Open AccessGrounding research projects in the undergraduate curriculum: assessment strategies
Author(s) -
Angela Laycock
Publication year - 2013
Publication title -
compass
Language(s) - English
Resource type - Journals
eISSN - 2044-0081
pISSN - 2044-0073
DOI - 10.21100/compass.v4i8.123
Subject(s) - mainstream , curriculum , participatory action research , key (lock) , citizen journalism , sociology , mathematics education , pedagogy , engineering ethics , medical education , computer science , political science , psychology , engineering , medicine , computer security , anthropology , law , world wide web
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.