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The current situation in Germany is characterised by significant differences between the two types of higher education institutions offering bachelor's degree programmes in midwifery at both universities of applied sciences and universities. These differences are noticeable in admission procedures, resource allocation, content focus and competence assessment at the respective institutions, which in turn result in heterogeneous study experiences. This article highlights the challenges currently facing bachelor degree programmes and the academic qualification of midwives, and identifies future requirements for the development of degree programmes in theory and practice as well as theory-practice transfer, and assessment formats. Furthermore, this article covers the content-related and structural-organisational requirements to develop in-depth academic skills grounded in theory teaching, the facilitation of clinical placements at an academic level, the training of qualified practical instructors and the development of applicable competence-based assessment formats, especially for the state exam.The development of a standardised, high-quality academic education for midwives in Germany requires networking of the different academic sites/locations to exchange experiences in teaching/learning and assessment formats. Furthermore, it can facilitate the development of a standardised competence-oriented model and core curriculum as well as the definition of quality criteria and standards for study programmes of midwifery science. The Midwifery Science Committee (AHW) in the DACH Assoviation for Medical Education (GMA) offers an optimal platform for cooperation between the different universities. The existing challenges for the further professional development of midwives can only be overcome by collaboration and pooled expertise.

Various research works and practitioners conclude that media pedagogy should be integrated in teacher education in order to enable future teachers to use media for their lessons effectively and successfully. However, this realization is not necessarily reflected in actual university curricula, as preservice teachers at some places can still finish their studies without ever dealing with media pedagogical issues. To understand, assess and eventually improve the status of media pedagogical teacher education, com- prehensive research is required. Against this background, the following article seeks to present a theory-based and empirical over- view of the status quo of preservice teachers’ pedagogical media competencies focusing Germany and the USA exemplarily. To form a basis, different models of pedagogical media competencies from both countries will be introduced and the extent to which these competencies have become part of teacher education programs and related studies will be summarised. Afterwards, method and selected results of a study will be described where the skills in question were measured with students from both countries, based on a comprehensive model of pedagogical media competencies that connects German and international research in this field. The international comparative perspective will help broaden the viewpoint and understand differences, but also similarities. These data serve to identify different ways of integrating media pedagogy into teacher training and draw conclusions on the con- sequences these processes entail for preservice teachers and their pedagogical media competencies.

Buyu, also known as verbal complements in pedagogical grammar, are a complex category of structures in Modern Standard Chinese grammar. These elements create a group of structures of different nature that are placed after the verb and some of them cause the displacement of the direct object when they are both present. This aspect of Modern Standard Chinese is especially complex, both for students to learn and instructors to teach. The main focus of this research is to understand better and improve the significance of buyu for Chinese as a foreign language teaching in Spain. For these reasons in this paper, we observe whether this aspect of Modern Standard Chinese is present in the different teaching curricula for Chinese as a foreign language and in HSK test papers and if so, how it is treated. On the other hand we observe the categorization offered in different curricula with the aim to understand a teaching area that is might be considered under-researched, but yet essential for the evolution of Chinese as a second language teaching field. [ABSTRACT FROM AUTHOR]

This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein's sociology of knowledge (Bernstein, 1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Littlefield) data was generated through a deductive content analysis of the contemporary statutory English National Curriculum for Physical Education (NCPE) and the new Curriculum for Wales (CfW), Health and Well-Being Area of Learning and Experience (HWB-AoLE). Findings illustrate how the current English and Welsh curricula are re-legitimising discourses for (H)PE through a more prominent emphasis placed on competency models whereby the educator and learner are given greater autonomy to control the transmission and acquisition of (H)PE messages. However, the curriculum documents are beset with contradictions that to an extent reproduce discourses of performativity and individualisation. Consequently, the paper emphasises the need for educators and policymakers to be given the opportunity for critical dialogue on the implications of re-legitimising messages through competency models for all educator and learner identities. [ABSTRACT FROM AUTHOR]

