id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
compass-123	Laycock, Angela	Grounding research projects in the undergraduate curriculum: assessment strategies	2013	11	.pdf	application/pdf	4916	171	40	Case Studies Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 8, 2013 Grounding research projects in the undergraduate curriculum: assessment strategies Angela Laycock School of Law, University of Greenwich Introduction: research-based projects, grounded theory and the undergraduate curriculum 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). It is divided into three sections: in the first, the role of the research project as a teaching tool is considered; in the second, a grounded theory model for research projects in the undergraduate curriculum is proposed; and, in the final section, the practicalities of developing an assessment regime to achieve the dual outcomes of providing the stakeholder with useful research findings, and the student with an accurate and just assessment of his/her learning are explored.	cache/compass-123.pdf	txt/compass-123.txt