey, J. (2022). Writing for university . Bloomsbury Academic.

Haines, C. (2021). Assessing students’ written work marking essays and reports . Routledge.

Lawrence, T. S. (2020). Writing a research paper. International Journal of Radiation Oncology • Biology • Physics , 106 (4), 674–676. https://doi.org/10.1016/j.ijrobp.2019.12.005

Walter, L., & Stouck, J. (2020). Writing the literature review: Graduate student experiences. The Canadian Journal for the Scholarship of Teaching and Learning , 11 (1), 1–15. https://doi.org/10.5206/cjsotl-rcacea.2020.1.8295

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Online Certificate in Mixed Methods Research

Preparing researchers and practitioners to integrate qualitative and quantitative methods, designs, and results for mixed methods projects.

The Certificate in Mixed Methods Research (MMR) is designed for researchers and practitioners in social work, nursing, psychology, public health, anthropology, political science, sociology, education, and other applied fields who are interested in:

• ways to integrate qualitative and quantitative research methods and data
• commonly used qualitative and quantitative data collection methods and procedures
• popular data analysis techniques used in the applied professions
• effective approaches to research conducted in practice settings

Participants will learn how to understand and appreciate a scientific approach in building practice knowledge. Special emphasis will be placed on increasing each participant's ability to critique theoretical foundations of research, form qualitative and quantitative research questions, create study designs that answer mixed methods research questions, and integrate qualitative and quantitative datasets for analysis and interpretation. The latest conceptual, graphical, and data display technologies will be used.

The Summer 2024 cohort is full. If you are interested in being notified when registration opens for the next cohort, please request to  join our mailing list . Thank you!

Program information, what to expect.

Upon completion of the certificate program, participants will know how to:

• Identify the value and ethical considerations of sound mixed methods research in social work and other applied professions;
• Apply appropriate mixed methods research designs and methodologies that affect marginalized populations at risk [e.g., age, class, culture, ethnicity, family structure, gender (including gender identity/gender expression), marital status, national origin, race, religion or spirituality, sex, and sexual orientation]; and
• Critically evaluate the design, methodology, and findings from peer-reviewed mixed methods research in journals from social work and other applied professions.

Teaching Method

This certificate course is a blended and interactive online learning experience hosted via Zoom and uses our web-based learning management system, Canvas. Each course includes:

• Online instructor-led skill development sessions
• Self-paced podcasts and web modules
• Interactive course work from personal or work computer

Participants require access to high-speed Internet and a computer with a camera and microphone. You do not need special skills to be a successful participant in a blended distance-learning environment. SSW will provide detailed, user-friendly instructions and technical support.

We are dedicated to prioritizing the accessibility needs of participants in this program. If you have any questions or concerns related to your learning needs, please contact [email protected] .

$800 for the 20-hour certificate program.

$700 for UM SSW faculty, staff, and field instructors.

$650 for students currently enrolled in a graduate/doctoral program.

For 10 or more participants from the same organization, the cost is $700 per person.

Continuing Ed Credits

Participants can earn 20 hours of social work continuing education contact hours.

The University of Michigan School of Social Work, provider #1212, is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB) www.aswb.org , through the Approved Continuing Education (ACE) program. The University of Michigan School of Social Work maintains responsibility for the program. ASWB Approval Period 5/15/2023-5/15/2026. Social workers should contact their regulatory board to determine course approval. Social workers participating in this course will receive 8 live interactive online and 12 asynchronous online social work continuing education contact hours.

Testimonials

Dr. Watkins was extremely engaging and responsive; the course felt very personal, even on an online platform. The materials were all very helpful and easy to understand. I know that they will continue to be valuable as I think through designing a mixed methods study.

- Postdoctoral Research Fellow

The course is well designed and structured in a way that is easy for participants to follow. The first week is similar to an overview of social research, which is very helpful and sets the foundation for learning about mixed methods. The course was easy to navigate (find videos/materials/links, etc.) via Canvas and the content was very rich. The instructor was very knowledgeable, an expert on the topic. Her teaching style was engaging and her personality, delivery of the content was refreshing.

- Assistant Professor

I loved the organization of the class. It made it very easy to understand learning goals, prepare and do the readings, and participate fully in the learning. Dr. Watkins was really a pleasure to learn from--she was engaging and clear and I liked the way she integrated students' questions into the course in a way that gave great real life examples. I also LOVED meeting all the other students and talking to them in the small groups. I thought it was especially cool to see the wide range of education and experience and fields.

- Doctoral Student and Fellow in Educational Leadership, Part Time Lecturer

Office of Continuing Education 1080 South University Room 3652 Ann Arbor, MI 48109-1106

Phone: (734) 763-5723 Email: [email protected]

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Alia G. Wesala

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Jaclyn Ruffolo

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Ashley Harvey

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• Email MSW [email protected] CE [email protected] PhD [email protected]

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Information Literacy Teaching Toolkit

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Designing Effective Research Assignments

• Designing a Research Assignment
• Designing an Information Literacy Curriculum

Below are questions to ask yourself when designing an assignment that promotes information literacy and critical thinking skills.

• What will students learn as a result of completing this assignment?
• What are the information literacy student learning outcomes?
• What are the writing or presentation outcomes?
• What are the discipline-specific outcomes?
• Are these goals clear to students?
• Does our library have these resources? Are they freely and easily available elsewhere?
• Is there a link to the library (or other needed resources) in the assignment and/or syllabus?
• Is there a link to any related student services (peer tutoring, technology help desk, etc.) in the assignment and/or syllabus?
• Does this model a process students can repeat in the future? Is that clear to students?
• Is there space for students to reflect on what they are doing, which strategies are working and which aren’t?
• Does this provide enough time for students to be successful?
• Does it provide time for you to give feedback to students, and for students to revise and/or integrate that feedback into their next piece of work?
• Do you have grading criteria or a rubric to help you score student work? Is this available to students?
• Might you ask past students if you can use their work as a sample, or can you create your own?
• How will students access the sample(s)? Hand out in class, provide in Moodle, etc.?

Source: Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Scaffolding and reinforcing information literacy skills and concepts throughout your courses and program, will allow students to develop and master their skill set. Below are a number of questions to think about while creating course and program materials. 

• Is it clear to students how these skills connect to continued study and/or real life?
• What do they already know? Can you assume, or do you need to find out?
• Which information literacy skills do you need to teach, in addition to your course content?
• What can a librarian help teach?
• What needs to be done during class time (for face-to-face classes)?
• What can be done outside of class, as homework?
• What supports does the library already have available (i.e. Moodle plug-ins, videos, handouts, etc.)?
• If you want a librarian to teach, where does that fit in the course schedule?
• If not, what needs to change? Course content, the research assignment, or both?

Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Ideas and Examples

• Classic Examples of Research Assignments
• Ideas for Research-related Assignments

Assignments below are linked to documents. Please feel to download and edit for your classroom or context and to remix assignments. A librarian would be happy to tailor a version of an assignment or scaffold research skills into your class.

Example of a short assignment that asks students to think critically about two news sources.

Example of an annotated bibliography assignment that asks students to think critically about their sources.

Example of a research paper abstract assignment that asks students to closely evaluate their topics and sources needed.

Example of an assignment that asks students to brainstorm and evaluate research questions.

Example of an assignment that asks to compare and evaluate various sources.

Example of an assignment that asks students to critically approach source use and paraphrasing.

Example of an assignment that asks students to detail the research process by recording search strategies and resources located.

Example of an assignment that asks students to choose and refine a research topic.

Example of an assignment that asks students to think critically about sources.

Example of an assignment that asks students to crucially evaluate their research topic by evalauting sources.

There are any number of library-related assignments that can be incorporated into a course. Here are a few examples that can be adapted to most subjects (assignments may be repeated across categories).

Critical Evaluations & Comparisons

• Locate a popular magazine article, then find a scholarly article on the same subject. Compare the two articles for content, style, bias, audience, etc.
• Analyze the content, style, and audience of three journals in a given discipline.
• Choose an autobiography of someone related to the course content. Find secondary sources which deal with an idea or event described in the autobiography. Compare and contrast the sources.
• Evaluate a website based on specific criteria.
• Determine the adequacy of a psychological test based on the literature about the test. Then develop a test battery designed for a particular clinical (or other) situation, by using published tests and the literature about them.
• To develop the ability to evaluate sources, students prepare a written criticism of the literature on a particular issue by finding book reviews, by searching citation indexes to see who is quoting the context of the scholarship in a particular field.
• Students use bibliographies, guides to the literature and the Internet to find primary sources on an issue or historical period. They can contrast the treatment in the primary sources with the treatment in secondary sources including their textbook.
• Write a newspaper story describing an event--political, social, cultural, whatever suits the objectives-based on their research. The assignment can be limited to one or two articles, or it can be more extensive. This is a good exercise in critical reading and in summarizing. The assignment gains interest if several people research the same event in different sources and compare the newspaper stories that result.
• Contrast journal articles or editorials from recent publications reflecting conservative and liberal tendencies.
• Write a review of a musical performance. Include reference not only to the performance attended, but to reviews of the composition's premiere, if possible. Place the composition in a historical context using timetables, general histories and memoirs when available, using this information to gain insight into its current presentation.

