The Evolution of the Roskilde Model in Denmark

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

For four decades, teaching at Roskilde University has been
based on a research-active curriculum (Healey and Jenkins
2009, 122) mainstreaming research-based learning for all undergraduates
and graduates. Problem-oriented project learning
(PPL) is the cornerstone of a university-wide system that
pervades the formal curriculum from day one. Students’ orientation
toward research is standard and is a central part of
the university’s vision and strategy (see also Andersen and
Heilesen 2015). This contrasts with the dominant situation
in the U.S., as well as in Europe, where research-based undergraduate
learning is achieved primarily through the construction
of special tracks for small groups of students (comp.
Kinkead 2003, 7; Katkin 2003, 19; Healey and Jenkins 2009,
33). Before embarking on a general discussion of problem-oriented
project learning, the article illustrates the scope of
project work with a concrete example. The article also outline two
different approaches to innovate using the Roskilde model
of PPL.
OriginalsprogEngelsk
TidsskriftCouncil on Undergraduate Research Quarterly
Vol/bind36
Udgave nummer2
Sider (fra-til)22-27
Antal sider6
StatusUdgivet - 2015

Citer dette

@article{e9ee7506eb4a42c9b2209472c44be1ee,
title = "The Evolution of the Roskilde Model in Denmark",
abstract = "For four decades, teaching at Roskilde University has beenbased on a research-active curriculum (Healey and Jenkins2009, 122) mainstreaming research-based learning for all undergraduatesand graduates. Problem-oriented project learning(PPL) is the cornerstone of a university-wide system thatpervades the formal curriculum from day one. Students’ orientationtoward research is standard and is a central part ofthe university’s vision and strategy (see also Andersen andHeilesen 2015). This contrasts with the dominant situationin the U.S., as well as in Europe, where research-based undergraduatelearning is achieved primarily through the constructionof special tracks for small groups of students (comp.Kinkead 2003, 7; Katkin 2003, 19; Healey and Jenkins 2009,33). Before embarking on a general discussion of problem-orientedproject learning, the article illustrates the scope ofproject work with a concrete example. The article also outline twodifferent approaches to innovate using the Roskilde modelof PPL.",
author = "Andersen, {Anders Siig} and Wulf-Andersen, {Trine {\O}stergaard} and Simon Heilesen",
year = "2015",
language = "English",
volume = "36",
pages = "22--27",
journal = "Council on Undergraduate Research Quarterly",
issn = "1072-5830",
publisher = "Council on Undergraduate Research",
number = "2",

}

The Evolution of the Roskilde Model in Denmark. / Andersen, Anders Siig; Wulf-Andersen, Trine Østergaard; Heilesen, Simon.

I: Council on Undergraduate Research Quarterly, Bind 36, Nr. 2, 2015, s. 22-27.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - The Evolution of the Roskilde Model in Denmark

AU - Andersen, Anders Siig

AU - Wulf-Andersen, Trine Østergaard

AU - Heilesen, Simon

PY - 2015

Y1 - 2015

N2 - For four decades, teaching at Roskilde University has beenbased on a research-active curriculum (Healey and Jenkins2009, 122) mainstreaming research-based learning for all undergraduatesand graduates. Problem-oriented project learning(PPL) is the cornerstone of a university-wide system thatpervades the formal curriculum from day one. Students’ orientationtoward research is standard and is a central part ofthe university’s vision and strategy (see also Andersen andHeilesen 2015). This contrasts with the dominant situationin the U.S., as well as in Europe, where research-based undergraduatelearning is achieved primarily through the constructionof special tracks for small groups of students (comp.Kinkead 2003, 7; Katkin 2003, 19; Healey and Jenkins 2009,33). Before embarking on a general discussion of problem-orientedproject learning, the article illustrates the scope ofproject work with a concrete example. The article also outline twodifferent approaches to innovate using the Roskilde modelof PPL.

AB - For four decades, teaching at Roskilde University has beenbased on a research-active curriculum (Healey and Jenkins2009, 122) mainstreaming research-based learning for all undergraduatesand graduates. Problem-oriented project learning(PPL) is the cornerstone of a university-wide system thatpervades the formal curriculum from day one. Students’ orientationtoward research is standard and is a central part ofthe university’s vision and strategy (see also Andersen andHeilesen 2015). This contrasts with the dominant situationin the U.S., as well as in Europe, where research-based undergraduatelearning is achieved primarily through the constructionof special tracks for small groups of students (comp.Kinkead 2003, 7; Katkin 2003, 19; Healey and Jenkins 2009,33). Before embarking on a general discussion of problem-orientedproject learning, the article illustrates the scope ofproject work with a concrete example. The article also outline twodifferent approaches to innovate using the Roskilde modelof PPL.

M3 - Journal article

VL - 36

SP - 22

EP - 27

JO - Council on Undergraduate Research Quarterly

JF - Council on Undergraduate Research Quarterly

SN - 1072-5830

IS - 2

ER -