ABSTRACT Increasing attention is focusing on the creation of academic spaces in which students can engage with research and inquiry. This paper reports on the Geography Research Assistantship (GRA) module developed and implemented in Geography at Staffordshire University and reviews its contribution to student learning over the last decade. The GRA offers final year undergraduate students the opportunity to work as research assistants to members of staff and external collaborators. The experiences of students, staff and external collaborators involved in a range of research assistantships over the last ten years are reviewed and the main benefits, challenges and impacts of the initiative are analysed. The GRA engenders co-learning environments, characterized by engagement in the iterative practices of research and inquiry and the development of confidence, internal authority and self-authorship. Some students experience unease in adjusting to the liminal learning spaces inherent in the GRA and there are tensions in the exclusivity of the initiative. Evidence underscores the value of cultivating co-learning relationships and environments for mutual benefit and we encourage others to identify opportunities for adopting similar initiatives.

中文翻译：

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学生作为共同学习者——回顾地理研究助理的十年

摘要 越来越多的注意力集中在创建学生可以参与研究和探究的学术空间上。本文报告了斯塔福德郡大学地理学中开发和实施的地理学研究助理 (GRA) 模块，并回顾了它在过去十年中对学生学习的贡献。GRA 为最后一年的本科生提供了担任教职员工和外部合作者的研究助理的机会。回顾了过去十年中参与一系列研究助学金的学生、教职员工和外部合作者的经验，并分析了该计划的主要好处、挑战和影响。GRA 产生共同学习环境，其特点是参与研究和探究的迭代实践以及信心、内部权威和自创性的发展。一些学生在适应 GRA 固有的限制性学习空间时感到不安，并且在该倡议的排他性方面存在紧张关系。证据强调了培养共同学习关系和环境以实现互惠互利的价值，我们鼓励其他人寻找机会采取类似举措。