Fact-Finding Research

• Read an editorial and find facts to support it.
• In biology or health classes, assign each student a 'diagnosis' (can range from jock itch to Parkinson's Disease). Have them act as responsible patients by investigating both the diagnosis and the prescribed treatment. Results presented in a two-page paper should cover: a description of the condition and its symptoms; its etiology; its prognosis; the effectiveness of the prescribed treatment, its side effects and contradictions, along with the evidence; and, finally, a comparison of the relative effectiveness of alternate treatments. This can also be accompanied by oral or visual presentations, slideshow, poster session, etc.
• Students follow a piece of legislation through Congress. This exercise is designed primarily to help them understand the process of government. However it could also be used in something like a 'critical issues' course to follow the politics of a particular issue. (What groups are lobbying for or against a piece of legislation? How does campaign financing affect the final decision? etc.).
• Similar to the above, have students follow a particular foreign policy situation as it develops. Who are the organizations involved? What is the history of the issue? What are the ideological conflicts?
• Nominate someone or a group for the Nobel Peace Prize. Learn about the prize, the jury, etc. Justify the nominations.
• Write an exam on one area; answer some or all of the questions (depending on professor's preference). Turn in an annotated bibliography of source material, and rationale for questions.

Career-Based Research

• Assemble background information on a company or organization in preparation for a hypothetical interview. For those continuing in academia, research prospective colleagues' and professors' backgrounds, publications, current research, etc.
• Ask each student to describe a career they envision themselves in and then research the career choice. What are the leading companies in that area? Why? (If they choose something generic like secretarial or sales, what is the best company in their county of residence to work for? Why?) Choose a company and find out what its employment policies are-flex time, family leave, stock options. If the company is traded publicly, what is its net worth? What is the outlook for this occupation? Expected starting salary? How do the outlook and salaries vary by geography?

Personal Research

• Locate primary sources from the date of your birth. You may use one type type of material only once, i.e., one newspaper headline of a major event, one quotation, one biography, one census figure, one top musical number, one campus event, etc. Use a minimum of six different sources. Write a short annotation of each source and include the complete bibliographic citation.

Historical Research (for any subject)

• Select a scholar/researcher in a field of study and explore that person's career and ideas. Besides locating biographical information, students prepare a bibliography of writings and analyze the reaction of the scholarly community to the researcher's work.
• Pick a topic and research it in literature from the 60s and 70s. Then research the same topic in the literature of the 80s and 90s. Compare and contrast the topic in a bibliographic essay.
• Write a biographical sketch of a famous person. Use biographical dictionaries, popular press and scholarly sources, and books to find information about the person.
• Everyone becomes an historical figure for a day. Students research the person, time-period, culture, etc. They give an oral presentation in class and answer questions.
• Similar to the above, students adopt a persona and write letters or journal entries that person might have written. The level of research required to complete the assignment can range from minimal to a depth appropriate for advanced classes.
• News conferences offer good opportunities to add depth to research and thus might work particularly well with advanced students. A verbatim transcript of an analytical description of a news conference can serve as a format for simulated interviews with well known people of any period. What questions would contemporaries have asked? What questions would we now, with hindsight, want to ask? How would contemporary answers have differed from those that might be given today? Here students have an opportunity to take a rigorous, analytical approach, both in terms of the questions to be asked and the information contained in the answers.

Biographical Research

(annotated) bibliography variations.

• Prepare an annotated bibliography of books, journal articles, and other sources on a topic. Include evaluative annotations.
• Create a Web page on a narrow topic relevant to the course. Include meta sites, e-journals, discussion lists, and organizations.
• Update an existing bibliography or review of the literature.
• Compile an anthology of readings by one person or on one topic. Include an introduction with biographical information about the authors, and the rationale for including the works [justify with reviews or critical materials].
• Choose a topic of interest and search it on the Internet. Cross reference all search engines and find all websites which discuss the topic. Like a research paper, students will have to narrow and broaden accordingly. The student will then produce an annotated bibliography on the topic, based solely on internet references.
• Create an anthology. The model for this format is the annotated book of readings with which most students are familiar. In this case, however, rather than being given the anthology, they are asked to compile it themselves. The assignment can limit the acceptable content to scholarly articles written within the last ten years, or it can be broadened to include chapters or excerpts from monographs and significant older materials. Students should be asked to write an introduction to the anthology that would display an overall understanding of the subject. In addition, each item should be described, and an explanation given as to why it is included. The assignment could also require a bibliography of items considered for inclusion as well as copies of the items selected. In any subject course in which students would benefit from finding and reading a variety of scholarly, such an assignment would guarantee that they use their library skills to locate the articles, their critical reading skills to make the selections, and a variety of writing skills to produce the introduction, the summaries, and the explanations.

Literature Review Variations

• Each student in the class is given responsibility for dealing with a part of the subject of the course. He or she is then asked to 1) find out what the major reference sources on the subject are; 2) find out "who's doing what where" in the field; 3) list three major unresolved questions about the subject; 4) prepare a 15 minute oral presentation to introduce this aspect of the subject to the class.
• Conduct the research for a paper except for writing the final draft. At various times students are required to turn in 1) their choice of topic; 2) an annotated bibliography; 3) an outline; 4) a thesis statement; 5) an introduction and a conclusion.
• Write a grant proposal addressed to a specific funding agency; include supporting literature review, budget, etc. Have class peer groups review. (Best proposal could be submitted for funding of summer research).

Collins Memorial Library.  “Ideas for Library-Related Assignments.”  Pugetsound.edu, University of Puget Sound. Accessed 1 Jan. 2021.

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PhD Coursework : Latest UGC Guidelines , Syllabus

PhD Coursework gives students a thorough grasp of their subject topic and the ability to perform independent research. The University Grants Commission (UGC) of India has published new PhD coursework guidelines and syllabus to improve quality and relevance.

Meet Tanu Bhatnagar, an educational expert with extensive experience in teaching, research and mentoring.With a decade in education and research, Tanu combines academic expertise with engaging storytelling. Her research background ensures every article is well-researched and insightful. Beyond textbooks, Tanu's expertise spans writing, exam preparation, economic trends, and global education, delving into the realms of spiritual awakening. This diverse perspective shines through in his writing, offering a fresh take on education. Join Tanu and CollegeChalo for an enriching learning adventure, where his passion ignites yours, and his words light your way.

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• Published: 07 September 2024

Student involvement and innovative teaching methods in a biophilic design education pilot elective course in interior architecture

• Fulya Özbey   ORCID: orcid.org/0000-0001-5902-2165 1 , 2 &
• Simge Bardak Denerel 1  

Humanities and Social Sciences Communications volume  11 , Article number:  1155 ( 2024 ) Cite this article

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• Environmental studies

Biophilic design has gained popularity in interior design areas owing to its numerous advantages. Nevertheless, globally, Interior Architecture/Interior Architecture and Environmental Design departments lack adequate biophilic design courses in their curricula. This research investigates the impact of involving students in syllabus design and applying innovative teaching methods in a pilot elective course focused on biophilic design in interior spaces on student engagement and course sustainability. A new pilot elective course was introduced in the 2022–2023 Spring Semester at the Interior Architecture Department, Faculty of Architecture, Near East University, aiming to establish an enduring and captivating learning environment for students. Initially, a focus group study was conducted to measure students’ awareness of biophilic design and integrate their ideas regarding innovative learning methods into the syllabus for an engaging elective course. Strategies like interactive learning tools, group tasks, and peer assessments were incorporated throughout the course to enhance engagement. Analysis of end-of-course surveys and student observations revealed an augmented awareness of biophilic design among students and a positive influence of innovative learning methods on course sustainability. Thus, the study suggests that an elective course offers the potential to mitigate the deficiency of biophilic design integration in undergraduate programs, augmenting students’ awareness in this field. Moreover, new elective courses could deliver more sustainable and engaging learning experiences for enrolled students when structured through student involvement and innovative learning methods.

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Introduction.

