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Grounding research projects in the undergraduate curriculum: assessment strategies

Grounding research projects in the undergraduate curriculum: assessment strategies

Laycock, Angela (2013) Grounding research projects in the undergraduate curriculum: assessment strategies. Compass: Journal of Learning and Teaching, 4 (8). ISSN 2044-0081 (Print), 2044-0073 (Online)

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Abstract

In their 2009 paper, Developing Undergraduate Research and Enquiry, Mick Healey and Alan Jenkins observed, “The key to developing undergraduate research and inquiry is to mainstream it and integrate it into the curriculum for all students” (Healey & Jenkins 2009, 6). The following case study gives an account of the steps taken to incorporate two research projects, one international and one community-based, into the final year undergraduate curriculum resulting in significant student success and programme development. Both used a grounded theory model. This led to the development of an assessment regime to achieve the dual aims of providing the student with the opportunity to learn through participatory research and, at the same time, furnishing the commissioner of the research with meaningful findings and recommendations.

Item Type: Article
Uncontrolled Keywords: undergraduate, curriculum, assessment, research projects, assessment law, teaching, dry subjects, academic practice
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2361 Curriculum
Faculty / Department / Research Group: Educational Development Unit
Related URLs:
Last Modified: 14 Oct 2016 09:24
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/10007

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