Advantages
Allow a space for upper level undergrads to learn in a research-led (interdisciplinary) learning environment, prepares students wishing to pursue post-graduate pathways, and develops meaningful relationships between students and teachers. Provides an in-depth knowledge in the field (through extended engagement with a topic of disciplinary relevance) and enhances communication skills (develops the ability to sequence and communicate complex material orally, and develops capabilities longform written expression) – both core UQ graduate attributes. This assessment is widely transferable to upper level HaSS courses where students benefit from research-led learning environments. It is well suited to courses that deal with complex interdisciplinary policy issues, international problems, or emerging research areas (such as climate change, irregular migration, energy security etc.).
Challenges
Students may struggle initially with developing their own research topic with broad parameters – make sure to scaffold the assessment with learning activities that explicitly address ow to conduct research to break research process into manageable tasks so that students don't feel overwhelmed.
Tips for implementation
In the context of LAWS5213, student acceptance into the course is determined via application (involving a statement of interest and student GPA); this ensures a platform of mutual learning and increases the likelihood of high level student outputs. When this assessment is being delivered as part of an interdisciplinary working environment it is useful to have co-facilitators from each of the involved disciplines.
How it supports academic integrity
The presentation component of this assessment is observed and therefore identity verified. This assessment takes place within a learning environment where student progress is monitored and discussed amongst peers and staff. Additionally, the ability of students to choose their own topic encourages students to produce original research by instilling students with a sense of ownership and personalisation in relation to the assessment.