The historical human-nature relationship has been disrupted by industrialization, leading to a growing recognition of the need for a mindful approach in the 21st century. Biophilia, our innate connection with nature, has evolved into Biophilic Design, enriching constructed spaces with natural elements. This design approach has proven advantages, enhancing workplace productivity, stress reduction, education outcomes, and healthcare recovery while aligning with sustainability efforts (Browning et al. 2014 ). Therefore, the incorporation of biophilic design in educational curricula has accumulated significant attention due to its confirmed benefits and to prepare students to meet industry demands because when considering the practice of interior architecture in the 21st century, it is observed that the understanding of biophilic design has been embraced by designers more than ever before in interior spatial design (Demirbaş & Demirbaş, 2019 ). Despite its acknowledged benefits, undergraduate education in biophilic design remains scarce, notably in Interior Architecture (IA) and Environmental Design (IAED). Few universities globally, in Türkiye and the Turkish Republic of Northern Cyprus (TRNC), offer specific courses in this field. According to the QS World University Rankings by Subject 2022: Art & Design indicates that out of the top 10 universities with IAED or IA departments, five universities do not offer any courses related to biophilic design. While one university includes a course on biomimicry, three lack accessible detailed course content. Only Aalto University offers an explicit course on biophilia, which is called “Biofilia ABC,” and a biophilia lab that emphasizes the integration of biophilic design into research and learning environments through interdisciplinary collaboration. The gap in biophilic design education is no different in Türkiye and the TRNC, where there are 84 universities with IAED or IA departments (41 having IAED departments 41 having IA departments, and 2 universities offering both), biophilic design education is significantly lacking. Out of these institutions, only 1 offers a dedicated “biophilic design” course at the undergraduate level (starting from 2023 to 2024 Fall Semester in İstanbul Galata University), and only 4 universities include the term “biophilia” in any course syllabus. Most universities have courses that focus on sub-topics of biophilic design, such as indoor landscaping, biomimicry, or the nature-human relationship and its representation. Surprisingly, 40 universities do not include any terms or subjects related to “biophilia” in their course names within the curriculum, further highlighting the scarcity of biophilic design education in the region. However, there’s a high demand for this knowledge among interior architects, indicating an educational gap that requires attention also supported by the survey conducted by Doğan ( 2021 ) targeting interior architects and space users, with a sample size of 285 respondents (139 interior architects and 146 general space users). The results indicated that 107 of the participating interior architects had not received formal education in biophilic design, underscoring the absence of biophilic design within many Turkish universities. However, 111 of the participants possessed knowledge of biophilic design, suggesting that they had sought information from external sources. To bridge the gap and promote biophilic design education at the undergraduate level, a dedicated elective course covering theoretical foundations and practical applications of biophilic design principles is crucial. By establishing a comprehensive biophilic design course, universities can equip students with the knowledge and skills needed to create sustainable, nature-inspired interior spaces and foster a deeper connection with the natural world. However, understanding students’ course selection motives, such as interest and perceived benefits, is crucial. Involving students in syllabus design enhances communication and caters to diverse learning styles, making courses more effective. This research investigates the impact of student involvement in creating a pilot elective on biophilic design for interior spaces. It explores how innovative teaching methods and course preparation influence student engagement and course longevity. Also, this research uses qualitative and quantitative methods, while delving into three key questions:

What is the awareness/knowledge level of undergraduate IA and IAED students in Türkiye and the TRNC regarding Biophilic Design?

Does a student-involved course syllabus preparation process enhance the sustainability and student commitment in biophilic design courses?

What challenges do instructors face in elective courses for Generation Z (Gen Z) students in IA and IAED programs? How can these be addressed to establish participatory course structures and enhance learning outcomes?

Literature review

Biophilic design is currently a popular topic, but its full integration into IA and/or IAED curricula is still lacking. In addition, the content and method of teaching the designed course are important for the biophilic design to take its place in education because elective courses in the curriculum offer students the opportunity to explore their interests and develop their individuality. Since this study delves into the effects of students taking part in developing a trial elective focusing on biophilic design for interior spaces, it aims to examine the influence of creative teaching approaches and course planning on student participation and the sustainability of the course this literature review includes two sections. The first one is biophilic design and its applications in interior architecture, and the second one is the role of elective courses in architectural education.

Biophilic design and its applications in interior architecture

Throughout history, humans have coexisted with and drawn valuable insights from the natural world (Turner et al. 2004 ; Wilson, 1996 ). However, the industrial revolution and global urbanization have severed this connection, resulting in significant environmental damage (Çorakçı, 2016 ). The civilizations that once dominated nature in the 18th and 19th centuries faced dire consequences for their environmental exploitation in the 20th century, leading to a growing realization in the 21st century of the need for a more conscientious approach to nature (Çorakçı, 2016 ). Erich Fromm introduced the concept of “biophilia,” signifying a deep love for all living beings (Heerwagen et al. 2012 ). Edward O. Wilson and Stephen R. Kellert expanded on this concept, proposing in “The Biophilia Hypothesis” (1993) that humans possess an innate inclination to connect with nature and other life forms (Kellert and Wilson, 1993 ). Biophilia is not an instinct-like breathing but emerges from biological tendencies shaped by learning and experiences, including emotions such as love, hate, and fear. Sociocultural factors influence its expression, evident in the symbolic use of nature in myths, religious beliefs, and meditations (Kellert and Wilson, 1993 ). Stephen Kellert’s research on biophilia led to its integration into architectural design, exemplified in “Building for Life” (2005). This laid the foundation for “Biophilic Design,” solidified in the initial edition of “Biophilic Design” (2008) with contributions from various researchers, defining it as “an innovative approach emphasizing the essential preservation, enrichment, and restoration of the positive human-nature connection within built environments” (Kellert et al. 2011 ).

Based on various research and perspectives, the principles and applications of biophilic design have been subject to numerous categorizations (Kellert et al. 2011 ; Browning et al. 2014 ). Nonetheless, at the core of all predominant categorizations lies the central theme of seamlessly incorporating elements of nature and natural phenomena into the constructed environment. In their seminal work, “Biophilic Design: The Theory, Science and Practice of Bringing Buildings to Life,” Kellert et al. ( 2011 ) delineated six fundamental principles of biophilic design, which encompass “Environmental Features, Natural Shapes and Forms, Natural Patterns and Processes, Light and Space, Place-Based Relationships, and Evolved Human-Nature Relationships.” These principles collectively offer a comprehensive framework for the establishment of harmonious human-built environments.

The application of biophilic design principles within interior spaces involves the deliberate integration of nature-inspired elements to foster a more harmonious and productive milieu. Common manifestations of biophilic applications include the utilization of natural lighting, incorporation of indoor flora, utilization of natural materials, the inclusion of water features, and the provision of vistas that connect with natural settings. The empirical evidence underscores the multifaceted advantages of biophilic design on human well-being and productivity. For instance, a study conducted by Sanchez et al. ( 2018 ) substantiates the notion that biophilic design features enhance workplace performance. In a subsequent study by Aristizabal et al. ( 2021 ), it was established that a multisensory biophilic environment not only improved cognitive performance but also mitigated stress levels while enhancing overall satisfaction with the workplace environment. Furthermore, research conducted by Sayed et al. ( 2021 ) has demonstrated that the incorporation of biophilic principles into educational spaces engenders improved concentration levels, higher attendance rates, and enhanced academic performance among students. Beyond the realms of work and education, the beneficial impact of biophilic design extends to healthcare settings, as underscored by studies conducted by Samir ( 2021 ) and Totaforti ( 2018 ). These studies reveal that biophilic design elements contribute to alleviating patient fatigue and expediting the healing process. Lastly, Newman et al. ( 2012 ) underscore the potential economic advantages associated with the integration of biophilia into design practices. This includes reduced energy consumption, enhanced biodiversity, and, in addition, improvements in well-being and productivity, ultimately aligning with sustainability and ecological preservation efforts.

The role of elective courses in architectural education

Universities offer students various opportunities to pursue their academic goals. Elective courses, in particular, allow students to pursue their aspirations, develop virtual goals, and broaden their educational content (Movchan and Zarishniak, 2017 ). Also, elective courses enable students to study subjects that satisfy their interests, abilities, and career determination while seeking to develop the individuality of each student (Ghonim and Eweda, 2018 ). Architectural education is a multidisciplinary field that imparts both technical knowledge and social responsibility to students. Integrating elective courses into the curriculum can ensure a well-rounded education and exposure to a diverse range of subjects. This is essential for developing a holistic understanding of the role of architecture in society and the importance of ethical principles and values for architects (Ghonim and Eweda, 2018 ). Thus, there arises a compelling need to establish a novel pedagogical framework emphasizing self-directed learning among graduating architects guided by their mentors. Consequently, educational models must emphasize the cultivation of imaginative thinking, keen observation, and active engagement, especially when incorporating innovative instructional resources aligned with these objectives (Fernandez-Antolin et al. 2021 ). The flexible nature of the elective factor allows for dynamic updates to reflect contemporary issues and developments in the field, marketplace, and society. When offering new elective courses, considerations should include program orientation, student interests and needs, and faculty specialization (Ghonim and Eweda, 2018 ).

Additionally, to provide an effective elective course in architectural education, it is crucial to not only consider the students’ interests and needs but also their reasons for selecting an elective course. In the study conducted by Ting and Lee ( 2012 ), an investigation was undertaken to explore the various factors that exert an influence on students’ selection of elective courses. The researchers identified a multitude of determinants, which include the perceived level of interest in the subject matter, the perceived difficulty of the course content, the perceived leniency of the instructor, the potential acquisition of future career skills, the impact of external influences, the instructor’s popularity or personality, the timing of the class in terms of the day of the week and meeting hour, the reputation of the university, the suitability of the subject matter, and the class size. Another aspect of an effective elective course is the level of student involvement in the course. This process is not only limited by the course duration but might start from the syllabus design process. Research conducted by Cook-Sather ( 2014 ) has underscored the significance of involving students in the design of syllabi, highlighting its positive impact on teacher-student communication and collaboration. This proactive approach has enabled educators to gain a deeper understanding of students’ motivations and learning styles, facilitating the tailoring of instructional methods to better suit individual needs. Furthermore, a study conducted by Bovill et al. ( 2011 ) has demonstrated that the inclusion of students in syllabus design has resulted in heightened levels of self-regulation and metacognitive awareness. Students have become more attuned to their learning strategies, fostering an increased propensity for engaging in self-directed learning practices. Practitioner-researchers Zereyalp and Buğra ( 2019 ) have ascertained that the incorporation of students’ voices in syllabus development substantially contributes to the efficacy of the syllabus. This contribution manifests in the form of fostering open and constructive communication with students, thereby better aligning the syllabus with their needs and expectations.

