Researching with undergraduate students

Exploring the learning potentials of undergraduate students and researchers collaborating in knowledge production

Bidragets oversatte titel: Forskning med studerende: En undersøgelse af studerendes og forskeres forskningssamarbejde og læringspotentialer

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances a well-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized this particular intertwined research and education arrangement. We show that the connection to the research project assisted students to orientate, learn, and contribute in relation to empirical and theoretical aspects of research and supported the development of broad perspectives and deep analysis.
OriginalsprogEngelsk
ArtikelnummerM9
TidsskriftJournal of Research Practice
Vol/bind9
Udgave nummer2
ISSN1712-851X
StatusUdgivet - 2013

Emneord

  • research education
  • undergraduate research training
  • collaborative research experiences
  • reflective practice
  • research competence
  • education & research interest
  • ethical dilemmas

Citer dette

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abstract = "The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students as {"}research learners{"} rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances a well-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized this particular intertwined research and education arrangement. We show that the connection to the research project assisted students to orientate, learn, and contribute in relation to empirical and theoretical aspects of research and supported the development of broad perspectives and deep analysis.",
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AU - Wulf-Andersen, Trine Østergaard

AU - Mogensen, Kevin

AU - Hjort-Madsen, Peder

PY - 2013

Y1 - 2013

N2 - The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances a well-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized this particular intertwined research and education arrangement. We show that the connection to the research project assisted students to orientate, learn, and contribute in relation to empirical and theoretical aspects of research and supported the development of broad perspectives and deep analysis.

AB - The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances a well-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized this particular intertwined research and education arrangement. We show that the connection to the research project assisted students to orientate, learn, and contribute in relation to empirical and theoretical aspects of research and supported the development of broad perspectives and deep analysis.

KW - research education

KW - undergraduate research training

KW - collaborative research experiences

KW - reflective practice

KW - research competence

KW - education & research interest

KW - ethical dilemmas

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