Into the Woods: Building Cross-Disciplinary Opportunities for Undergraduate Dissertation Students to Conduct Research in Applied Community Settings

Stack, N., Swingler, M., Cutts, E., Moore, D. and McRae, H. (2017) Into the Woods: Building Cross-Disciplinary Opportunities for Undergraduate Dissertation Students to Conduct Research in Applied Community Settings. 10th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 30 Mar 2017.

Abstract

Across Higher Education ‘embedding employability’ in the curriculum is increasingly emphasised (HEA, 2015). For example, undergraduate programmes are encouraged to provide learning opportunities that integrate theoretical knowledge and understanding with active engagement in wider issues in the community (Marshall, in Healey, Lannin, Stibbe and Derounian, 2013). Final year projects and dissertations are a key element in the process of engaging students not only in the active process of knowledge creation, but also in supporting students to develop an understanding of how their learning and knowledge can contribute to key stakeholders (e.g., businesses, communities) in society. . However social science research within Higher Education institutions is often criticised for over reliance on university students as participants (cf. Peterson, 2001). One way to extend research opportunities for our undergraduate students and facilitate use of representative samples is through partnerships with applied community settings in final year projects. This presentation will provide a review of a number of psychology projects that have been completed through partnership with the Children’s Wood, including contributions from supervisors, students and the community partner. The Children’s Wood is a community initiative in a wild green space that aims to provide opportunities for all children within urban settings to engage in the benefits of natural environments. We will discuss the role of research collaborations within a community setting in the context of: 1) developing graduate attributes; 2) the QAA enhancement theme of ‘student transition’ (QAA 2016), 3) Glasgow University’s 2020 vision where our mission is ‘to provide an intellectually stimulating learning environment that benefits culture, society and the economy’ (p 7).

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Stack, Professor Niamh and Swingler, Dr Maxine
• Authors: Stack, N., Swingler, M., Cutts, E., Moore, D., and McRae, H.
• Subjects: B Philosophy. Psychology. Religion > BF Psychology
• College/School: College of Science and Engineering > School of Psychology
• Copyright Holders: Copyright © 2017 The Authors
• Publisher Policy: Reproduced with the permission of the authors

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