Grant Bage and I are just launching a pilot project at the University of Hertfordshire called ‘Images of Inquiry’ that seeks to something similar.
We’ll keep you posted how we get on!
Karen
Dr Karen Smith PFHEA | Principal Lecturer in Collaborative Research and Development | School of Education (R240), De Havilland Campus, University of Hertfordshire, Hatfield, AL10 9AB
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Higher Education Research & Development
Using multidimensional methods to understand the development, interpretation and enactment of quality assurance policy within the educational development community
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HEA
Transnational Education Toolkit published
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From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]]
On Behalf Of HEALEY, Mick (Prof)
Sent: 08 September 2017 18:46
To: [log in to unmask]
Subject: Re: students taking pictures of what research looks like
Hi Gwen
Yes, indeed it was UEA. Barbara Zamorski had the idea in 1999-2000 and wrote at least a couple of publications:
Zamorski, B (2000) Research-led teaching and learning in higher education. Norwich: Centre for Applied Research in Education, University of East Anglia
Zamorski, B (2002) Research-led teaching and learning in higher education: a case,
Teaching in Higher Education 7 (4), 411-427
I still use three of the pictures her students took in workshops on the TRNexus.
As Dilly said UCL have developed the idea of Meet the researcher in several departments. The idea originated in Geography at UCL and previously at Oxford Brookes in Geography. Here is mini case study in the collection
on my website under resources that Alan Jenkins and I compiled.
Geography students at University College London, UK, and at Oxford Brookes, UK interview staff about their research and views on contemporary geography
All year one students do an assignment in term one, in which students interview a member of staff about their research.
·
Each first year tutorial group is allocated a member of staff who is not their tutor.
·
Tutorial groups are given three representative pieces of writing by the member of staff along with a copy of their CV and arrange a date for the interview.
·
Before the interview students read these materials and develop an interview schedule.
·
On the basis of their reading and the interview, each student individually writes a 1,500 word report on a) the objectives of the interviewee's research;
b) how that research relates to their earlier studies c) how the interviewee's research relates to his or her teaching, other interests and geography as a whole (emphasis added).
This curriculum was adapted from one developed for a third-year synoptic course on the philosophy of geography at the then Oxford Polytechnic (now Oxford Brookes),
which at the time received little funding for research:
·
Students were divided into groups and each group was allocated a member of staff, who gave them a copy of their CV.
·
A student group then interviewed that member of staff (with the rest of the students attending), about their academic history and views on the nature of
contemporary geography.
·
The student group then wrote up the interview and set that person’s view of the discipline in the wider context of the contemporary discipline.
The aim in this teaching-focused department was to develop students’ understanding of recent research developments in the discipline.
‘Meet my professor’ in the Faculty of Brain Sciences at UCL has several
similarities to this initiative and includes students looking at short video clips about academics’ research interests.
Further information
Dwyer (2001); Accounts of two interviews:
http://gees.pbworks.com/w/page/10115571/UCL%20students%20interview%20their%20lecturers
Best wishes
Mick
Professor Mick Healey BA PhD NTF PFHEA
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For details on the annual International Summer Institute on ‘Students as Partners in Learning and Teaching in Higher Education’ see:
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For four free publications each 20-40,000 words see:
(2013) Developing and enhancing undergraduate final-year projects and dissertations
https://www.heacademy.ac.uk/node/8079
(2014)
Developing research-based curricula in college-based higher education
https://www.heacademy.ac.uk/resources/detail/heinfe/Developing_research-based_curricula_in_CBHE
(2014) Engagement through partnership: Students as partners in learning and teaching in higher education
(2015)
Defining and supporting the scholarship of teaching and learning (SoTL): A sector-wide study. Literature review. York: Higher Education Academy (Fanghanel, J., et al.)
https://www.academia.edu/19942913/Defining_and_Supporting_the_Scholarship_of_Teaching_and_Learning_A_literature_review
For a series of international articles on undergraduate research see:
http://www.cur.org/resources/institutions/international_perspectives/
There have been over 65,000 downloads of bibliographies and case studies from my website in the last five years
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From: Online forum for SEDA, the Staff & Educational Development Association
[mailto:[log in to unmask]] On Behalf Of
LAND, RAY L.R.
Sent: 08 September 2017 17:44
To: [log in to unmask]
Subject: Re: students taking pictures of what research looks like
From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Van der Velden, Gwen
<[log in to unmask]>
Sent: Friday, September 8, 2017 4:33:04 PM
To: [log in to unmask]
Subject: students taking pictures of what research looks like
Colleagues,
I wonder if the collective SEDA brain can help me out, please. I know that a few years ago someone ran a marvellous project in a research intensive university, having asked students to take pictures around university, to show what in their
minds ‘research looked like’. It resulted in a fantastic set of pictures that taught the institution a lot about student perceptions.
There was a related project whereby students were invited to interview their academic staff about their research and video them during the interview. The videos were then used to introduce students more widely to staff research and to introduce
prospective students to the department they (might) be joining.
Can anyone remind me where these projects took place? I just cannot seem to find them!
Thanks so much…
Gwen van der Velden
Prof Gwen van der Velden BA(Hons) MA DBA PFHEA
Academic Director and Fellow of the Warwick International Higher Education Academy | WIHEA | University of Warwick | Senate House | Coventry | CV4 7AL
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