Higher Education (HE) can play a fundamental role in the achievement of sustainable development, and particularly the Sustainable Development Goals (SDGs) as captured in the Incheon declaration. However, what approach HE should take in this mission is a contested space. In this paper, we interrogate the idea of indigeneity. The pursuit to ascertain how an indigenised approach to internationalisation can support or enhance the contribution of HE curricula towards sustainable development is driven by the understanding that for sustainable development to be achieved at all, the process of knowledge creation must strive to make integral those epistemologies that exist beyond the "West"; an understanding that aligns, in particular, with Target 7 of the United Nations (UN) SDG 4 and seeks to empower victims of epistemic violence. In doing so, we employed a bibliographic research which captured a dual approach consisting of a bibliometric analysis of literature and a review of case studies. The findings from both methods suggest that internationalisation appears in different disciplinary contexts, but these are not always aligned with indigenisation. We maintain that the construct of (inter)culturality can address aspects within the framework of indigeneity to boost the internationalisation of HE curricula and outcomes for sustainable development. Central to this are four factors, namely: the need for effective human engagement with (inter)cultural competence, medium/place of curricula interaction, the initiative form and the reach of the development. [ABSTRACT FROM AUTHOR]

The integration of the Internet of Things (IoT), big data, and machine learning (ML) has pioneered a transformation across several fields. Equipping electrical engineering students to remain abreast of the dynamic technological landscape is vital. This underscores the necessity for an educational tool that can be integrated into electrical engineering curricula to offer a practical way of learning the concepts and the integration of IoT, big data, and ML. Thus, this paper offers the IoT-Edu-ML-Stream open-source platform, a graphical user interface (GUI)-based emulation software tool to help electrical engineering students design and emulate IoT-based use cases with big data analytics. The tool supports the emulation or the actual connectivity of a large number of IoT devices. The emulated devices can generate realistic correlated IoT data and stream it via the message queuing telemetry transport (MQTT) protocol to a big data platform. The tool allows students to design ML models with different algorithms for their chosen use cases and train them for decision-making based on the streamed data. Moreover, the paper proposes learning outcomes to be targeted when integrating the tool into an electrical engineering curriculum. The tool is evaluated using a comprehensive survey. The survey results show that the students gained significant knowledge about IoT concepts after using the tool, even though many of them already had prior knowledge of IoT. The results also indicate that the tool noticeably improved the students' practical skills in designing real-world use cases and helped them understand fundamental machine learning analytics with an intuitive user interface. [ABSTRACT FROM AUTHOR]

Advances in digital technologies coupled with the explosion of data are transforming the marketing education landscape at a rapid pace. Given the scale and speed of digital disruption in today's industry, marketing academics face ongoing challenges of addressing the theory–practice gap, which will only accelerate. The purpose of the current study is to gain a better understanding of the current state of digital/social media marketing and analytics education through a review of past pedagogical research in the realm of digital/social media marketing and marketing analytics. The collected database (N = 54) was analyzed based on their category and scope, and sub-themes within each category. Our findings indicate that while business schools have been diligent in introducing important skill sets to their curriculum, the approach has been predominately tactical, rather than driven by an overarching strategic plan. Based on the findings, we discuss the implications for marketing educators and directions for future research that can help bridge the theory–practice gap as we proceed in the future data-driven digital environments. [ABSTRACT FROM AUTHOR]

Climate change has increasing impacts of hydro-meteorological extremes on water resources. Projections indicate a similar trend and challenge in the effectiveness of conventional engineering solutions in climate change adaptation (CCA) and disaster risk reduction (DRR) strategies. Nature-based solutions (NbSs) have been promoted as viable approaches and measures that complement engineering solutions. While the effects of NbSs have been increasingly demonstrated, their broader implementation can be favoured by NbSs knowledge integration in higher education curricula. Knowledge on how the research practice is translated into the educational landscape is missing. This paper adopts the concept of knowledge translation and analyses the integration of NbSs in the study programs of higher education institutions in three European countries (Croatia, Czechia, and Slovenia). Specifically, it explores the extent, thematic areas, and curricular settings of NbSs related to water resources management in implemented curricula at public universities. The results show that NbSs are integrated in a limited number of courses within the relevant study programs (in the fields of, e.g., natural sciences, geography, and engineering and technology) and represent rather an extension of compulsory curricula. Bibliometric analysis revealed that most courses involving the NbSs approach still represent a personalized knowledge, i.e., developed by professors during their research activities. The barriers impairing a broader integration of NbSs in the studied programs are then discussed. Our results therefore indicate that NbSs do not represent a mainstream knowledge that would proliferate into higher education curricula through accreditations procedures, but that the knowledge that is mostly integrated through direct incremental implementation of NbSs in the individual compulsory lessons or facultative courses. We assert that without broader and systematic NbSs knowledge translation to study programs, the effectiveness of climate change adaptation and disaster risk reduction strategies cannot be fully achieved. [ABSTRACT FROM AUTHOR]

