It was the perfect backdrop for a lively symposium that explored the benefits of research-based learning. This innovative approach weaves the process of conducting research directly into the learning experience.

During this event editors and collaborators of The New Scholar, an interdisciplinary Humanities journal created by students for students, shared their hands-on experiences of research-based learning.

In my unique dual role as a recent BA graduate and current editor of this peer-reviewed journal, I will escort you through the highlights of the symposium and hopefully spark your interest regarding this valuable method.

Research-Based Learning: What's the Goal?

The first speaker in a sequence of interactive presentations was Professor Roeland van der Rijst, who opened with an exploration of the objectives of research-based learning, breaking it down into bite-sized pieces. He raised concerns regarding how most tertiary education is structured: BA and MA programs are ever-faithful to traditional knowledge transmission and production, with professors transferring theory to students who then reproduce the acquired knowledge during exams. As van der Rijst noted, this approach doesn't at all reflect the actual nature of academia, which actively seeks to create knowledge through research.

By learning how to be a researcher, students do not only gain research skills but also develop and train critical research patterns while improving their epistemic awareness. In other words, it encourages students to approach matters from different angles and think in diverse paradigms, which improves interdisciplinary knowledge!

The New Scholar Journal

If you're still wrapping your head around this concept, let me introduce you to The New Scholar. Dr. Paz González, the passionate founder of the journal and lecturer at Leiden University, took the stage to share how this collaborative student research journal aims to bridge the tangible gap in research-based learning across the faculty.

Here's how The New Scholar strives to fill this academic cavity:

1. Publishing Opportunities

You may have noticed Leiden University offers no publishing possibilities at a faculty level. Because of this, outstanding papers are awarded an eight, or maybe even a nine (out of ten), only to disappear into the university's infinite digital abyss, never to see the light of day again. Isn't it tragic that so many brilliant ideas from young scholars go unnoticed? It is not hard to imagine that fresh-minded BA and MA students can compose impressive research worthy of being read and spread. After all, history shows us that young talent is indispensable: Mary Shelley published Frankenstein at twenty, Sylvia Plath published her first poetry volume at twenty-one, and Mozart composed entire symphonies long before his twenties... Imagine if their accomplishments had been ignored! This journal recognizes and celebrates young talent, encouraging young scholars to dip their toes into the waters of academia.

2. Collaboration

The process of publication is a breeding ground for collaboration. This collaboration occurs on two main axes: between editor and author and between the editors.

Often, papers submitted for publication don't immediately fit the journal's standards; perhaps the topic is a little too broad, the tone is a bit off, or there are simply some small structural issues that need addressing. When a paper is returned from peer review, the editors will compile the received notes, come to their own conclusions, and send these back to the author, with a request for edits. This process isn't a one-way street, the author remains the owner of the text. While it's advisable for them to carefully consider the feedback, their deep knowledge of the topic permits them to keep certain things as is. This results in a rewarding back-and-forth conversation, as it were, between author and editor, as they both seek to make the best version of the paper possible.

Moreover, the editorial team of The New Scholar must learn to collaborate as a single unit—dividing up responsibilities, making joint editorial decisions, and ensuring that the journal functions. This can range from tasks as mundane as checking and replying to emails, to lively debates as to whether a paper should pass to peer review—or, indeed, whether a paper can ultimately be published.

The result is a true paragon of research-based learning: three online issues featuring a combined total of twenty-nine interdisciplinary articles.

Wrapping things up

The Café concluded on a high note with three dynamic speakers sharing their personal journeys with the journal's methods. Former editor Giulia Bravo Vacca, current editor Jo Ten Bolscher – who also authored a brilliant article on Moby Dick – and copy editor Carmen Kleinherenbrink all showed palpable enthusiasm about their experiences with the journal.

The Knowledge Café proved to be a compelling exploration of the importance of research-based learning and the opportunities it brings to young scholars. The New Scholar not only celebrates student achievements but also fosters a collaborative spirit that enriches the academic community.

If you’re interested in exploring this method or getting involved, I encourage you to check out our current issues and, if you’re a student of Humanities, consider contributing your own work!