Methodology

This study adopted a mixed-method research approach, which integrated focus group studies, interviews, case studies, and participant observation methods. Since this research involves gathering both qualitative and quantitative data together into a single platform to obtain a comprehensive understanding of the topic from various perspectives, including those of students and instructors, a mixed research approach is considered well-suited for this study (Mulisa, 2022 ). The research methodology consisted of three distinct sequential steps.

In the initial step, the emphasis was on preparing the syllabus of the pilot elective course (case study) and addressing the first two research questions. Data collection was primarily facilitated through focus group studies and interviews, with subsequent qualitative analysis applied.

The second step involved data collection during the course period, treated as a case study for addressing both the second and third research questions. During this phase, participants (comprising students enrolled in the pilot elective course) were subject to observation, alongside the administration of concise questionnaires. Subsequently, the results obtained from these questionnaires, encompassing both qualitative and quantitative data, underwent rigorous analysis.

The third and final step entailed comprehensively analyzing the amassed data to substantiate the study’s hypotheses.

A succinct summary of the research methods and evaluation techniques utilized throughout the study is presented in Fig. 1 , the research methodology flowchart.

Methodology flowchart.

Data collection

In the initial phase of data collection for this study, a pilot focus group investigation was undertaken with five sophomore students from Yaşar University’s (YU) Department IAED. These students were selected for their qualifications aligning with the primary focus group participants. The purpose of this pilot study was to assess the reliability of the research questions, as outlined by Nagle and Williams ( 2013 ), which had been prepared for the forthcoming focus group studies. The designated questions were sequentially presented to the students, and their responses were meticulously evaluated. The outcomes of this pilot focus group analysis indicated that the formulated questions were sufficiently effective in eliciting the necessary data for the subsequent primary focus group study. The selection of participants for the focus group sessions was carried out through the convenience sampling method to have individuals with characteristics of the overall population (students who enrolled in the elective course), proposed by Nagle and Williams ( 2013 ). The focus group inquiries were methodically administered to the students, and the ensuing responses were subjected to qualitative analysis. These focus group sessions were conducted on November 22nd and 23rd, 2022, involving ten students from Near East University (NEU), and subsequently on December 1st and 2nd, 2022, with the participation of eight students from YU.

The interview phase of the research was executed on November 22nd and December 2nd, 2022, involving three instructors from the Faculty of Architecture, each responsible for teaching various elective courses at YU and NEU. During these interviews, the instructors were probed about their approaches to curriculum development, the selection of assessment methods, strategies employed to foster student engagement, utilization of innovative pedagogical techniques, and their course adaptation procedures based on end-of-semester feedback.

The insights garnered from both the instructor interviews and the focus group sessions constitute the primary data sources for the case study under investigation. The subsequent step in the data collection process for this study was designed to coincide with the case study. During this stage, the students enrolled in the pilot elective course served as subjects of observation, while periodic administration of concise online but with clear, targeted questions that aligned with the learning objectives and teaching effectiveness of the course questionnaires allowed for ongoing data acquisition. The reason for choosing the online survey method for the end-semester feedback is that online surveys are straightforward, anonymous, and time-efficient (Moss & Hendry, 2002 ). Also, emphasizing the anonymity and confidentiality of responses can encourage students to provide honest feedback to have more reliable results even with a small group of sample. Last but not least, the necessary permissions were obtained from the NEU Scientific Research Ethics Committee for all stages requiring data collection.

Data analysis plan

In the initial phase of data collection, a comprehensive data analysis plan was formulated, which encompassed the incorporation of data derived from primary and secondary sources. The data amassed during this first step underwent a rigorous evaluation employing qualitative methodologies. Subsequently, an insightful case study was methodically created, drawing from the analytical findings obtained from the gathered data.

In the subsequent phase, which unfolded within the context of the aforementioned case study, the participants were subjected to systematic observations, and periodic surveys were administered to solicit their responses. Data collection culminated upon the conclusion of the case study. To facilitate a comprehensive analysis of these diverse data sources, a well-structured approach was devised, combining qualitative techniques for the assessment of participant observations and a blend of both qualitative and quantitative methods to scrutinize the results derived from the periodic surveys. In addition, the reliability of the course evaluation results was validated by triangulating the survey findings with other assessment measures, such as students’ academic performance or assignment quality.

Ultimately, the data at hand was subjected to a robust interpretative process, and it was the intent to engage in a thoughtful deliberation of the hypotheses in accordance with the insights gleaned from the case study.

Focus group study and interviews

For this study, pilot elective courses titled “TMF 444 İç Mimarlıkta Biyofilik Tasarım “ and “FAE424 Biophilic Design in Interior Architecture” were offered in both Turkish and English language departments during the 2022–2023 Spring Semester at the Faculty of Architecture, Department of Interior Architecture, Near East University. However, before opening the courses in line with the stated objectives and methodologies of the research, students were actively involved in the curriculum development processes of these courses, with the aim of creating a more efficient and dynamic elective course. Additionally, the opinions of various faculty members were sought.

Initially, a focus group study with open-ended questions was conducted with a total of 18 students, 10 from NEU’s and 8 from YU’s Faculty of Architecture. The responses from this study were evaluated using the MAXQDA 2022 (VERBI Software, 2021 ) program and subjected to the keyword analysis method. The study sought to ascertain the student’s familiarity with the concept of biophilic design, their expectations for an upcoming elective course on this subject, their preferences for course activities and assessment methods, their views on effective teaching techniques, and their integration into academic courses, as well as the motivating factors driving their active engagement in these courses. The analysis highlights from the focus group study are summarized in Table 1 .

The highlights from the interviews with the instructors indicated that it is important to approach students in a friendlier manner and use innovative teaching techniques to create a more engaging class environment while considering students’ voices to develop the course in general.

Course period

After evaluating the data in Table 1 and the interview outputs, course contents for TMF 444 and FAE 424 were developed following the NEU course content development rules. An overview of the course syllabus is presented in Table 2 .

The 14-week course commenced with an introductory week, determining the student demographic, midterm and final assessments, and administering a survey on students’ perceptions of biophilic design, innovative learning methods, and in-class motivations. Weeks 2–8 predominantly focused on various topics such as the concept of biophilia, patterns and health impact of biophilic design, differences and similarities between biophilic design and sustainable design, the concept of biophilic cities, and some practical ways of incorporating biophilic design principals to the interior spaces as well as the examination of example case studies. Week 9 centered around the midterm presentation, involving the analysis of a chosen structure based on biophilic design criteria. Weeks 10–14 were allocated for the creation of an interior design project emphasizing biophilic design, followed by desk critiques. Ultimately, developed projects were submitted as the final assessment.

In the proposed pilot elective course, 26 students enrolled in the Turkish section, while 11 students registered for the English section. Among these, 20 students attended the Turkish course, and 7 students attended the English course for the whole semester. The overall distribution of students by department and class includes 16 Interior Architecture students (14 undergraduate 3rd year, 2 undergraduate 4th year) and 9 Architecture students (1 undergraduate 1st year, pursuing a double major, 1 undergraduate 2nd year, 4 undergraduate 3rd year, and 3 undergraduate 4th year). Given that a substantial proportion of students enrolled in both FAE 424 and TMF 444 courses are representative of Generation Z, this study also investigates the challenges encountered by instructors in this demographic context. As the course unfolds, the difficulties of being an instructor in a class dominated by Gen Z learners are explored. The paramount question becomes: how can these challenges be effectively addressed, and what methods can be employed to construct a participatory course structure that enhances learning outcomes? Drawing inspiration from contemporary educational research, including works by Orr et al. ( 2021 ), Saxena and Mishra ( 2021 ), Szabó et al. ( 2021 ), Chan and Lee ( 2023 ), Mohr and Mohr ( 2017 ), Marie and Kaur ( 2020 ), and Jaleniauskiene and Juceviciene ( 2015 ) this study consolidates diverse strategies to enhance the student engagement and participation for teaching Gen Z in higher education. As, Orr advocates for an academic coaching model, emphasizing transformational learning. Saxena proposes gamification as a motivational tool, and Szabó underscores the significance of incorporating various information technologies, such as e-learning and gamification, to boost student motivation and skill development Chan’s study delves into Gen Z students’ perceptions of generative AI in higher education, noting their optimism for its benefits—enhanced productivity and personalized learning. However, it emphasizes the concerns raised by Gen X and Gen Y teachers regarding overreliance and ethical implications, highlighting the importance of integrating technology with traditional teaching methods for a more effective learning environment. Mohr’s study emphasizes the significance of understanding generational profiles to improve course assignments and communication approaches. The findings emphasize the need for instructors to adapt teaching methods to align with Gen Z’s preferences for technology-driven and visually engaging educational experiences, and Marie’s research highlights Gen Z’s inclination towards a digitized learning environment, emphasizing the importance of adapting academic opportunities to meet their diverse needs and foster critical 21st-century skills like critical thinking and creativity. Finally, Jaleniauskienė's study focuses on reshaping educational environments to cater to Gen Z’s learning preferences. The recommendations span from redesigning physical and non-classroom spaces to accommodate diverse learning styles, integrating active learning methodologies, fostering collaborative environments (both physical and virtual), and leveraging technology as mindtools to enhance cognitive functions and engage visually oriented learners. In summary, advocation for a multifaceted approach that integrates technology, personalized coaching, gamification, and varied pedagogical strategies to create engaging, transformative, and inclusive learning environments for Gen Z learners.