Context: Web/cloud‐based collaborations have been successively used in several educational and clinical settings with very satisfactory results against the traditional background. In this study, we assess the usefulness, ease of use, ease of learning and satisfaction of a cloud‐based clinical progression practice record comparing to a traditional paper practice record. Methods: In this cross‐sectional forty senior dental students answered a USE‐Questionnaire on the traditional paper book versus a digital clinical book assembled with Google Docs. They were asked about usefulness, ease of use, ease of learning and satisfaction of both gears. Results: There were an absolute agreement in all four different dimensions, with the cloud‐based digital system evidencing more advantages and preference from the users' perspective in usefulness (from P = 0.002 to P < 0.001), ease of use (from P = 0.034 to P < 0.001), ease of learning (P < 0.001) and satisfaction (from P = 0.001 to P < 0.001). Conclusion: The results of this study suggest that a digital clinical book, using free cloud‐based collaboration tools, is more useful, easier to use and learn and more satisfactory than a traditional paper recording system. Also, this cloud‐based collaboration system presents characteristics that may guide future clinical research. [ABSTRACT FROM AUTHOR]

Digital technologies have permeated most aspects of modern life. In particular, the intersection of digitalization and physical activity has seen significant developments. Such digital technologies have become constitutive of adolescents' life, being a main source of information and a strong influence for their knowledge and behavior in physical activities. These developments have raised significant questions among educational stakeholders worldwide, providing the basis for digital education at all school levels. One of the core goals for the future is preparing the next generation to be able to use digital technologies within physical activities competently, while at the same time taking a constructive and critical perspective on the potentials and risks. The subject of physical education (PE) plays a major role in this intersection. Since it is the central role of a curriculum to act as a systematic framework for the course of learning, it is of particular interest to what extent issues of digitalization appear in PE curricula. Against this backdrop, this paper examines how digitalization is interpreted for official curriculum texts in and across current PE curricula in three German-speaking countries. A qualitative comparative document analysis has been applied. The findings demonstrate differences in what is valued in terms of digitalization and PE. Digital media appear with a predominantly functional character where media are primarily used as tools, for example, for movement analyzes aiming at improving sports skills. In addition, the critical reflection regarding the medial effects of, for example, fitness trends or body ideals embedded in media is only rarely addressed. The paper concludes that future curriculum reforms should address digitalization and PE in a more comprehensive way to empower students critically navigating through sport and movement in the digital realm. [ABSTRACT FROM AUTHOR]

In this paper, we address the societally important issue of developing a more equitable approach to preK-12 engineering education. Our primary emphasis is on K-8 grades--a time when first impressions of engineering may be developed. Calls for increased participation by all students, including those who have been historically marginalized, motivate the need for theoretically grounded ways of developing and assessing educational programs. This paper draws from sociocultural learning theory and applies four theoretical and empirical analyses to derive design principles for equity that can inform curriculum, instruction, and assessment of preK-12 engineering education programs. We present a model for equity-oriented preK-12 engineering learning and delineate its dimensions and principles, which include socially engaged engineering, authentic engineering practices, asset-oriented pedagogies, and student engineering identity. We illustrate each with examples and discuss ways of implementing equity-oriented engineering curricula. [ABSTRACT FROM AUTHOR]

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Artificial intelligence (AI) is already integrated into news production strategies in some media outlets. Recently, generative AIs such as ChatGPT and others have demonstrated their ability to enhance productivity in content production tasks, raising the question of how journalism faculties can address this new technology. This paper presents an academic study on the application of AI in higher communication studies. The study involved 4 in-depth interviews and 28 semi-structured interviews with university lecturers and researchers. The findings confirm varying degrees of convergence and divergence on different aspects of the technology, including the integration of AI in communication faculties, student training in AI usage, the introduction of AI and journalism as a subject area, and the potential uses of AI in news production and consumption. Additionally, this paper proposes a comprehensive training program on AI and journalism, focusing on its foundations, technical competencies and ethical considerations. [ABSTRACT FROM AUTHOR]

