1
Embedding Research into Undergraduate
Curricula in Ireland the need for a mapping
exercise Dr. Bettie Higgs, University College
Cork, Ireland

• Undergraduate Research is carried out at several
  levels
• Learning about research and Literature review,
  Critical appraisal of current research, etc
• Scoping and developing a research proposal
• Carrying out original research/data collection
• Dissemination of original research

Case Study University College Cork To prepare
students for postgraduate research needed a fresh
look at the undergraduate curricula. Here we
found that there was an array of final year
projects or capstone courses that included some
original research. Occasionally this research
was made public. UCC Strategic plan (2009-2014)
states There will be opportunities for all
students to engage in scholarly activity from
their first year of undergraduate studies A
key element of UCCs teaching and learning
strategy is a continued emphasis on undergraduate
education, with an increasing focus on students
becoming participants in research A key
performance indicator to measure success is All
modules that incorporate elements of student
research will make this visible in the book of
modules, via module descriptors, learning
outcomes, or modes of assessment In 2009
funding of 92,000 from the National Academy for
the Integration of Research, Teaching and
Learning was used to support this strategy.
Context There are 7 Universities within the
Republic of Ireland, 13 Institutes of Technology,
and 18 smaller H.E. institutions. This poster
does not represent the extent of research in
undergraduate curricula nationally, but makes the
case for further research. It sets out some
recent national drivers, and presents the
findings of an initiative at University College
Cork.

• Drivers for Change in Ireland
• A. Government Policy
• Postgraduate student numbers are to double as
  part of the development of 4th level Ireland.
  However PhD projects have been taking gt 4 years,
  raising issues of funding and completion.
• Embedding authentic research into UG curricula,
  creating a seamless transition to PG, was seen as
  part of the answer.
• International strategic reviews and influence
  from N. America, Australia and the U.K.
  (Seminars M. Healy, A. Jenkins, A. Brew)
• All of these caused senior managers to be open to
  the message that research should be embedded into
  the curricula from 1st year undergraduate study
  onwards (Brew, 2005)
• Now explicit in many institutional strategic
  plans
• The National Qualifications framework the
  development of research skills is a critical
  learning outcome to be attained by all
  undergraduates
• Accreditation by some professional bodies
  requires research skills.
• B. Integration of Research, Teaching and
  Learning
• Encouragement of authentic undergraduate research
  as a teaching and learning strategy
• Researchers reporting the benefits of
  undergraduate students carrying out authentic
  research, such as increased student engagement in
  learning and deeper understanding (Brew, 2005
  Higgs, 2007)
• Students reporting increased enjoyment from
  participation in research, compared to listening
  to a researcher lecturing
• Development of an Irish Journal for undergraduate
  research
• An increase in work-based learning, service
  learning, science shops and other field-based
  studies, providing huge opportunities for
  authentic research.
• Small scale research funds available within
  institutions, and particularly funding from the
  Irish National Academy for the Integration of
  Research Teaching and Learning (NAIRTL).

Examples of Undergraduate students conducting
research are increasingly being reported at
Teaching and Learning conferences and
Disciplinary conferences A mapping exercise is
needed to assess the national situation.

We give grants so that students can present at
conferences ASPiRE (Advancing student
participation in research excellence in Medicine)
The conference was a great way of promoting
research for students at undergraduate level. I
would have liked it if the conference had been a
bit longer Final year student, Applied Social
Science, University College Cork

• Academic staff who are initiating change in
  teaching and learning strategy are often working
  in isolation within a discipline where
  disciplinary research dominates the agenda. One
  of the objectives of this funding was to
  encourage colleagues to discuss aspects of
  teaching and learning at the programme level.
• Criteria to be met by applicants for funding
• Your discipline has a Teaching and Learning
  Strategy available
• Building research skills in undergraduate
  curricula is part of your departmental strategy
• Programme learning outcomes explicitly refer to
  research skills
• Student assessment strategy encourages
  development of research skills
• Sustainability of the endeavour had to be
  demonstrated.

Research Awareness and Readiness Evaluation
(RARE) at Dublin Institute of Technology aims to
evaluate the effectiveness of the
research-orientated, research-based and
research-led measures introduced to undergraduate
teaching and shows this approach can engage and
motivate students and allow development of
teamwork, problem-solving, and project planning
(McDonnell et al, 2010). Proc.
NAIRTL 3rd Conference
Acknowledgements To Catherine OMahony, NAIRTL.