Therefore, interactive presentations were prepared during the course, leveraging Genially (Genially Web, S.L., 2021 ) and Gamma (Gamma Tech, Inc., 2022 ), as they facilitated engagement, aligning with the 5 students who identified the fluidity of course delivery as a significant motivator for participation. To maintain interactivity and motivation, quizzes at the end of the course were conducted through Quizizz (Gupta and Cheenath, 2015 ), with a 10-point bonus awarded to the student with the highest quiz average throughout the semester. Moreover, practical exercises were conducted utilizing Miro (Khusid and Shardin, 2011 ) to incorporate active learning strategies, thereby cultivating collaborative learning settings. A specific instance of the Miro exercise is illustrated in Fig. 2 .

In-class exercise by Miro.

While implementing the assignments, based on the findings from the focus group study, even if the majority of students expressed a preference for being able to choose assignment types, it was acknowledged in interviews that this approach might lead to potential issues, such as providing enough sources for each type of assignment or concerns related to students blaming each other for grades, finding others’ assignments easier, etc. Consequently, for this pilot course, it was decided that the assignment types would be determined by the course instructor, and for midterm and final assessments, students would be consulted at the beginning of the course to reach a decision by majority agreement. Additionally, as 8 of the students expressed the utility of peer evaluations, and recognized their potential to enhance motivation and interest in the course, a 10-point peer evaluation criterion was incorporated into one of the assignments and midterm presentations. The assignment incorporating peer assessment was a brief research task, designed to encourage students to share their findings during class and contribute to each other’s ideas. The assignment brief and grading criteria are outlined in Fig. 3 .

Assignment 1 brief and grading criteria.

For the midterm assessment, students were expected to select a structure and analyze it based on the principles of biophilic design, presenting their analysis during class. Peer assessment was incorporated during the midterm too, where students evaluated each other’s presentations. Last but not least, in the final assessment, influenced by both the preference for project submissions by 2 of the students and the suggestion of integration with project or studio courses 2 students were required to choose an area from project courses. They were expected to develop their designs for three weeks based on the desk critics, express them through technical drawings, and provide a written explanation of how they integrated biophilic design principles. The midterm and final briefs, along with grading criteria, are illustrated in Fig. 4 .

Midterm and final briefs.

Additionally, although field trips were identified as a factor that could enhance student motivation and contribute to achieving the learning outcomes of the course, they could not be added to the course content due to financial constraints. Nonetheless, an exploration of a diminutive village distinguished by a plethora of biophilic attributes in the TRNC was undertaken in collaboration with two students from the course. The ensuing research findings were subsequently disseminated and made publicly accessible via the webpage hosted by the biophilic cities network (Özbey et al. 2023 ).

This section includes the results of qualitative and quantitative assessment surveys conducted at the beginning and end of the course. The findings in this section are broadly analyzed in the discussion section.

Pre-course expectations and motivations

A brief survey was administered to 27 enrolled students within the initial week of the course to measure their awareness and expectations concerning biophilic design, the course syllabus, and innovative learning methodologies. Furthermore, the delineation of a course syllabus was elucidated to students, and the impact of a student-contributed syllabus on enrolled students was examined. Out of the enrolled students, 25 participated in the survey, and the outcomes, encompassing their knowledge levels and application of biophilic design principles, have been consolidated in Fig. 5 .

Summary of pre-course survey (Biophilic design knowledge).

According to the table, participants’ familiarity with biophilic design varied across the terms “biophilia” and “biophilic design,” with a higher level of recognition for the former term than the latter. However, awareness of the “Six Principles of Biophilic Design” was notably lower, indicating a more diverse range of responses across the spectrum from familiarity to unfamiliarity with these principles. There’s a strong consensus among respondents that biophilic design should be integrated into interior design, particularly in emphasizing the importance of designs that amalgamate nature, humanity, and architecture. Participants largely acknowledge that the weakening of connections between nature and humanity can adversely affect human life. There’s substantial agreement on the positive impact of natural light and ventilation on health, success, and work productivity in spaces. The use of “plants” as a design element in interiors garners notable agreement, while the inclusion of a “water element” seems to have a mixed response.

When examining students’ expectations regarding course syllabus and innovative learning methods, a majority of respondents concur that the provided learning outcomes and resources exhibit direct relevance to the course. Furthermore, there is a prevailing consensus indicating that the assessment methods delineated in the syllabus maintain a sense of equilibrium. A significant majority of students express confidence in their ability to extrapolate and apply the course content to other academic subjects. The recognition of abundant opportunities for peer interaction, notably through group discussions and activities, is acknowledged by a substantial number of participants. Regarding familiarity with interactive learning tools such as Sli.do, Padlet, Kahoot, and similar platforms, respondents exhibit varying degrees of awareness and experience with these tools. A comprehensive summary of the distribution of students’ survey responses is outlined in Fig. 6 .

Summary of pre-course survey (evaluation, of course, syllabi, and innovative learning methods).

Post-course reflections and feedback

Feedback on the co-design process, learning environment, and their influence on student engagement.

Out of the 27 students attending the course, 23 voluntarily responded to the survey conducted at the end of the semester. When considering the effects of the student-contributed course syllabus and the interactive course format on student obligations, it becomes evident that students derive pleasure from the interactive format and perceive the course as a conducive space for engaging with their peers. Moreover, students found the short quizzes administered at the end of the course both enjoyable and beneficial. The evaluation methods, such as assignments, midterms, and finals determined based on the preferences of students enrolled in the class and who attended focus group sessions, have been deemed sufficient by a significant majority of students for assessing and presenting their knowledge. Additionally, students expressed enjoyment and perceived usefulness from the group activities and peer assessments conducted during the course. The responses of students regarding the co-design process and its impact on their engagement have been summarized in Fig. 7 .

The responses of students regarding the co-design process and its impact on their engagement.

Feedback on the biophilic design knowledge, learning outcomes, and course instructor

In the end-of-term evaluation survey responded to by 23 students, in addition to gathering insights on students’ perspectives concerning the course period and assessment methods, inquiries were also posed regarding their understanding of biophilic design concepts, perceptions of the course’s learning outcomes, and the instructor’s behavior during the class.

In the students’ end-of-term survey regarding biophilic design, a notable pattern emerges: the respondents consistently exhibit a significant degree of familiarity and comprehension spanning a wide range of biophilic design concepts. This pattern underscores a robust knowledge improvement within the surveyed group, showcasing a comprehensive understanding of various aspects of the biophilic design domain. According to the survey results, there is a high level of agreement regarding the awareness of specific terminologies associated with biophilic design. However, there are slight differences in the degree of familiarity with specific aspects of biophilic design. Additionally, a substantial majority expressed confidence in their capability to extrapolate and apply the course content to other academic disciplines. Furthermore, students conveyed a sense of acquiring substantial knowledge and awareness about biophilic design during the course, enabling them to engage in comprehensive discussions on the subject and confidently evaluate the built environment using biophilic design principles by the course’s conclusion. The participants’ responses regarding their knowledge of biophilic design have been summarized in Fig. 8 .

The responses of students regarding the biophilic design knowledge.

About the evaluation of learning outcomes and instructor’s performance, there was a notable consensus among respondents. Nineteen students strongly agreed, and four students agreed that the learning outcomes were intricately linked to the course content. Moreover, a significant majority of students strongly agreed or agreed that the course provided pertinent resources aligning with the subject matter. Notably, students exhibited high positivity towards the course instructor, indicating satisfaction and understanding in various aspects. They strongly agreed or agreed that the instructor’s explanations regarding assessment methods were lucid, demonstrating a clear grasp of evaluation criteria. Moreover, students found the instructor’s approach in the course to be fitting and the responses indicate a high level of endorsement for the course. Twenty respondents strongly agreed, while three respondents agreed that they would recommend the course to others. The responses related to students’ perceptions of learning outcomes, the instructor, and the overall quality of the course are presented in Fig. 9 for reference.

Evaluation of learning outcomes, instructor’s behavior, and course quality.

