2.1 University and course context
The documentary group assignment was implemented in the 3rd year undergraduate course (module) Plants and the Soil Environment at the University of Nottingham, UK. The course runs in the spring semester (January-May) with a 3-hour contact block each week. In 2020 there were 24 students in the class from both the School of Biosciences (Faculty of Science) and the School of Life Sciences (Faculty of Medicine and Health Sciences; Figure 1). In addition to bridging two faculties, the students come from degree programs based at both our Sutton Bonington Campus, where the module is run (BSc Plant Science (13%), BSc Agricultural science (17%)) and our University Park Campus (BSc Environmental Science (37%), BSc Environmental Biology (12%) and BSc Biology (21%; School of Life Sciences); Figure 1).
Plants and the Soil Environment explores how plants are adapted to different soil environments such as drought, flood, salinity, heavy metals, nutrient deficiency, and includes plant-plant interactions. In addition to exploring plants already adapted to these conditions, we discuss recent advances in crop breeding for improving food security under each of these conditions. The science learning outcomes are : Understand (a) the pathways and mechanisms involved in the uptake, transport and use of water and nutrients; (b) plant adaptive responses to water (drought and flood), nutrient, salt and heavy metal stresses; (c) crop improvement strategies based on the roots (biofortification, and pollutant exclusion/Safe crops); (d) have developed skills to evaluate root physiology (through field and computer sessions).
To achieve these concept objectives the course includes semi-traditional lectures for each of the themes (discussions are included in these lectures), a debate to explore the pros and cons of biofortification (facilitated by another staff member) and a computer lab on root image analysis techniques. In previous years the main assessments were two 1000-1500 word essays within two of the themes (of their choice) with an expectation of a deeper exploration of their chosen topics than is possible within the lecture time. However, students are also writing their dissertations during the spring semester and similarly at the end of semester there is a high marking load on staff from dissertations and exams. With this in mind the assessment was changed to a group work documentary video – still exploring a question of their interest within one of the themes to achieve the concept learning objectives of the course. Additional skill objectives were added: develop skills to (a) communicate complex ideas visually (in particular multimedia formats); and (b) to work in groups (supported by workshops and evidenced by a documentary video including a contribution statement in credits).