Grounding research projects in the undergraduate curriculum: assessment strategies

Angela Laycock


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.

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