Fernandes-Jesus, Maria ORCID: https://orcid.org/0000-0002-8868-1968, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Heinemeyer, Catherine ORCID: https://orcid.org/0000-0001-6300-5544 and Parks, Judith (2024) Qualitative Research Methods in the Living Lab: Reflecting upon a learning and teaching approach for promoting psychological literacy. Psychology Learning and Teaching.

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Abstract

This report describes and reflects upon an approach to embedding psychological literacy within the core Research Methods curriculum in a small university in the United Kingdom. Psychology students were involved in the ‘Living Lab: Feeding the Campus’ project, an interdisciplinary network of students and staff aiming to find solutions for local issues of direct relevance to students’ lives. The Living Lab focused on understanding and improving the campus food system in the context of ecological justice. Undergraduate psychology students participated through the Qualitative Research Methods, a compulsory second-year module. Psychology students conducted interview studies related to food topics such as poverty, identities and culture, community gardens, waste, sustainable lifestyles, and activism. Students collected data on campus to examine food-related experiences within the university community. Findings are being used to inform changes in the university. In this report, we describe the first iteration of involving psychology students in the Living Lab. Our approach involved an authentic assessment, participation in events and fieldtrips and interdisciplinary collaboration. We combine insights from student feedback with staff reflections on its implementation and impact. Finally, we discuss the potential of using research methods modules as a way to facilitate psychological literacy.

Item Type:	Article
Status:	Published
DOI:	https://doi.org/10.1177/14757257231221005
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/9084

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