Lessons learned – Fra Vugge til Grad

    • Students can generate large data series through project-based coursework. Their engagement in the project will deepen if they experience that their efforts are relevant outside of the course context. Therefore, educators should have a plan for how the data will be stored and used before the course starts, and that should be communicated to the students.

      It was very motivating being able to do such an assignment when the Municipality of Bergen were actually going to use our data. It immediately become more fun.
      – Student

    • Course-based research projects can engage students in multiple ways. Still, students will keep attention to the assessment and grades they will receive when the course is completed. Therefore, it is important to make sure that the connection between the project and the intended learning outcomes of the course are made evident to the students. That connection promotes their engagement in the project and ultimately what they learn through that experience.
    • Students gradually develop and integrate science skills through higher education. Educators can facilitate that development by collaboratively adapting course content to a shared purpose. In turn, that will make it easier for students seeing what they do as a part of a bigger picture, being their learning experience.

Further reading

Master thesis

Carbon project report


Students assessing common heather (Calluna vulgaris) regrowth in autumn 2022 after early season burning at Lygra, Vestland. The students were responsible for developing the research objectives and accompanying methodology for data they collected. The project was part of the coursework for BIO102 at the University of Bergen. Photo: Christian Bianchi Strømme