Volunteer Research Assistantship: An approach for research based teaching

Mavritsaki, EM (Eirini)¹, Fulford, LF (Lynn)¹, Lintern, ML (Maxine)¹, Cooper, SC (Sarah)¹, Philp, BP (Bruce)^1
1Birmingham City University, 4 Cardigan Street, B4 7BD, Birmingham

 

Submission type

Poster only

Scheduled

Poster Sessions 4 (10.30-11:00), 27-09-2016, 10:30 - 11:00

Keywords

research based teaching, attainment , progression, practise based teaching

Summary

 

Latest evidence demonstrate the importance of research and practise based teaching on students’ attainments and engagement (Kantar & Massouh, 2015; Mälkki & Alanne, 2017). Through research based teaching students learn to work independently and gain experience that is also valuable for their future career. The work presented here is a Volunteer Research Assistantship scheme that is organised in a way that allows students to be trained in a research project and then gives students the opportunity to work as research assistants in the project they are trained for. The training that students receive also prepares them for their undergraduate dissertation. We present outcomes of implementation of the scheme from the last 6 years. Results show that the scheme allowed students to increase their attainments considerably effecting both their dissertations mark as well as the overall mark.

 

REFERENCES

 

Kantar, L. D., & Massouh, A. (2015). Case-based learning: What traditional curricula fail to teach. Nurse Education Today, 35(8), e8–e14. https://doi.org/10.1016/J.NEDT.2015.03.010

 

Mälkki, H., & Alanne, K. (2017). An overview of life cycle assessment (LCA) and research-based teaching in renewable and sustainable energy education. Renewable and Sustainable Energy Reviews, 69, 218–231. https://doi.org/10.1016/J.RSER.2016.11.176

 

Auteurs