Helping Undergraduate Students Learn from Each Other: A Pedagogical Process for in-Class Collaborative Research Projects

Abstract

Previous research has shown that experiential, active, and collaborative teaching techniques help undergraduate students learn and develop critical thinking, communication, and teamwork skills that can help them in future study or work place roles. At the same time, universities are seeking ways to increase the number of students who get training and experience doing original research while undergraduates.  This paper reports on a process for a collaborative in-class original research project which can help instructors achieve these goals. This paper first briefly reviews the relevant literature and then describes the course and the collaborative project. The value of the project in facilitating student learning is assessed by a discussion of student work, student evaluations, and student responses to a pedagogical survey. The strengths and weaknesses of the project and ways an instructor could modify it to meet specific goals are also discussed.

Keywords: active learning, research methods, collaborative projects, pedagogy, undergraduate courses