Findings from the student co-design process

In the context of IA/IAED teaching, the integration of student co-design processes into elective courses is not a deeply studied area. As mentioned in the introduction part, while there are several courses addressing biophilic design principles, there’s a noticeable gap in the literature regarding specific content and teaching methodologies employed in these courses. Therefore, this study not only delves into students’ perceptions and preferences but also aims to bridge this gap by showcasing how student input can enrich course content and delivery. The findings from the student co-design process provided valuable insights into various aspects of the course, including the students’ familiarity with biophilic design, their expectations for the elective course, their preferences for course activities and assessment methods, their views on effective teaching techniques, and the motivating factors driving their active engagement in the course. The majority preferred a practice-based course, indicating a desire for hands-on learning experiences. Additionally, suggestions for field trips, theory-based learning, online delivery, workshop sessions, multimedia, and flexible design options were also mentioned. These preferences highlight the importance of incorporating a variety of teaching methods and activities to cater to different learning styles and interests. The students’ preferences for course activities and assessment methods were also explored. Field trips, model-making assignments, discussion and debate sessions, and group work were suggested by the students. The majority of students found group work highly beneficial, while some expressed uncertainty. Peer evaluations were perceived as essential by a significant portion of students, although reservations were also expressed. End-of-course quizzes were valued by half of the students, but reservations were also present. These findings indicate the importance of incorporating a mix of individual and collaborative activities, as well as diverse assessment methods, to cater to the preferences and needs of the students. In terms of assessment type and selection preferences, project-based assignments and presentations were favored by the majority of students. Written assignments were also preferred by a significant portion of students, while research assignments were less favored. The students’ preferences for assignment types and their involvement in the selection process were also explored. The majority of students preferred to select their own assignment types, while some preferred a collective decision through group discussion. Only a small percentage believed that course instructors should determine the assignment types. These findings suggest that involving students in the assignment selection process can enhance their engagement and motivation. The students’ preferences for assessment methods were similar to their preferences for assignment types. Project-based assignments, presentations, and written assignments were the most preferred methods. Some students expressed a desire for a diverse array of assignments to be valued equally, while others had no specific preference. These findings highlight the importance of incorporating a variety of assessment methods to cater to the diverse preferences and strengths of the students. Based on the findings from the focus group study, interactive presentations, online quizzes, practical exercises, and peer evaluations were incorporated into the course. These strategies aimed to enhance student engagement, motivation, and collaborative learning. The findings from the student co-design process provided valuable insights into the students’ preferences, needs, and motivations, which were incorporated into the course structure. The incorporation of interactive and innovative teaching methods, diverse assessment methods, and opportunities for peer interaction aimed to enhance overall student engagement, motivation, and learning outcomes. Those preferences of the students including emphasis on interactive and innovative teaching methods, as well as opportunities for peer interaction and feedback, not only enhance student engagement and motivation but also reflect the changing educational environment in IA/IAED. By focusing on collaborative learning, student-centered methods, and incorporating real-world experiences into the curriculum by embracing the student co-design process, educators can create more dynamic and responsive learning environments that prepare students for the complexities and challenges of contemporary design practice.

Findings from student evaluations

Overall student satisfaction and engagement.

The findings from this study highlight the importance of incorporating diverse pedagogical strategies and technology tools to create engaging and inclusive learning environments for Gen Z learners. The recommendations provided for the course implementation, such as redesigning physical and non-classroom spaces, integrating active learning methodologies, fostering collaborative environments, and leveraging technology as mindtools, align with the preferences and motivations expressed by the students in this study. One of the key findings is the positive impact of interactive presentations prepared using Genially and Gamma. These tools facilitated engagement and were particularly appealing to the 5 of the students who identified the fluidity of course delivery as a significant motivator for participation. This suggests that incorporating interactive elements in presentations can enhance student engagement and motivation. To maintain interactivity and motivation throughout the course, quizzes were conducted using Quizizz. The inclusion of a 10-point bonus for the student with the highest quiz average throughout the semester further incentivized participation. The positive response from students indicates that gamification elements can enhance motivation and make the learning experience more enjoyable. Practical exercises conducted using Miro incorporated active learning strategies and fostered collaborative learning settings. This aligns with the recommendations for fostering collaborative environments, as students expressed a preference for group discussions and activities. The use of Miro allowed students to actively participate and contribute to each other’s ideas, further enhancing the collaborative learning experience. The findings also highlight the importance of considering potential issues when implementing certain assignment types. While the majority of students expressed a preference for being able to choose assignment types, concerns were raised about providing enough sources for each type of assignment and potential issues related to grades and comparisons among students. To address these concerns, the assignment types were determined by the course instructor, with student consultation for midterm and final assessments. This approach allowed for a balance between student preferences and practical considerations. The inclusion of peer evaluations in one of the assignments and the midterm presentation was well-received by students. Peer evaluations were identified as a utility by 8 of the students and were seen as a way to enhance motivation and interest in the course. The assignment incorporating peer assessment encouraged students to share their findings and contribute to each other’s ideas, fostering a collaborative learning environment. The positive response from students suggests that peer evaluations can be an effective tool for enhancing motivation and engagement. In the final assessment, students were given the opportunity to choose an area from project courses and develop their designs based on the principles of biophilic design. This aligns with the preferences expressed by 2 of the students for project submissions and integration with project or studio courses. By allowing students to apply their knowledge and skills to a real-world design project, the final assessment provided a meaningful and relevant learning experience. Although field trips were identified as a factor that could enhance student motivation and contribute to achieving the learning outcomes of the course, financial constraints prevented their inclusion in the course content. However, an exploration of a diminutive village with biophilic attributes was undertaken in collaboration with two students from the course. These research findings were disseminated and made publicly accessible, providing an alternative way for students to engage with real-world examples of biophilic design.

The survey results regarding students’ understanding of biophilic design concepts indicate a high level of familiarity and comprehension. The respondents consistently exhibited a significant degree of knowledge improvement, showcasing a comprehensive understanding of various aspects of biophilic design. This suggests that the course content and interactive learning methods were effective in enhancing students’ knowledge and awareness of biophilic design. The evaluation of learning outcomes and the instructor’s performance received a notable consensus among respondents. Students strongly agreed that the learning outcomes were intricately linked to the course content and that the course provided pertinent resources aligning with the subject matter. The high positivity towards the course instructor indicates satisfaction and understanding in various aspects, including the clarity of assessment methods and the instructor’s approach to the course. Overall, the findings from this study support the recommendations for a multifaceted approach that integrates technology, personalized coaching, gamification, and varied pedagogical strategies to create engaging, transformative, and inclusive learning environments for Gen Z learners. The incorporation of interactive presentations, quizzes, practical exercises, peer evaluations, and real-world design projects was well-received by students and contributed to their engagement, motivation, and knowledge improvement.

Impact of the course on biophilic design knowledge and skills

The analysis of students’ familiarity with the terms “biophilia” and “biophilic design” at the beginning and end of the term indicates a notable shift in their comprehension. At the start of the term, a majority of respondents were not acquainted with these terms, with a significant number either undecided or expressing disagreement with their familiarity. However, by the term’s conclusion, there was a remarkable increase in familiarity with both concepts. For “biophilia,” the number of respondents familiar with the term rose considerably, from 9 at the beginning to 23 by the term’s end, with no disagreement or uncertainty recorded at the conclusion. Similarly, for “biophilic design,” familiarity surged notably, with 22 respondents indicating acquaintance at the term’s end, compared to 10 at the outset. These shifts underscore a significant improvement in students’ understanding and awareness of these fundamental concepts related to biophilic design throughout the course duration. This finding is supported by the strong consensus among the respondents, with 21 students strongly agreeing and 2 agreeing that they feel confident in their understanding of biophilic design. This indicates that the course has effectively imparted the necessary information and concepts related to biophilic design, enabling students to engage in discussions about it with others. This is an important outcome, as it demonstrates that the students have not only acquired knowledge but also the ability to communicate and share their understanding of biophilic design with their peers and beyond. Furthermore, the majority of respondents also expressed confidence in their ability to assess the built environment using the principles of biophilic design. This finding is significant as it suggests that the course has not only provided theoretical knowledge but has also equipped students with practical skills to apply these principles in real-world scenarios. The high number of students who feel confident in their ability to evaluate environments based on biophilic principles indicates that they have developed a strong understanding of how to analyze and assess the built environment through the lens of biophilic design.

Implications for IA and IAED education

The insights derived from the student co-design process within the interior architecture course present a rich tapestry of students’ perspectives, expectations, and preferences, offering profound implications for the realm of interior design education. Student’s alignment of assessment method preferences with specific assignment types, notably favoring project-based tasks, presentations, and written assignments, underscores the need for a diverse array of evaluation techniques catering to varying student preferences and strengths. These findings emphasize the importance of incorporating multifaceted assessment approaches to accommodate diverse student needs effectively. Leveraging the insights gleaned from focus group studies, the course structure was revamped to integrate interactive presentations, online quizzes, practical exercises, and peer evaluations, aiming to augment student engagement, motivation, and collaborative learning experiences. These adjustments reflect an alignment with students’ identified preferences and requirements, enhancing the overall pedagogical environment. In the realm of interior design education, these findings bear pivotal implications. The involvement of students in shaping course elements not only empowered their engagement but also streamlined the course content to meet their needs and motivations. The integration of interactive teaching methodologies, diverse assessment strategies, and avenues for peer interaction aimed to foster heightened student engagement, motivation, and ultimately, enriched learning outcomes within the IA and IAED curriculum. Moreover, the study’s broader implications resonate beyond the educational sphere. The students’ strong confidence in discussing biophilic design and applying it to varied contexts underscores the significance of interdisciplinary approaches in design education. Equipping students with transferable skills cultivates a comprehensive understanding of design principles, essential in the multifaceted domain of IA and IAED, where considerations encompass human well-being, spatial functionality, and environmental sustainability. The findings also suggest a potential cadre of competent professionals poised to advocate for and implement biophilic design principles within the industry. In conclusion, this study delineates the success of the course in imparting knowledge, nurturing critical thinking abilities, and enabling practical application of learning. Moving forward, it underscores the importance of continuous exploration and development of innovative teaching methodologies, advocating for immersive and experiential learning activities to enhance students’ grasp and application of biophilic design principles within the sphere of IA and education.

