Project

From the Project-Stage into the Curriculum: Strategies towards Embedding Research-Based Learning in Undergraduate Curricula in German Higher Education

Goal: Research-based learning as a concept is currently experiencing something of a revival in Germany. In the context of the Qualitätspakt Lehre (Quality Pact for Teaching) 2011-16, over 30 Higher Education institutions (HEIs) in Germany receive funding for projects that either focus on or at least include research-oriented teaching or research-based learning in their measures for the redesign and development of undergraduate curricula. While there is thus renewed interest in the concept(s) of – as a term of convenience – undergraduate research, the resulting programmes and projects are a varied in their scope research-based, -led, -oriented, -inspired teaching and learning, undergraduate research etc. pp., the projects are at least as varied in their scopes and aims as there are different terms and participating HEIs. The common challenge these projects – and a number of non-Q-Pact funded projects alongside them – face, is to transfer the formats of RBL they developed in the project stage into the existing curricula of the programmes they are serving.

This is a work-in-progress self-examination project by a number of HEIs in the network for research-based learning, Netzwerk Forschendes Lernen, a loose organisation of around 80 Q-Pact and non-Q-Pact HEIs with an interest in undergraduate research. Our aim with this project is to:
• Take stock of the progress made towards embedding research-based learning in the curriculum in the different projects
• Identify the main obstacles RBL-projects face in transferring their formats into the curricula
• Identify and evaluate the different strategies employed towards achieving those aims

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Wolfgang Deicke
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Unser Beitrag zu diesem Sammelband beschäftigt sich mit dem Konstrukt der Forschungskompetenz und der Frage, welche Aspekte von Forschungskompetenz im Forschenden Lernen (theoretisch) wie gefördert werden können. // Our chapter in this volume examines the construct of 'research competence' and looks at which particular aspects of research competence can (theoretically) be fostered through research-based learning. Der Band beginnt mit theoretischen und methodischen Einführungen zum Forschenden Lernen, bietet im Hauptteil eine umfangreiche Sammlung von Fallstudien aus den Lebenswissenschaften, den MINT-Fächern und verschiedenen Einzelfächern und schliesst mit fünf thematischen Beiträgen. // The volume begins with several thematically focussed theoretical and methodological introductions to research-based learning, offers a comprehensive collection of case studies from the life scienes, the natural sciences and various other subjects and concludes with five thematic chapters. Klappentext Sammelband: Viele Entscheidungen in Politik und Wirtschaft hängen heute von Statistiken, Prüfberichten oder Marktforschung ab. Doch wie verlässlich sind Forschungsergebnisse? Das können wir am besten beurteilen, wenn wir selber geforscht haben. In diesem Sinne soll Forschendes Lernen die Lehre in Universitäten und Fachhochschulen revolutionieren: Lernen durch eigenständige Forschung. Darauf müssen sich nicht nur die Studierenden, sondern auch die Hochschulen einrichten. Das Buch bietet eine erste Gesamtschau zum Forschenden Lernen in Deutschland. Many decisions in politics and economics today depend on statistics, reports or market research. But how reliable are the results presented here? This we can only really assess if we have been actively engaged in research ourselves. In this sense, research-based learning is poised to revolutionise teaching in Higher Education: learning through independent research. Both students and the Higher Education institutions need to be prepared and adapt to this new way of learning. This volume offers a first complete overview of recent developments and endeavours in the field of research-based education in Germany.
Wolfgang Deicke
added a research item
Kurzfassung eines Beitrags zum Workshop der Themengruppe Hochschullehre in der Deutschen Vereinigung für Politikwissenschaft (DVPW) an der Universität Duisburg-Essen am 14.09.2016. Online veröffentlicht im Blog der Themengruppe Hochschullehre: http://www.hochschullehre-politik.de/2016/10/26/was-bedeutet-forschendes-lernen/ (am 26.10.2016)
Wolfgang Deicke
added a project goal
Research-based learning as a concept is currently experiencing something of a revival in Germany. In the context of the Qualitätspakt Lehre (Quality Pact for Teaching) 2011-16, over 30 Higher Education institutions (HEIs) in Germany receive funding for projects that either focus on or at least include research-oriented teaching or research-based learning in their measures for the redesign and development of undergraduate curricula. While there is thus renewed interest in the concept(s) of – as a term of convenience – undergraduate research, the resulting programmes and projects are a varied in their scope research-based, -led, -oriented, -inspired teaching and learning, undergraduate research etc. pp., the projects are at least as varied in their scopes and aims as there are different terms and participating HEIs. The common challenge these projects – and a number of non-Q-Pact funded projects alongside them – face, is to transfer the formats of RBL they developed in the project stage into the existing curricula of the programmes they are serving.
This is a work-in-progress self-examination project by a number of HEIs in the network for research-based learning, Netzwerk Forschendes Lernen, a loose organisation of around 80 Q-Pact and non-Q-Pact HEIs with an interest in undergraduate research. Our aim with this project is to:
• Take stock of the progress made towards embedding research-based learning in the curriculum in the different projects
• Identify the main obstacles RBL-projects face in transferring their formats into the curricula
• Identify and evaluate the different strategies employed towards achieving those aims