Research-Based Learning: Case Studies from Maastricht University [electronic resource] /
Bastiaens, Ellen.editor.
van Tilburg, Jonathan.editor.
van Merriënboer, Jeroen.editor.
This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009. The model has taken the shape of an excellence programme offering third-year bachelor students an opportunity to conduct academic research together with academic staff. The introduction of the research-based learning concept into the programmes of all Maastricht University's faculties has resulted in a range of RBL models that vary to fit the various disciplines and programmes offered by the faculties. The book first presents theoretical models and a description of the concepts of research-based learning and undergraduate research (UGR). Next, by means of case studies, it describes the formulas developed to suit the various programmes, the challenges encountered, the initial reservations on the part of the staff, the limitations caused by regulations and demands of the curricula, as well as the successes and results of the excellence programme. The disciplines described in the case studies include psychology and neuroscience, knowledge engineering, social and cultural sciences, law, and business and economics.  .
Incudes bibliographical references at the end of each chapters and index.
Part I Conceptual Framework -- 1. The Transformative Nature of Research-Based Education: A thematic overview of the literature; Roeland van der Rijst -- 2. The Road to Maastricht Research-Based Learning; Jonathan van Tilburg, Jeroen van Merriënboer and Ellen Bastiaens -- 3. Three Educational Models for Positioning the Maastricht Research Based Learning Programme        ; Ellen Bastiaens, Jeroen van Merriënboer and Jonathan van Tilburg -- Part II RBL at Maastricht University - Case Studies -- 4. Faculty of Psychology and Neuroscience: The psychology student as researcher; Herco Fonteijn and Arie van der Lugt -- 5. Faculty of Arts and Social Sciences: The adventure of doing research; Pieter A.J. Caljé -- 6. Faculty of Arts and Social Sciences: On expedition - travels into the unknown; Annemieke Klijn and Ernst Homburg -- 7. Faculty of Arts and Social Sciences: Changing research contexts; Ragna Zeiss -- 8. University College Maastricht:  The PEERS Project; Oscar van den Wijngaard -- 9. The Maastricht Science Programme:  From problem-based learning to research-based learning in the sciences; Menno Knetsch and Thomas J. Cleij -- 10. Faculty of LAW: MaRBLe for lawyers; Bram Akkermans -- 11. Data Science and Knowledge Engineering: From knowledge engineering to knowledge creation; Nico Roos -- 12. School of Business and Economics: Research-based learning - an implementation journey; Jan Nijhuis -- 13. The Effectiveness of the MaRBLe Programme: Evaluation findings; Ellen Bastiaens, Jimmie Leppink and Jeroen van Merriënboer -- 14. Reflection and Lessons Learned; Ellen Bastiaens, Jeroen van Merriënboer and Jonathan van Tilburg -- Appendix: Non-exhaustive overview of  MaRBLe Student Publications and Special Achievements.  .
This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009. The model has taken the shape of an excellence programme offering third-year bachelor students an opportunity to conduct academic research together with academic staff. The introduction of the research-based learning concept into the programmes of all Maastricht University's faculties has resulted in a range of RBL models that vary to fit the various disciplines and programmes offered by the faculties. The book first presents theoretical models and a description of the concepts of research-based learning and undergraduate research (UGR). Next, by means of case studies, it describes the formulas developed to suit the various programmes, the challenges encountered, the initial reservations on the part of the staff, the limitations caused by regulations and demands of the curricula, as well as the successes and results of the excellence programme. The disciplines described in the case studies include psychology and neuroscience, knowledge engineering, social and cultural sciences, law, and business and economics.  .
Education-Research.
Study Skills.
Learning.
Instruction.
Research Methods in Education.
Study and Learning Skills.
Learning & Instruction.