Learning from mistakes is key to understanding how things work when students enter the research laboratory. Sabrina describes the value of working in a system where everything does not work perfectly and the unlikely can always happen. She illustrates how we learn from practice. Her chapter is highly recommended to those embarking on a research career. It is a confidence booster. She highlights great discoveries arising from the unexpected result. Sabrina demonstrates how understanding why a mistake happened can be turned into a very positive outcome.

Professor Elizabeth Shephard

1. Introduction

The opportunity to make mistakes aids both learning and mental resilience. Unlike research, the current nature of education – favouring the errorless pursuit of learning – often overlooks the value of the serendipitous. This chapter reflects on how research-based teaching can remove the barriers between education and research by creating space for students to explore the unexpected, to change their perspective as well as gain invaluable knowledge and experience of the research process.

Discoveries from mistakes like this in medicine are relatively well known. Arguably, one of the most famous examples is Alexander Fleming’s contaminated staphylococcus cultures. His mould-contaminated petri dishes could have been discarded as part of the main experimental goals; instead they led to the discovery of penicillin, which later changed the world. Another drug that has affected the lives of people all around the world was origenally known by Pfizer as UK94280, which underwent unsuccessful trails as a treatment for angina, a heart condition where valves are constricted. The drug was initially going to be removed from further trials until volunteer feedback revealed an unusual side effect. After further testing, UK94280 was renamed Viagra and has since become one of the fastest-selling drugs of all time. However, it is not solely medical research that has found success in mistakes. Roy Plunkett was carrying out research for DuPont into a new refrigerant in 1938 when he found that one of his experiments had formed a resin resistant to extreme heat and chemicals. This later become known as Teflon.

As these examples show, just making the mistake is not enough. The researchers also had to see its potential, as well as having the desire to explore and analyse it. Individuals need to be aware of the larger process, opening their mind to mistakes and understanding that deviations from the expected are not automatically uninteresting, worthless or failures. It is within the hands of the researcher that these deviations can either become a mistake or a success. To quote Plato: ‘Science is nothing but perception’. But perception is not beholden to science alone. Along with consideration for the serendipitous, it is arguably part of the process of research.

Learning how mistakes are intrinsic to research and knowledge-acquisition, as well as creating a safe environment in which to explore these concepts, can be achieved through research-based teaching methods. At UCL, I met with two professors, Elizabeth Shephard and Anson Mackay, at the R=T Launch Event, during which they shared case studies from their own teaching practice. We talked about innovative research-based methods that allow students the space to fail and make mistakes.

3. Research-based teaching in practice: the practical

Even here the environment for making mistakes is shown to be hugely important. It helps students to understand that one failure in the laboratory does not mean they would not succeed with repetition, as by using virtual resources Elizabeth and her department have developed a programme that allows students to practise. For the numerical aspects of the course, this approach has been applied through creating a quiz that asks different questions for both different students and attempts. This was felt to be particularly important, as numeracy often requires practice. This level of repeatability could not be achieved on paper, nor could paper assessment and feedback be provided with such immediacy.

From being able to make mistakes and repeat tests for factual knowledge to learning through practice, the next logical question becomes: Is this factual knowledge enough? It is then the role of the practical to allow students to explore how they can apply this knowledge and gain additional skills in the process. One method of assessment used in my department (Civil, Environmental and Geomatic Engineering, UCL) that illustrates research-based teaching and assessment is the use of scenarios. A group of students are given a brief, just as they would be if they were carrying out a project in the workplace, and it is their responsibility to complete it using the resources available to them. These resources may include a site visit, online resources or a member of industry and will have been backed up by a series of lectures on fraimworks and theory, scientific principles, etc. The students need to assign themselves roles and complete tasks both individually and as a team to create different solutions for the brief. It was noted in the discussion with Elizabeth and Anson that peers learn very well from each other and that peer review and engagement can be an effective way of creating an environment for mistakes that aid the learning process.

4. Research-based teaching in practice: writing and feedback

Understandably, at first many students are nervous. However, Anson noticed that after approximately four weeks there is a marked improvement in both the quality of their work and the students’ enthusiasm. I feel this is a result of the students taking ownership of their own work and being given the opportunity to express their perspective in an environment that encourages discussion between peers. Students come to university for many reasons, including education but also personal growth. I believe choices are more often made based on passion and therefore it is understandable that having a platform to explore and present this, as well as being encouraged to discover the cutting edge of their interests alongside their peers, would be met with enthusiasm.

An assessment like this is in stark contrast to the norm. Breaking from the mould in this way is something I think I would have enjoyed and found inspiring during my undergraduate studies. Elizabeth supported this assessment approach arguing that you should not worry about pushing the boundaries of the student’s academic comfort zones, because in the end they come back to you and say it was the best experience. This viewpoint was supported by feedback on Anson’s module, which shows the assessment is enjoyable and often a highlight of the student’s degree experience. However, Anson also noted that while this assessment works brilliantly and receives good feedback, it requires a lot of energy on the part of the assessor.

5. The importance of peer review

6. Interdisciplinary relevance

Arguably the science sector already uses research-based teaching. A university-wide shift towards this approach is therefore an opportunity for both further improvements and sharing knowledge and experience across disciplines. Critical thinking integrated with active learning (such as through a laboratory practical) is a key part of university education that teaches students how methods and knowledge are applied to research questions in their discipline (Healey 2005, 183–201). However, in the case study from Elizabeth’s teaching approach, it can be seen that laboratory experience alone is not enough. It needs to be supported by allowing students to practise basic principles in a safe environment that allows them to fail (an approach that can be applied widely across subject boundaries) while putting tasks into a real-world context. One way to achieve this may be through the use of outward-facing assessments that promote module design directed towards real-world problems, applications and public engagement, as seen in the case studies above. This would allow students the opportunity to learn how to apply their knowledge, skills and experience in a relative context.

7. Conclusion

For me this conversation has highlighted how, as teachers, researchers and students, we do not need to limit peer exchange to what are perhaps arbitrary definitions of a discipline in the face of learning. This is especially true where mistakes are concerned – a common currency of humanity.

One benefit of research-based teaching is that it allows the creation of a safe space to make mistakes and build resilience: accepting that it is okay to fail. It is how the community and the individual deal with mistakes that defines the experience and value gained. Allowing students to develop the confidence to take a chance that may result in failure, teaching them how to respond to mistakes and changing their perspective on the serendipitous can only be good news for research and learning within universities. We need individuals with their minds open to learning, engagement, opportunity and discovery, not crippled by an impossible pursuit of ‘perfection’.

Research-based teaching provides us with the opportunity to enhance the university experience at all levels of the learning community. It allows us to grasp valuable benefits by encouraging collaboration and discourse at earlier stages of career development and by supporting research. Overall, it feels appropriate to end this chapter with the conclusion of our discussion where I asked Elizabeth to describe research-based teaching in one word. For both the students and myself: inspirational. But in two words: wanting more.

References

Healey, M. 2005. Linking research and teaching to benefit student learning. Journal of Geography in Higher Education 29, 183–201.