9781787351127
9781787351134
Distributed for UCL Press
Shaping Higher Education with Students
Ways to Connect Research and Teaching
Forging close links between research and teaching is a key way universities can enhance learning in higher education. Given the current focus on student engagement, there is widespread and growing interest in how can university leaders and educators can more effectively engage with their students to connect research and teaching.
In Shaping Higher Education with Students, leading researchers and educators from a range of disciplines lay out practical steps for shaping research-based education. Written in collaboration with university students, the book encourages active partnerships between students and educators and offers an accessible guide to accomplishing this, including connecting students with real-world projects and workplaces, working with students as partners in higher education, encouraging students to pursue research activities that transcend disciplinary boundaries, and rethinking current assessment and teaching practices. Together, the contributions poses fundamental questions about the future of education in universities.
In Shaping Higher Education with Students, leading researchers and educators from a range of disciplines lay out practical steps for shaping research-based education. Written in collaboration with university students, the book encourages active partnerships between students and educators and offers an accessible guide to accomplishing this, including connecting students with real-world projects and workplaces, working with students as partners in higher education, encouraging students to pursue research activities that transcend disciplinary boundaries, and rethinking current assessment and teaching practices. Together, the contributions poses fundamental questions about the future of education in universities.
342 pages | 8 illustrations | 6.14 x 9.21 | © 2018
Free digital open access editions are available to download from UCL Press.
Education: Education--General Studies
Table of Contents
"Introduction
1
Shaping higher education pedagogy with students
in a consortium setting
Vincent C. H. Tong
Section 1 The Context
Section Introduction
1.0. Student–staff partnerships: Setting the contexts for shaping
higher education with students
Alex Standen
1.1. Connecting learning, teaching and research through
student–staff partnerships: Toward universities as
egalitarian learning communities
Kelly E. Matthews, Alison Cook-Sather and Mick Healey
1.2. The relationship between research-based education
and student–staff partnerships
Jenny Marie
1.3. Where teaching meets research: Engaging postgraduate
teaching assistants with research-based education
Alex Standen
1.4. Investigating student perceptions of student–staff
partnership
Mina Sotiriou
1.5. Connecting students with staff research activities
and real-world outputs
Ran Sing Saw
1.6. Transcending disciplinary boundaries in student
research activities
Neema Kotonya
1.7. Connecting students with the workplace
Masuma Pervin Mishu
1.8. Involving tutors, demonstrators and teaching assistants
more actively in large-group teaching
Mariya Badeva
1.9. Peer-assisted learning and assessment design
Tika Malla
Section 2 Connecting Research and Teaching Through
Learning
Section Introduction
2.0. Research-based education: Engaging staff and students
in praxis
Lauren Clark
2.1. The unifying role of learning across higher education
Ahmet Alptekin Topcu (with Professor Peter Abrahams)
Links to the R=T Framework
Charlotte Collins
2.2. Learning through mistakes: An important part of the
learning and research process
Sabrina Jean Peters (with Professor Elizabeth Shephard)
Links to the R=T Framework
Francesca Peruzzo
2.3. Research = Teaching = Dialogue?: Dialogue as a model for
research-based learning at university
Ellen Pilsworth (with Professor Robert Eaglestone)
Links to the R=T Framework
Tejas Joshi
2.4. Interdisciplinary research-based teaching:
Advocacy for a change in the higher education
paradigm
Agathe Ribéreau-Gayon (with Professor David d’Avray)
Links to the R=T Framework
James Claxton
2.5. Institutes for all: Learning from the Institute
of Making
Frances Brill (with Professor Mark Miodownik)
Links to the R=T Framework
Lauren Clark
2.6. Creating space for active learning: (Opportunities
from) using technology in research-based
education
Eirini Gallou (with Professor Peter Abrahams)
Links to the R=T Framework
Christine Plastow
2.7. Learning-oriented assessment
Sayara Saliyeva (with Professor Jeremy Levesley)
Links to the R=T Framework
K. M. Nabiul Alam
2.8. Large-group teaching: Problematics, pedagogics
and partnerships
Preeti Vivek Mishra (with Professor James Davenport)
Links to the R=T Framework
Harry Begg
2.9. Engaging students in research with ‘real-world’ outputs:
Making an impact outside of the lecture theatre
Dallas Roulston (with Professor Rachel McCrindle)
Links to the R=T Framework
Joe Thorogood
2.10. Connecting graduates with the real world: Transferring
research-based skills to the workplace
Jawiria Naseem (with Professor Lora Fleming)
Links to the R=T Framework
Danny Garside
2.11. Can research-based education be a tool to help students
prepare for the world of work?