The purpose of this research was to investigate the impact of an elective course, designed collaboratively with student contributions and integrated with innovative learning methodologies, focused on biophilic design for interior spaces. Addressing specific research questions, this study examined the preparation process of the course, the influence of innovative learning methods on student participation, and the enduring impact of the course.

First, the study assessed the curricula of IA/IAED programs in Turkey and TRNC and found a significant educational gap, which was also supported by literature (Doğan, 2021 ). Only one university offered a dedicated course (Galata University, starting from 2023 to 2024 Fall Semester) and a few as part of sustainability-related courses. Therefore, to improve the improved student awareness and confidence in understanding biophilic design, indicating effective education advancement and real-world application readiness a newly introduced elective course was offered.

Additionally, the study aimed to evaluate how effective a course structure designed by students was in enhancing the long-term retention of biophilic design knowledge in interior spaces. It drew from research advocating for student-driven content to increase engagement and commitment, focusing on creating a more interactive learning environment. The study emphasized collaborative learning methods, group work, presentations, project-based assignments, and peer interactions by involving students in designing the course syllabus and analyzing their expectations through group sessions. The student-influenced course structure received positive feedback from end-of-term surveys, with students expressing satisfaction and active engagement, particularly appreciating group activities, peer assessments, and interactive formats such as quizzes.

Lastly, the research investigated the specific hurdles encountered by instructors teaching elective courses primarily attended by students from Gen Z enrolled in IA or IAED programs. These challenges encompassed addressing short attention spans, tendencies towards multitasking, and the need for technical proficiency. To mitigate these challenges, the study proposed potential solutions, including incorporating frequent breaks, employing interactive teaching methodologies, and providing targeted, concise assignments tailored to accommodate the unique traits of Gen Z learners. The study underscores the importance of utilizing an interactive course format, highlighting the significance of diverse teaching methods and technology in effectively engaging Gen Z students. The recommendations put forward, such as promoting active learning, creating collaborative spaces, and integrating technological tools like Genially and Gamma, are aligned with the preferences of these students. The integration of interactive presentations and quizzes on platforms like Quizizz served to motivate active participation, while the use of Miro for exercises fostered collaborative learning, resonating with students’ preference for group engagement and discussions. These strategic approaches significantly elevated student engagement and contributed to cultivating an inclusive and enriching learning environment.

Lastly and significantly, summarizing the instructor’s observations and dialogs with students during the pilot course, the use of interactive materials and methods significantly contributed to students’ engagement levels. Student feedback reflects a positive reception towards the interactive quiz format, contrary to their anticipation of traditional or system-based exams, finding the interactive format enjoyable and engaging. Personal observations indicate that students, being accustomed to short quizzes at the end of classes, consciously ensure their phones are charged before class and quickly review their notes or discuss potential questions during breaks. Furthermore, the activities conducted on Miro transformed into templates and content used by students in midterms and finals. Students have taken peer evaluations seriously, demonstrating fairness in the assessment process. Notably, there is alignment observed between the instructor’s grading and the grades derived from peer evaluations, even among students who have reported personal issues. Some students have gone above expectations, opening additional subsections for thorough grading in peer evaluations. However, despite these positive aspects, the success achieved in midterms was not replicated in finals due to scheduling conflicts during the final exam period and students’ prioritization of mandatory courses. Despite being informed that desk critics before the final submission influence their final grades, only a minimal group actively participated in all critiques.

Conclusively, this research underscores the vital role of student-inclusive and innovative courses in addressing educational gaps, emphasizing the need for dedicated biophilic design education in IA or IAED programs. By fostering interactive learning and addressing Generation Z’s learning needs, tailored courses can significantly enhance engagement and knowledge acquisition. This study encourages the integration of innovative teaching methods to create inclusive and engaging learning environments in design education.

Limitations of the pilot study

Since the course was offered as a faculty elective course in Near East University for the 2022–23 Spring Semester, only the proposed pilot elective course attracted a total of 26 students in the Turkish section and 11 students in the English section. Out of these, only 20 students attended the Turkish course for the entire semester, while 7 students attended the English course consistently. The relatively small sample size and the imbalance between the two language sections may affect the generalizability of the findings. However, while the numbers do highlight a relatively small sample size and an imbalance between the two language sections, these factors might not entirely undermine the validity of the findings. The consistent attendance of 20 students in the Turkish section and 7 students in the English section throughout the semester might actually provide a focused understanding of how interactive activities impact a committed subset of students. Furthermore, while the sample size could restrict the application of these findings to a wider population, it does not invalidate the insights gained from this specific group. Other research studies, as highlighted by Fernandez-Antolin et al. ( 2021 ), have also utilized similar approaches with smaller student cohorts. These attendance figures could still offer meaningful qualitative data regarding the effectiveness of hands-on activities in engaging students within the context of this pilot elective course. Also, the lack of technological infrastructure in the classrooms constrained the effortless delivery of innovative learning methods by requiring rapid solutions for those issues and another limitation despite high demand for a class trip, logistical constraints, including insufficient public transportation and a lack of support from the university, prevented the planning and execution of the trip. Last but not least, during the final exams, clashes with mandatory courses and students’ prioritization of these compulsory subjects resulted in a lack of success in finals. The limited time and attention dedicated to the elective course due to conflicting schedules may have impacted students’ performance and hindered a comprehensive assessment of their understanding and application of biophilic design concepts.

Recommendations for further course development and research

To pave the way for future course enhancements and comprehensive research there are several recommendations gathered from this study.

First of all, the inclination of 12 students towards selecting their own assignment types, while acknowledged during focus study and surveys, raises concerns about potential issues like sourcing adequacy for diverse assignment types or apprehensions regarding mutual grading accountability and perceived workload disparities among peers. Consequently, for the pilot course, assignment types were structured by the instructor. Moreover, for mid-term and final evaluations, student consultation at the course outset, leading to consensus-based decisions, was adopted. However, a future course iteration might permit students to choose their assignment types, necessitating the formulation of an assessment methodology. Additionally, as a recommendation for future terms, setting clearer final expectations earlier in the semester might allow students more time to prepare for finals. However, integration issues with other courses could arise, and students, due to their workload, might still defer final preparations until the last weeks or, as an alternative solution, reduce the percentage weight of finals and emphasize greater participation and completion of assignments throughout the term is believed to elevate the overall success level of the course.

Secondly, ensuring the successful integration of student-contributed syllabi and innovative pedagogical methods warrants a focused inquiry into teacher training and support mechanisms. Investigating the efficacy of teacher training initiatives and devising strategies to augment educators’ proficiency in fostering student engagement and learning within these frameworks would be pivotal. Moreover, the incorporation of more qualitative research tools such as interviews or focus groups for post-course reflections and feedback might diversify the nuanced perspectives, experiences, and hurdles encountered by students regarding student-contributed syllabi and innovative learning methods and those pedagogical methodologies implemented in this course, could potentially find applicability in other elective courses across the academic spectrum.

Last but not least, based on the instructor’s observation, it is advisable specifically for the biophilic design course to customize this course for upper-year students majoring in Architecture, IA/IAED. This is because students in their 1st and 2nd years may have limited technical knowledge and project development skills. Also, over time, students can cultivate their interest in elective courses with specific content such as this one, thereby the application of the course material in their project courses or their professional lives easier. In addition, if this course is offered during the Semester when the weather conditions are more favorable, it could facilitate more interaction by conducting classes outdoors and organizing field trips more easily.

Data availability

The data is accessible through Dataverse https://doi.org/10.7910/DVN/SFEGA5 .

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The questionnaire and methodology for this study were approved by the NEU Scientific Research Ethics Committee (Ethics approval numbers: YDÜ/FB/2022/170 and YDÜ/FB/2023/193). All research was performed in accordance with the relevant guidelines of the NEU Scientific Research Ethics Committee.

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To obtain the ethics approvals, an example of informed consent is provided to the NEU Scientific Research Ethics Committee. After the approvals, both the focus group study and interviews were conducted face-to-face, with participants expressing consent through wet signatures. While the original forms are securely stored and can be presented upon request, they are not initially attached individually due to containing personal participant information. For the online course surveys, informed consent was presented at the beginning of the survey; however, given the need to maintain student anonymity, individual consent is not collected during online course surveys.