In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022. [ABSTRACT FROM AUTHOR]

Perhaps the most significant milestone in the United States Government's advancement of indigenous knowledge in the 21st century was the recently released White House First-of-a-Kind Indigenous Knowledge Guidance for Federal Agencies. The Government Wide Guidance for Federal Departments and Agencies on Indigenous Knowledge was released on November 30, 2022, with the primary objective of equipping federal agencies and departments with clear directions on respectfully acknowledging and integrating Indigenous Peoples' knowledge in their decision-making processes. There is an urgent need for the Department of Education to integrate Traditional Ecological Knowledge (TEK) into K-12 curricula. The need has never been greater for inclusive and honest discussions within educational spaces regarding the importance and value of indigenous knowledge. This article offers many possible solutions to the absence of Traditional Ecological Knowledge in K-12 curricula as developed and practiced by Indigenous Peoples. This paper seeks to advance this objective by critically reviewing the Government Guidance, exploring the importance of TEK in K-12 curricula and drawing from examples around the world, emphasizing countries that effectively integrate TEK and uphold the voices of Indigenous Peoples in the classroom. The paper first presents a critical overview of the "Guidance for Federal Departments and Agencies on Indigenous Knowledge." It goes on to address the issue of the dearth of TEK in K-12 curricula. It follows with a call to action to the Department of Education on ways to implement techniques included in the "Guidance for Federal Departments and Agencies on Indigenous Knowledge," as well as other possible solutions. After proffering solutions, the paper acknowledges places worldwide that have already attempted to integrate TEK in K-12 curriculum, before the concluding paragraph. [ABSTRACT FROM AUTHOR]

Background: The physical activity (PA) prescription workshop for physicians, through the global health initiative "Exercise is Medicine" (EIM), has trained more than 4000 health care professionals (HCPs) in Latin America. It has shown to be effective in increasing PA prescription knowledge and awareness among HCPs. The purpose of this paper is to evaluate the curricular and pedagogical approach used by EIM Colombia at the PA prescription workshops implemented between 2014 and 2015. Methods: A mixed methods study, with a sequential explanatory design was implemented among a convenience sample of HCPs attending twenty-six PA prescription workshops. HCPs health status, PA personal habits, and medical practices were collected using a questionnaire at baseline among 795 participants (pre-test measurement), and subsequently quantitatively analyzed. A workshop satisfaction survey was administered after the completion of the workshop among 602 HCPs. The curricular and pedagogical approach of the workshop, the designers' and students' contextual factors, and perceptions about the workshop were measured using qualitative methods (analysis of the procedures manual, two workshop observations, three semi-structured interviews, and one focus group including 8 HCPs). Results: The workshop is student-centered and guided by an expert with an academic and clinical background. Learning was achieved with theoretical and practical components using authentic performance and collaborative learning. An active teaching and learning approach was used with strategies such as interactive lectures, hands-on elements, and role-playing (patient-counselor). The workshop emphasized an individual approach when prescribing PA integrating in clinical practice not only health benefits but also patient´s beliefs, motivations, needs, and barriers. Conclusions: Evidence-based practices and authentic performance were the most salient pedagogical elements used by EIM Colombia at the PA prescription workshop. A knowledge assessment that includes the practical aspect is suggested for future workshops. The curricular and pedagogical approach of the PA prescription workshop implemented in Colombia is well received by the medical community and a useful continuing medical education intervention with a potential contribution to current, and future health promotion needs. [ABSTRACT FROM AUTHOR]

Considering the vital role of higher education institutions (HEIs) in accomplishing sustainable development goals, this study examines the ways in which sustainability is integrated into mechanical engineering master's programs in the selected top technical universities in the EU. The content analysis was employed to evaluate the universities' commitment to sustainability and approach to integrating sustainability into mechanical engineering programs. The Sustainability Tracking, Assessment, and Rating SystemTM (STARS) credit AC1 was used as a reference to categorise the courses into sustainability-focused courses (SF) and courses that include sustainability content (SI). We used the Sustainability Tool for Auditing University Curricula in Higher Education (STAUNCH) to identify the sustainability-related topics integrated into the mechanical engineering programs. The empirical findings indicate that while all three top technical universities in Europe demonstrate a comprehensive commitment to sustainability, their approaches for integrating sustainability into their mechanical engineering master's programs vary, leaving room for further improvements. The paper thoroughly analyses the top technical universities' sustainability efforts, offering valuable insights for educators and institutions seeking to enhance sustainability integration in higher education curricula. [ABSTRACT FROM AUTHOR]