Joseph Telfer (with Professor Martin Oliver)
Links to the R=T Framework
Tobias Buschel
Section 3 Research-Based Education Through Student–Staff
Partnership in Action
Section Introduction
3.0.
R=T in action: Making connections to support transitions
and develop identities
Alex Standen and Mina Sotiriou
3.1. Why We Post – a team approach to research dissemination
Daniel Miller, Elisabetta Costa, Laura Haapio-Kirk, Nell Haynes,
Tom McDonald, Razvan Nicolescu, Jolynna Sinanan, Juliano
Spyer, Shriram Venkatraman and Xinyuan Wang
3.2. Challenges of interdisciplinary courses containing researchbased
learning components
Carl Gombrich, Virginia Alonso Navarro, Isabelle Blackmore,
Jacopo Blumberg, Emily Cox, Graham Hodges-Smikle, Jiaqi Lin
and Charles Orr
3.3. Learning about what research is and how researchers do
it: Supporting the pursuit of and transition to postgraduate
studies
Cosette Crisan and Eirini Geraniou, Adam Townsend,
Sebastian Seriani and Pedro I. O. Filho
3.4. Final-year projects as a vehicle for delivering research-based
education
Ljiljana Marjanovic-Halburd and Yekatherina Bobrova
3.5. Digital tools for bridging the knowledge gap to university
mathematics
Eirini Geraniou, Manolis Mavrikis and Maria Margeti
3.6. Examining linguistic diversity as a resource for higher
education in the anglophone world
Siân Preece, Arnaldo Griffin, Yu Hao and Gozzal Utemuratova
3.7. Phys FilmMakers: Connecting Physics students and
researchers through the production of YouTube videos
Laura K. McKemmish, Rebecca L. Coates, Frazina S. Botelho,
Alvina Kuhai, Katherine V. C. Marshall and Laurence Z. J. Turlej
3.8. Meet the researcher: The use of interviews to connect firstyear
undergraduate students to research staff at UCL
Julie Evans, Alex Standen, Alastair McClelland and
Siir Saydam
Epilogue
Inspiring Change: Advancing student–staff partnership
and research-based education together
Vincent C. H. Tong, Lauren Clark, Alex Standen
and Mina Sotiriou"
1
Shaping higher education pedagogy with students
in a consortium setting
Vincent C. H. Tong
Section 1 The Context
Section Introduction
1.0. Student–staff partnerships: Setting the contexts for shaping
higher education with students
Alex Standen
1.1. Connecting learning, teaching and research through
student–staff partnerships: Toward universities as
egalitarian learning communities
Kelly E. Matthews, Alison Cook-Sather and Mick Healey
1.2. The relationship between research-based education
and student–staff partnerships
Jenny Marie
1.3. Where teaching meets research: Engaging postgraduate
teaching assistants with research-based education
Alex Standen
1.4. Investigating student perceptions of student–staff
partnership
Mina Sotiriou
1.5. Connecting students with staff research activities
and real-world outputs
Ran Sing Saw
1.6. Transcending disciplinary boundaries in student
research activities
Neema Kotonya
1.7. Connecting students with the workplace
Masuma Pervin Mishu
1.8. Involving tutors, demonstrators and teaching assistants
more actively in large-group teaching
Mariya Badeva
1.9. Peer-assisted learning and assessment design
Tika Malla
Section 2 Connecting Research and Teaching Through
Learning
Section Introduction
2.0. Research-based education: Engaging staff and students
in praxis
Lauren Clark
2.1. The unifying role of learning across higher education
Ahmet Alptekin Topcu (with Professor Peter Abrahams)
Links to the R=T Framework
Charlotte Collins
2.2. Learning through mistakes: An important part of the
learning and research process
