Based on teacher research conducted in an ethnography course in a writing studies department, this ethnographic case study demonstrates the pedagogical benefits of institutional review board–approved, collaborative student research projects. Implementing an experiential learning approach to teaching undergraduate research also revealed that students’ perceptions of what counts as “real” research are more complex than previous studies have indicated.
Elizabeth G. Allan; “Real Research” or “Just for a Grade”?: Ethnography, Ethics, and Engagement in the Undergraduate Writing Studies Classroom. Pedagogy 1 April 2018; 18 (2): 247–277. doi: https://doi.org/10.1215/15314200-4359181
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