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Vincent C. H. Tong; Alex Standen; Mina Sotiriou

Shaping Higher Education with Students

Ways to Connect Research and Teaching

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ISBN: 978-1-78735-114-1
Verlag: UCL Press
Format: E-Book Text (EPUB (mit DRM) sofort downloaden
Downloads sind nur in Österreich möglich!)
346 Seiten, 1. Auflage, 2018

Hauptbeschreibung

<p>Forging closer links between university
research and teaching has become an important way to enhance the quality of higher
education across the world. As student engagement takes centre stage in
academic life, how can academics and university leaders engage with their students
to connect research and teaching more effectively? In this highly accessible
book, the contributors show how students and academics can work in partnership
to shape research-based education.</p>
<p>Featuring student perspectives, it
offers academics and university leaders practical suggestions and inspiring ideas
on higher education pedagogy, including principles of working with students
as partners in higher education, connecting students with real-world outputs,
transcending disciplinary boundaries in student research activities, connecting
students with the workplace, and innovative assessment and teaching practices.
Written and edited in full collaboration with students and leading educator-researchers
from a wide spectrum of academic disciplines, this book poses fundamental
questions about learning and learning communities in contemporary higher
education.</p>


<br>

Kurztext / Annotation

<p>As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education.</p>

Langtext

<p>Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education.</p><p>Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education.</p>

Inhaltsverzeichnis

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

Biografische Anmerkung zu den Verfassern

<p>Vincent Tong is a Principal Teaching Fellow in the UCL Arena Centre for Research-based Education. Apart from being the strategic lead of the UCL Connected Curriculum initiative and a science educator, he is a Principal Investigator of an international research consortium in earth sciences. His research publications span a wide range of subjects, from astrophysical and earth sciences to pedagogy and research-teaching-outreach synergy.</p><p>Mina Sotiriou is a Senior Teaching Fellow in the UCL Arena Centre for Research-based Education, and her focus is on Quality Assurance. Her work is primarily on curriculum design for online courses and student learning experience. Mina has worked in a number of higher education institutes in the area of learning technology, and she has designed many online courses. Her research interest is on the impact of professional development of short courses to learnersAlex Standen is a Senior Teaching Fellow in the UCL Arena Centre for Research-based Education. Alex leads UCL Arena Two, a development pathway for probationary Lecturers and Teaching Fellows. She joined UCL in 2013 in a student support and engagement role, prior to which she taught Italian and European Studies at the Universities of Birmingham and Auckland. Alex has published on the Italian author and playwright, Dacia Maraini, and is editor of a volume of essays on social and ethical engagement in twentieth-century Italian culture. Her current research interests relate to postgraduate research student development and student-supervisor relationships.</p><p></p>