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Abstract: Healey and Jenkins (2009) propose four approaches to engaging undergraduates in research inquiry. The inquiry process can be challenging for undergraduate students due to its self-directed nature. However, benefits include project development skills and information acquisition (Irving, 2011). There is a dearth of literature in undergraduate research in Ireland, particularly the experience of adult students undertaking undergraduate research using poster presentations. The Boyer Commission (1998: 24) recognise that the 'dissemination of results is an essential and integral part of the research process'. Posters facilitate such discussion and should allow for active participation across all dimensions of inquiry-led teaching. The final-year,20-ECTS module 'Undergraduate Dissertation' allows students to select a small primary research project, enabling them to demonstrate their ability to identify, collect, organise, analyse and report data. A poster was created and showcased as a result of their research. This was a positive experience for the students as evidenced by a recently distributed online survey (44 students). The response rate was 43%. 56% of respondents found the process of preparing the poster helped them to better understand their project. The students benefitted from the opportunity discuss their research with classmates (55% strongly agree and 33% agree). This research endorses the approach of 'research-tutored: engaging in research discussions' (Healy and Jenkins, 2009: 6). It explores a novel approach to research for an under researched cohort i.e. that of undergraduate, adult, part-time students and endorses the opportunity for students to socialise their research experience and findings. However this research suggests that not only can undergraduate students engage with their research process, they welcome the opportunity to engage in a 'research conversation' with peers and that use of poster presentations to present research findings can be a less daunting tool for students to engage in the bigger ambition of inquiry led learning.
Keywords: research methods, poster assessment, undergraduate inquiry, undergraduate research
1.Introduction
"engaging undergraduate students in research and inquiry is beneficial to their learning...the need to be involved as active participants...in other words, students need to be empowered to construct their own knowledge as potential producers rather than mere consumers of knowledge.." (Ozay, 2012: p454).
The Boyer Commission in 1998 recognised the value of teaching students the skills of inquiry rather than transmission of information. This paper...