This paper describes the processes of embedding Sustainability Justice in secondary education curricula for economic courses in Greece applying the DeCoRe plus methodology and participatory action research. These processes resulted in a reconstructed curriculum that was implemented by nine teachers teaching courses in economics. Sustainability justice emphasizes the ethics and praxis of education for sustainability and requires an understanding of the curriculum as a process and praxis and teaching as an ethical and political praxis. The implementation of the diagnostic evaluation of DeCoRe plus showed that economics teachers in Greece select more behavioral than constructive-emancipatory teaching approaches. On the other hand, the implementation of the reconstructed curriculum units in their courses using the DeCoRe plus methodology revealed a shift from instructive to constructivist and emancipatory teaching and learning approaches. Teachers by the great majority declared the political and ethical perspective of teaching and seeing curriculum as a living text that can always be under the process of deconstruction, construction, and reconstruction. [ABSTRACT FROM AUTHOR]

The article contributes to current debates on journalism training in Tanzania and its impacts on journalism-related research and practice. Two notable journalism training institutions, the School of Journalism and Mass Communication (SJMC) of the University of Dar es Salaam and the Department of Journalism and Mass Communication of St. Augustine University of Tanzania (SAUT), have been taken as cases. Document Review and Interviews were used to collect data for this study. The UNESCO Model Curricula for Journalism Education (2007) was used as a frame to analyse journalism training and unveil its impact on journalism research and practice in the two institutions. The study found that the two institutions adopted the UNESCO Curricula Model (2007) and adopted it in their programmes. However, their journalism curricula lack a good balance between theoretical and practical modules whereby programmes of the two institutions are tailored to include many theoretical units than practical ones. Furthermore, the two institutions lack programmes which answer to journalism training that could equip journalists with knowledge for better journalism practice. Equally, the two institutions lack research units that could concentrate on journalism research and come up with journalism-related research agendas. The paper recommends a binding national training framework to guide all journalism training institutions aiming at bringing impact on journalism-related research agendas and better journalism practice, which will be mirrored by the needs of Tanzania. [ABSTRACT FROM AUTHOR]

Catalogs of competency-based learning objectives (CLO) were introduced and promoted as a prerequisite for high-quality, systematic curriculum development. While this is common in medicine, the consistent use of CLO is not yet well established in epidemiology, biometry, medical informatics, biomedical informatics, and nursing informatics especially in Germany. This paper aims to identify underlying obstacles and give recommendations in order to promote the dissemination of CLO for curricular development in health data and information sciences. To determine these obstacles and recommendations a public online expert workshop was organized. This paper summarizes the findings. [ABSTRACT FROM AUTHOR]

Purpose: Archival studies have long been a critical part of information education around the world. This paper attempts to provide a worldwide overview of archival education among main information schools worldwide and find out their similarity and differences to suggest measures for the development of archival education. Design/methodology/approach: Quantitative research is conducted including ten elements of the iSchools' archival education which are (1) geographical distribution, (2) names of degrees, (3) names of concentration/specialization, (4) names of academic units offering the programs, (5) levels of academic units offering the programs, (6) study mode, (7) credit requirement for program completion, (8) percentage of required credits, (9) capstone requirements and (10) other accreditations. Programs among different regions are compared. Findings: The study found that 43 out of 96 iSchool members from 13 countries/regions offer a total of 45 master's level archival education, and most of them are from North America. Both similarities and differences among the schools are identified and discussed. Practical implications: This study's findings suggest that iSchools may explore the possibility of organizing more conferences and forums to exchange ideas on archival studies and education issues. The iSchool community could contribute to this traditional field by attracting more members worldwide and cooperating with other accreditation organizations of archival education. Originality/value: Most research on archival education focuses on just regional or country-based issues, and scant research explores a global view. [ABSTRACT FROM AUTHOR]

