Using Student Samples in Criminological Research (original) (raw)
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is an undergraduate studying criminology at the University of Lincoln. Catherine Cooper is a criminology graduate from the University of Lincoln who was an undergraduate at the time of the study. Jill Jameson and Katie Strudwick are senior lecturers in criminology at the University of Lincoln.
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This pack contains examples of students conducting enquiries into learning and the conditions of learning at a classroom and school level, evidence of the impact of their work, and guidance about ways of providing basic training in research. ... Includes examples of students ...
Students as researchers: the effects of employing law students on an empirical research project
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Given the increasingly competitive higher education (HE) marketplace, it is becoming progressively more important for university law schools to distinguish their offer. In England and Wales, it is commonplace for non-law undergraduate degree programmes to incorporate compulsory empirical research training within discrete modules or as part of a broader research skills package. Yet this element is typically missing from traditional LLB programmes. Addressing the gap in the literature around HE students' perceptions of conducting empirical research, in this paper we explore insights into the benefits of or barriers to undertaking such research and the extent to which students believe that it should form part of their undergraduate experience. This paper is based on findings from a small-scale, pilot case study at a post-1992 higher education institution (HEI) involving students who participated in an extracurricular empirical research evaluation project. The findings reveal perceived benefits for three key stakeholder groups: students as researchers, the host HEI and the local community where the research took place. Drawing on these themes, we conclude by offering recommendations for law schools to learn from their counterparts in other disciplines and explore potential opportunities for incorporating empirically based research training within law undergraduate degree programmes.
PS: Political Science & Politics
ABSTRACTTeaching undergraduate students, mentoring graduate students, and generating publishable research are distinct tasks for many political scientists. This article highlights lessons for merging these activities through experiences from an initiative that sparked a series of collaborative-research projects focused on opinions about crime and punishment in the United States. This article describes three collaborative projects conducted between 2015 and 2017 to demonstrate how to merge undergraduate teaching, graduate training, and producing research. By participating in these projects, students learned about social-scientific research through hands-on experiences designing experiments, collecting and analyzing original data, and reporting empirical findings to a public audience. This approach is an effective way to engage students and generate research that can advance professional goals.
Undergraduate Research: The Initiative, Trend and Reform
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The research isn't finished until published while the students must actively engage in all facets of scientific and professional culture.1This implies they must comprehend the profession's ideals while the students are taught the value of study, many fail to realize that study is not finished until it is printed.2 Releasing, peer review, and prioritization are all values of researchers that are not taught in textbooks, typical laboratories, or mass lectures.3 Students are sometimes included as co-authors in professional publications, although they are usually acknowledged. Rarely do students actively participate in both writing and peer review while the peer review and publishing will not be typical expectations of these essential encounters until then4.
Developing students as researchers.
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Abstract Our intellectual starting point is Humboldt's vision for higher education which arguably recently finds its strongest current manifestation in the US undergraduate research programmes which are frequently for selected students. We argue the task now is to 'reinvent'the curriculum to ensure that all undergraduate students in all higher education institutions learn through some form of research or inquiry. This argument follows from the international research evidence of the student experience of research and inquiry.