It is hoped that the papers in this book have encouraged readers to share the authors' appreciation of the ecology of Kosciuszko National Parkits diversity, variability, subtlety and uniqueness. The authors also hope readers have been intrigued, challenged and informed by the research problems tackled in the papers, as well as the scientific responses and solutions to those problems. This chapter explains a little more of the way in which this research came about, and makes some connections

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... ss some key findings. It also explains the pride that the course design team (the authors of this chapter) have in the work of the papers' authors, most of whom had just a couple of semesters of university study when they embarked on this research. A vision for research-based learning In mid-2015, Adrienne Nicotra, Elizabeth (Beth) Beckmann, Xénia Weber and Michael Whitehead came together to plan how to realise Adrienne's vision of bringing together a group of Australian National University (ANU) science students, who had just finished their first year of study, to help them share their enthusiasm, knowledge, skills and energy in a research-based field ecology course. This teaching design team was diverse: Adrienne, a plant science researcher and renowned educator with extensive knowledge in her field and beyond; Beth, a biologist and environmental communication specialist turned educational designer and researcher; Michael, a recent PhD graduate in evolutionary ecology with a passion for teaching; and Xénia, an Honours year science undergraduate experienced in running peer-assisted learning sessions for first-year students. As the team shared ideas and experiences in the context of Adrienne's vision, the structural and pedagogical elements of the course became clear. The plan was for a two-week residential course in Australia's Snowy Mountains, specifically within the high-elevation country of