Two Models for Engaging Students in Independent Research Projects in a Research Methods Course

2012 ◽  
Author(s):  
Rachel Walker ◽  
Stefanie Boswell
Author(s):  
Andrea Bresee ◽  
Joyce Kinkead

Abstract This article focuses on the progress of an undergraduate English major on the scholarship continuum outlined by Laurie Grobman (2009). The student engaged in authentic research in a research methods course for English majors, a class that also meets a university requirement of “quantitative intensive,” and she completed two research projects of note. Her journey has implications and significance for faculty in designing undergraduate research experiences.


2016 ◽  
Vol 12 (1) ◽  
pp. 51-71 ◽  
Author(s):  
Julie Slayton ◽  
Artineh Samkian

We present our approach to a qualitative research methods course to prepare practitioner-scholars for their dissertation and independent research. We explain how an instructor’s guide provides consistency and rigor, and in-class activities to scaffold learning, and helps faculty connect the content to students’ out-of-school lives. We explain how reflection is used to develop students’ reflective practice and enable us to improve the course in both the short and long term. We argue the necessity of having tools that ensure our teaching philosophy translates into a consistent curriculum and instructional approach, maximizing the chances that faculty facilitate our students’ development into practitioner-scholars.


2017 ◽  
Vol 45 (3) ◽  
pp. 240-251 ◽  
Author(s):  
Renee Monson

Group research projects frequently are used to teach undergraduate research methods. This study uses multivariate analyses to examine the characteristics of higher-achieving groups (those that earn higher grades on group research projects) and to estimate the effects of participating in higher-achieving groups on subsequent individual learning (grade on final paper). The sample includes 257 students who completed a sociology research methods course at a small liberal arts institution between 2004 and 2015. Group achievement (grade on group research project) is predicted by group size, gender composition of the group, and group’s average grade on midterm exams. Group achievement on the research project contributes to subsequent individual learning (grade on final paper) even after controlling for individual characteristics (student’s gender, race, and average grade on midterm exams) and group characteristics. The findings support claims that group research projects are an effective pedagogy for undergraduate sociology research methods courses and point to some guidelines for instructors’ composition of groups for research projects.


1987 ◽  
Vol 32 (2) ◽  
pp. 170-170
Author(s):  
William J. Froming

2021 ◽  
Vol 13 (2) ◽  
pp. 886
Author(s):  
Przemysław Baster ◽  
Urszula Litwin

Issues related to the system of protection and planning of rural landscape undoubtedly differ from the topics concerning the transformation of agricultural areas and their proper management. These are separate specialties, studied by researchers representing different disciplines, although they often relate to the same village and they are aimed to implement the ideas of the Green Deal and sustainability. The experience from independent research projects in Kamionka Wielka (agricultural areas), and Strzelce Wielkie (landscape of rural and green areas) confirm the variety of individual issues and topics discussed. Nevertheless, the comparison of these projects also points to similar methods of analysis and planning applying a Polish four-stage landscape designing system: ‘resources—valorization—guidelines—design’. The research results indicate that this system, almost identical to the European ones, can be also useful for planning agricultural areas. In practice, this will allow local authorities to realize the idea of the Green Deal—draw up a more perfect development project for the whole village and simultaneously standardize project documentation. Designers and scientists will achieve better cooperation and fitting spatial planning solutions; this way, interdisciplinary activities and final design will implement the ideas of sustainability and Green Deal.


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