Abstract

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.

Journal
Pedagogy
Published
2018-04-01
DOI
10.1215/15314200-4359181
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Cited by in this index (1)

  1. Pedagogy

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