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Developing the Higher Education Curriculum

Research-Based Education in Practice

Developing the Higher Education Curriculum showcases methods for engaging students with research across disciplines. It begins with UCL’s own ap­proach to research-based education, then demonstrates how the framework can apply to various institutions. The fifteen chapters, by a diverse group of scholars, sometimes take a specific subject focus, while others examine tactics from international perspectives, but ultimately draw the conclusion that such curricula not only prepare students for advanced learning, but also for professional roles in complex environments.

284 pages | 11 illustrations | 6 x 9 1/4 | © 2017

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Table of Contents

"Editors’ introduction: Developing the higher education curriculum:
Research-based education in practice

Brent Carnell and Dilly Fung

1. Cultivating student expectations of a research-informed
curriculum: Developing and promoting pedagogic resonance
in the undergraduate student learning pathway
Corony Edwards and Mike McLinden, with Sarah Cooper, Helen
Hewertson, Emma Kelly, David Sands and Alison Stokes


2. Development of a connected curriculum in biochemistry
at a large, research-intensive university in Canada
Rachel E. Milner


3. Inspiring learning through research and enquiry: The Summer
Undergraduate Research Fellowship (SURF) at Xi’an JiaotongLiverpool
University (XJTLU)
James Wilson, Yao Wu, Jianmei Xie, Dawn Johnson
and Henk Huijser


4. The materials of life: Making meaning through object-based
learning in twenty-first century higher education
Thomas Kador, Helen Chatterjee and Leonie Hannan


5. Foundation skills for veterinary medical research
Sharon Boyd, Andrew Gardiner, Claire Phillips, Jessie
Paterson, Carolyn Morton, Fiona J. L. Brown and Iain J. Robbé


6. Connecting the curriculum with the iGEM student research
competition
Darren N. Nesbeth

7. Curating connections in the art history curriculum
Nicholas Grindle and Ben Thomas


8. Developing online resources to support student research
theses and dissertations: Evidence from the EdD at the UCL
Institute of Education
Denise Hawkes

9. Connected disciplinary responses to the call to decolonise
curricula in South African higher education
Lynn Quinn and Jo-Anne Vorster


10. Connecting research and teaching through curricular
and pedagogic design: From theory to practice
Elizabeth Cleaver and Derek Wills, with Sinead Gormally,
David Grey, Colin Johnson and Julie Rippingale


11. Connecting research, enquiry and communities in
the creative curriculum
Alison James


12. Interprofessional education development at Leeds: Making
connections between different healthcare students, staff,
universities, and clinical settings
Shelley Fielden and Alison Ledger


13. Digital education and the Connected Curriculum: Towards
a connected learning environment
Eileen Kennedy, Tim Neumann, Steve Rowett
and Fiona Strawbridge


14. Connecting students and staff for teaching and learning
enquiry: The McMaster Student Partners Programme
Elizabeth Marquis, Zeeshan Haqqee, Sabrina Kirby,
Alexandra Liu, Varun Puri, Robert Cockcroft, Lori Goff and
Kris Knorr


15. A jigsaw model for student partnership through research
and teaching in small-group engineering classes
Chris Browne


16. Vignettes of current practice
A. Learning through research and enquiry: A graduate
certificate for working professionals – a research-based
education, with flexibility and online learning
Gwyneth Hughes
B. Using social media to equip students with research skills to
improve stakeholder engagement in the energy and resources sector
Craig Styan
C. Developing students’ understanding of historical practice
through connections with the university’s research
Edward Coleman
D. Speech and Language Therapy students learn through
scaffolded research development and turn their final dissertations into a journal article
Rachael-Anne Knight
E. Designing a throughline and a research-culture in Biochemistry
Andrea Townsend-Nicholson
F. A throughline of research in a music programme
Louise Jackson
G. History students researching their university
and engaging an audience
Charlotte Behr

H. E-portfolio assessments: Creating connections
Panos Vlachopoulos
I. Using graduate attributes to link academic learning
with the world of work
Susan Smith

J. An Alumni Mentoring Network enabling student
connections with alumni and career mentoring
Mark De Freitas
K. Student–staff partnerships: Students partnering with
staff to improve education
Jenny Marie
L. Establishing an individual and peer coaching support
network for an MSc dissertation in Voluntary Sector Policy
and Management in UCL’s School of Public Policy
Sarabajaya Kumar


Afterword
Brent Carnell and Dilly Fung"

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