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Özbey, F., Bardak Denerel, S. Student involvement and innovative teaching methods in a biophilic design education pilot elective course in interior architecture. Humanit Soc Sci Commun 11 , 1155 (2024). https://doi.org/10.1057/s41599-024-03559-4

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Long-course radiotherapy found to be better than short-course for organ preservation in rectal cancer

by European Society for Medical Oncology

The COVID-19 pandemic has enabled researchers to show that a long course of radiotherapy given before surgery may be a better treatment for avoiding surgery, preserving the rectum and anus, and preventing regrowth of the primary tumor than a short course of radiotherapy for patients with rectal cancer—a type of bowel cancer. However, the overall survival and survival free of recurrence of the disease remained the same for both treatments.

These findings are from a study published in the Annals of Oncology and the researchers say that they "fill a crucial knowledge gap" about which treatment is better for preserving these important organs.

This can make a real difference to patients' quality of life because, if part of the bowel or anus needs to be removed during surgery to eradicate the tumor, some patients are fitted with a stoma or colostomy (a hole in the abdominal wall that connects to the bowel) through which feces pass into a disposable bag worn over the hole.

Dr. Paul Romesser, director of colorectal anal cancer radiation oncology at Memorial Sloan Kettering Cancer Center, New York, U.S., who co-led the study with Dr. J. Joshua Smith, associate attending surgeon at MSK, said, "The COVID pandemic, particularly intense in New York, forced us to re-evaluate resource allocation and treatment options to protect patients and staff by shortening the time they were exposed to each other.

"This led us to mandate that all rectal cancer patients be treated with short-course radiotherapy, SCRT, without exception, based on evidence from multiple prospective trials showing similar outcomes.

"The crucial knowledge gaps were whether organ preservation is safe after SCRT and which radiation treatment is best if organ preservation is the goal. Until now, there were no studies comparing SCRT and long course of chemoradiotherapy, LCCRT, in terms of organ preservation and local regrowth rates.

"Our study is the first to address both, finding that organ preservation by avoiding surgery after neoadjuvant SCRT is safe and may be preferred for some patients due to the convenience of treatment. However, the tumor regrowth rate was higher, necessitating close monitoring. If time and convenience aren't factors, LCCRT appears to offer more durable organ preservation."

The COVID pandemic enabled the researchers to create a "natural" experiment to compare the two forms of treatment, rather than conducting a randomized controlled trial. The study included 323 patients with locally advanced rectal cancer (cancer that had grown outside the rectum but had not yet spread to other parts of the body) who were treated with either SCRT or LCCRT as a neoadjuvant therapy to shrink the tumor before surgery between January 2020 and January 2021.

If they were treated between March and June 2020 and between November 2020 and January 2021, they received SCRT (76 patients). Outside these periods, patients were treated with LCCRT (247 patients). Both groups of patients also received chemotherapy as well.

Patients who achieved a clinical complete response, meaning the tumor was no longer detectable, were offered "watch and wait" management instead of surgery, involving close monitoring during follow-up. Those who achieved a near complete response were re-evaluated in six to 12 weeks to allow additional time for their tumors to respond and if they then had a complete response, they were also offered "watch and wait" management.

Patients with residual tumor, and those who declined "watch and wait," underwent surgery to remove the rectum, the fatty tissue, lymph nodes and blood vessels around it to reduce the chances of the tumor coming back (this procedure is called a total mesorectal excision).

After an average (median) of 31 months, 44.5% of patients receiving LCCRT and 43.4% of patients receiving SCRT had a complete response. After two years, organ preservation was achieved in 40% of LCCRT and 31% of SCRT patients. In patients managed with "watch and wait," LCRT resulted in higher organ preservation at two years (89% versus 70% in SCRT patients) and lower local regrowth (19% versus 36% respectively).

Recurrences of cancer in other parts of the body, disease free survival and overall survival were similar in "watch and wait" patients treated with LCCRT or SCRT: 10% versus 6.1%, 90% versus 90%, and 99% versus 100%, respectively.

Dr. Smith said, "Our study also included information on patient-reported outcomes, which highlighted that patients who achieved organ preservation had good bowel function after both LCCRT and SCRT. The lack of differences in distant cancer recurrences, disease-free survival, and overall survival rates between the two groups is reassuring.

"It highlights the safety of integrating a 'watch-and-wait approach' into a neoadjuvant treatment strategy and the ability to treat patients successfully if local regrowth occurs. Most local regrowths can be detected with flexible endoscopies and occur in the first two years after completion of all treatment, underscoring the importance of close surveillance during 'watch and wait.'

"Despite similar clinical complete response rates, we observed more local regrowth after SCRT than LCCRT. This suggests that SCRT may be less durable than LCCRT. If the goal is lifelong organ preservation, LCCRT seems to be the preferred treatment option given our findings of more durable response with LCCRT.

"Given the rising incidence of rectal cancer in young adults, it is critical to think about personalizing treatments. There are times where patients with a clinical complete response undergo life-changing surgery only to find that no cancer was found in the surgical specimen. Patients and providers alike should be questioning the utility of surgery in settings such as this. The goal should be personalized treatment to maintain cure rates but avoid over-treatment."

Dr. Romesser said, "It's important to stress that both treatments remain good options for patients, especially as overall survival is the same. There are situations where LCCRT is just not feasible and presents a burden to the patient and their family due to the frequent visits to hospital over a long period of time to receive the radiation therapy. In these circumstances, our data provide the support that organ preservation after SCRT is safe and feasible.

"They also help health care providers to understand patients treated with SCRT have a higher risk of local regrowth within the first two years. While organ preservation can be achieved after both SCRT and LCCRT, if the goal is an optimized approach, I'd recommend LCCRT followed by consolidative chemotherapy before surgery."

The researchers will continue to monitor the patients to see how they do over a longer term of five to seven years.

"Our ultimate goal is personalized therapy based on the patient, the patient's tumor genetics, and the goals of treatment. We are working to develop biomarkers that can predict response to LCCRT and SCRT. It is likely that some patients will do better or just as well with SCRT, whereas others need LCCRT. Instead of a cookie cutter approach, our research is focused on optimizing treatment for an individual patient and tumor," concluded Dr. Romesser.

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Combined Whole Eye and Face Transplant : Microsurgical Strategy and 1-Year Clinical Course

• 1 Hansjörg Wyss Department of Plastic Surgery, New York University Langone Health, New York
• 2 Department of Ophthalmology, New York University Langone Health, New York
• 3 Transplant Institute, New York University Langone Health, New York
• 4 Center for Advanced Imaging Innovation and Research (CAI2R), New York University Langone Health, New York
• 5 Department of Radiology, New York University Langone Health, New York
• Editorial Bringing Eye Transplant Into the Light Jeffrey L. Goldberg, MD, PhD JAMA
• Editorial Whole Eye Transplant—The Journey Begins Elizabeth A. Bradley, MD, MHS; John J. Woog, MD JAMA Ophthalmology

Question   Can a combined whole eye and face transplant be safely performed maintaining viability of the allograft and retinal function?

Findings   The microsurgical protocol for combined whole eye and face transplant is detailed, including ophthalmic vessel revascularization and transplant. Following transplant, evidence of globe and retinal perfusion, retinal responses to light, and lack of acute rejection were demonstrated. There was no light perception at 1 year post transplant.

Meaning   The successful revascularization of the transplanted eye achieved in this study may serve as a step towards the goal of globe transplant for restoration of vision.

Importance   Catastrophic facial injury with globe loss remains a formidable clinical problem with no previous reports of reconstruction by whole eye or combined whole eye and facial transplant.

Objective   To develop a microsurgical strategy for combined whole eye and facial transplant and describe the clinical findings during the first year following transplant.

Design, Setting, and Participant   A 46-year-old man who sustained a high-voltage electrical injury with catastrophic tissue loss to his face and left globe underwent combined whole eye and face transplant using personalized surgical devices and a novel microsurgical strategy at a specialized center for vascularized composite allotransplantation.

Main Outcomes and Measures   Reperfusion and viability of the whole eye and facial allografts, retinal function, and incidence of acute rejection.

Results   The patient underwent a combined whole eye and face transplant from an immunologically compatible donor with primary optic nerve coaptation and conventional postoperative immunosuppression. Globe and retinal perfusion were maintained throughout the immediate postoperative period, evidenced by fluorescein angiography. Optical coherence tomography demonstrated atrophy of inner retinal layers and attenuation and disruption of the ellipsoid zone. Serial electroretinography confirmed retinal responses to light in the transplanted eye. Using structural and functional magnetic resonance imaging, the integrity of the transplanted visual pathways and potential occipital cortical response to light stimulation of the transplanted eye was demonstrated. At 1 year post transplant (postoperative day 366), there was no perception of light in the transplanted eye.

Conclusions and Relevance   This is the first report of whole eye transplant combined with facial transplant, demonstrating allograft survival including rejection-free graft survival and electroretinographic measurements indicating retinal response to light stimuli. These data highlight the potential for clinical allotransplantation for globe loss.

• Editorial Bringing Eye Transplant Into the Light JAMA
• Editorial Whole Eye Transplant—The Journey Begins JAMA Ophthalmology

Read More About

Ceradini DJ , Tran DL , Dedania VS, et al. Combined Whole Eye and Face Transplant : Microsurgical Strategy and 1-Year Clinical Course . JAMA. Published online September 09, 2024. doi:10.1001/jama.2024.12601

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