Sabrina Jean Peters (with Professor Elizabeth Shephard)
Links to the R=T Framework
Francesca Peruzzo
2.3. Research = Teaching = Dialogue?: Dialogue as a model for
research-based learning at university
Ellen Pilsworth (with Professor Robert Eaglestone)
Links to the R=T Framework
Tejas Joshi
2.4. Interdisciplinary research-based teaching:
Advocacy for a change in the higher education
paradigm
Agathe Ribéreau-Gayon (with Professor David d’Avray)
Links to the R=T Framework
James Claxton
2.5. Institutes for all: Learning from the Institute
of Making
Frances Brill (with Professor Mark Miodownik)
Links to the R=T Framework
Lauren Clark
2.6. Creating space for active learning: (Opportunities
from) using technology in research-based
education
Eirini Gallou (with Professor Peter Abrahams)
Links to the R=T Framework
Christine Plastow
2.7. Learning-oriented assessment
Sayara Saliyeva (with Professor Jeremy Levesley)
Links to the R=T Framework
K. M. Nabiul Alam
2.8. Large-group teaching: Problematics, pedagogics
and partnerships
Preeti Vivek Mishra (with Professor James Davenport)
Links to the R=T Framework
Harry Begg
2.9. Engaging students in research with ‘real-world’ outputs:
Making an impact outside of the lecture theatre
Dallas Roulston (with Professor Rachel McCrindle)
Links to the R=T Framework
Joe Thorogood
2.10. Connecting graduates with the real world: Transferring
research-based skills to the workplace
Jawiria Naseem (with Professor Lora Fleming)
Links to the R=T Framework
Danny Garside
2.11. Can research-based education be a tool to help students
prepare for the world of work?
Joseph Telfer (with Professor Martin Oliver)
Links to the R=T Framework
Tobias Buschel
Section 3 Research-Based Education Through Student–Staff
Partnership in Action
Section Introduction
3.0.
R=T in action: Making connections to support transitions
and develop identities
Alex Standen and Mina Sotiriou
3.1. Why We Post – a team approach to research dissemination
Daniel Miller, Elisabetta Costa, Laura Haapio-Kirk, Nell Haynes,
Tom McDonald, Razvan Nicolescu, Jolynna Sinanan, Juliano
Spyer, Shriram Venkatraman and Xinyuan Wang
3.2. Challenges of interdisciplinary courses containing researchbased
learning components
Carl Gombrich, Virginia Alonso Navarro, Isabelle Blackmore,
Jacopo Blumberg, Emily Cox, Graham Hodges-Smikle, Jiaqi Lin
and Charles Orr
3.3. Learning about what research is and how researchers do
it: Supporting the pursuit of and transition to postgraduate
studies
Cosette Crisan and Eirini Geraniou, Adam Townsend,
Sebastian Seriani and Pedro I. O. Filho
3.4. Final-year projects as a vehicle for delivering research-based
education
Ljiljana Marjanovic-Halburd and Yekatherina Bobrova
3.5. Digital tools for bridging the knowledge gap to university
mathematics
Eirini Geraniou, Manolis Mavrikis and Maria Margeti
3.6. Examining linguistic diversity as a resource for higher
education in the anglophone world
Siân Preece, Arnaldo Griffin, Yu Hao and Gozzal Utemuratova
3.7. Phys FilmMakers: Connecting Physics students and
researchers through the production of YouTube videos
Laura K. McKemmish, Rebecca L. Coates, Frazina S. Botelho,
Alvina Kuhai, Katherine V. C. Marshall and Laurence Z. J. Turlej
3.8. Meet the researcher: The use of interviews to connect firstyear
undergraduate students to research staff at UCL
Julie Evans, Alex Standen, Alastair McClelland and
Siir Saydam
Epilogue
Inspiring Change: Advancing student–staff partnership
and research-based education together
Vincent C. H. Tong, Lauren Clark, Alex Standen
and Mina Sotiriou"