MaRBLe is Maastricht University’s programme on Research-Based Learning (RBL) in the Bachelor programme. Partially financed by a subsidy from the Dutch Ministry of Education, Culture and Science (the Sirius Programme), the programme’s goal is to stimulate excellence in Higher Education by involving small groups of second and third year bachelor students in research projects.

The project also aims to explore the feasibility of the application of RBL methodologies more generally across the curriculum, thus putting an emphasis on the research side of studying, in addition to Maastricht University’s famous traditional teaching system, Problem-Based Learning.

Maastricht University: innovating education

• Maastricht University is internationally renowned for its educational innovations (such as Problem-Based Learning);
• Research-Based Learning is a new form of education which the university would like to foster and expand with the Sirius programme acting as an incentive;
• The MARBLE project focuses on Research-Based Learning: small groups of students work together with scientists and researchers on a research project;
• The link between research and learning is emphasized in MaRBLe;
• The activities related to MaRBLe are embedded in the study programmes’ curricula;
• The projects run for one semester (20 weeks) and cover 15 to 18 ECTS; Students learn to think and act like a researcher in the process (e.g. by writing research proposals and learning research methodologies);
• The research projects are associated with existing research projects within the university. Interdisciplinary collaborations are stimulated and very welcome;
• University College Maastricht uses a slightly different format, called PEERS: 10 ECTS projects with the possibility of adding more semesters.

The organization of the research based learning programme differs between the faculties, due to differences in the curricula between the faculties.

Model 1                        Individual research in a one-to-one relation with the staff member
In this model students conduct their own research under the guidance of a staff member, resulting in a research paper. Individual coaching is combined with group meetings where students learn to reflect on each others’ (concept) products and results. The group meetings can also be used for lectures on specific research themes.
This model is used at the faculty of Psychology and Neuroscience.

Model 2                        Organization of a RBL-track parallel to the regular course
In this model the faculty staff first determines for which courses a RBL-track can be organized. Students are selected for the RBL-track and attend extra lectures, besides all regular courses, on specific research skills. These extra classes can be combined with the analysis of research articles. The RBL - track is finalized with a research paper.
This model is used at the Business School of Economics and at LAW.

Model 3                        Organization of a separate RBL-course
In this model the faculty organizes a separate RBL-course around more specific themes. Students can subscribe for a theme. After individual selection of students, the group meetings and lectures start. Students define their own research question within the central theme en develop their research methodology. In this model lectures are given based on research skills, combined with the analysis of research articles. The course ends again with a research paper. This model is used at FASOS, UCM, DKE, LAW and FHML.

In 2011-2012 on all faculties various research projects start in three varieties.

On the 14^th of April 2011 a seminar was organized, presenting the first experiences with Research Based Learning. A videoreport of this seminar can be found here.

Meer informatie

Lees hier de volledige aanvraag.

Ellen Bastiaens
Projectleider Siriusprogramma
e-mail: Ellen.bastiaens@maastrichtuniversity.nl