Despite the increasingly widespread adoption of building information modeling (BIM) in Australia, a steady pipeline of BIM-ready graduates required to meet industry demand remains elusive. Anecdotal evidence suggests that universities in Australia have not been successful in delivering BIM-enabled graduates of the correct caliber, due to a plethora of barriers. This paper aims to identify, define, and delineate barriers to the integration of BIM education into programs in Australian higher education institutions (HEIs), and unearth the antecedents of these barriers. A postpositivist philosophical design will be implemented to undertake a cross-sectional and mixed methods approach to collecting and analyzing primary data. Data will be collected through qualitative methods, 18 structured and 7 semistructured interviews, with key BIM educators in Australia. Data will be analyzed using NVivo. The findings reveal that four thematic groups of barriers hinder effective BIM education integration in Australian HEIs. These are (1) change management challenges, (2) curriculum and content limitation, (3) educators' problems, and (4) disconnect with the industry. The research concludes that a major overhaul is needed to change the modus operandi via which the industry, accreditation bodies, and government policymakers engage with HEIs to define BIM education programs. However, given a notable lack of investment and collaboration from industry and government, HEIs cannot manage the change needed to run effective BIM training programs. Therefore, cross-government and industry collaboration and financial support is needed to stimulate a cultural shift in existing HEIs' provisions to generate future generations of highly skilled and competent BIM-enabled graduates. This paper, to the best of the authors' knowledge, represents the first attempt in Australia to contextualize HEIs' capacity to deliver advanced BIM training, given the wider and prevailing economic and political topology that currently fails to adequately support the supply of fully trained graduates. [ABSTRACT FROM AUTHOR]

Introduction: Special needs dentistry (SND) is an emerging dental specialty, with ongoing developments in education and clinical practice focused towards the tailored management of individuals with special needs (SN). Patients with SN have a higher prevalence of oral diseases and unmet dental needs compared to the general population. Although inadequate training and experience in managing patients with SN has been highlighted as a significant barrier to accessing care, there is limited data about the extent of SND teaching at the entry‐to‐practice or higher levels. Methods: This work is the first to map SND curricula globally, across 180 countries and 1265 dental schools. Results: Although 74.62% of dental schools were found in developing economies, the distribution of programs that reported SND in their courses was highly skewed towards developed countries. In terms of advanced degrees, beyond basic entry‐to‐practice training, the USA delivered 60% of the SND programs, followed by Canada (15.56%), UK (13.33%), and Australia (8.89%). The term SND appeared in 33.95% of entry‐to‐practice level program curricula and was less commonly used in transitioning economies. Only 112 SND‐specialized practitioners enter the workforce globally each year from developed economies, and all but three advanced degrees are found in G7 countries. Conclusion: By exploring the impact of economic status on its distribution, this paper highlighted the lack of SND representation in dental curricula, especially amongst programs in transitioning or developing economies. Education of both general dentists and specialists is critical as a collaborative effort is needed to manage the growing population of patients with SN. [ABSTRACT FROM AUTHOR]

Training the next generation of applied ecologists is critical for combatting ongoing ecosystem degradation and meeting the rising demand for professionals in the ecological restoration economy. Despite growing interest, relatively few undergraduate programs are explicitly focused on restoration ecology. To adequately prepare students for future careers in restoration, educators should incorporate lessons on the science and practice of restoration into curricula of broader ecology courses. Given the interdisciplinary nature of restoration ecology, projects grounded in restoration science can be used by instructors to explore a broad range of topics. Course‐based research aimed at solving local restoration problems is one powerful way to enhance students' ecological literacy and professional development as well as promote diversity in the field. In this paper, I describe an initiative in which undergraduates in my ecology course conducted their own experiments evaluating the effects of soil amendments on the performance of native plant species that are targets for restoration on our campus nature preserve. Students worked in groups to independently design and execute experiments, analyze data, and communicate their results in formal reports and presentations. Student projects represent useful case studies that highlight the influence of soil conditions on restoration outcomes. Results of assessment surveys also illustrate the tremendous benefits of student‐led research on participants' scientific skills, learning experiences, and appreciation for applied science. A greater emphasis on restoration and inquiry‐based learning in undergraduate ecology courses will ensure students pursuing careers in ecological restoration have the training necessary to meet the complex challenges of such endeavors. [ABSTRACT FROM AUTHOR]