Teaching and Learning in Higher Education: Perspectives from UCL

Sonst. Personen	Davies, Jason P. (Hrsg.); Pachler, Norbert (Hrsg.)
Titel	Teaching and Learning in Higher Education: Perspectives from UCL
Quelle	(2018), (266 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-7827-7255-2
Schlagwörter	Foreign Countries; Higher Education; Research Universities; Case Studies; Reputation; Discovery Learning; College Curriculum; Integrated Curriculum; Student Participation; Faculty Development; Student Evaluation; Feedback (Response); International Education; Curriculum Development; Interdisciplinary Approach; Vignettes; Evidence Based Practice; Student Research; STEM Education; Chemistry; Science Laboratories; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungseinrichtung; Case study; Fallstudie; Case Study; Entdeckendes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulnote; Studentische Bewertung; Internationale Erziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studentenforschung; STEM; Chemie
Abstract	'Research and teaching' is a typical response to the question, 'What are universities for?' For most people, one comes to mind more quickly than the other. Most undergraduate students will think of teaching, while PhD students will think of research. University staff will have similarly varied reactions depending on their roles. Emphasis on one or the other has also changed over time according to governmental incentives and pressure. For some decades, higher education has been bringing the two closer together, to the point of them overlapping, by treating students as partners and finding ways of having them learn through undertaking research. Drawing on a range of examples from across the disciplines, this collection demonstrates how one research-rich university, UCL (University College London), has set up initiatives to raise the profile of teaching and give it parity of esteem with research. It explains what staff and students have done to create an environment in which students can learn by discovery, through research-based education. Following an Introduction by Jason P. Davies and Norbert Pachler, contents include: Part One: Position Papers: (1) The Context of the Connected Curriculum (Jason P. Davies and Dilly Fung); (2) The Research--Teaching Nexus Revisited (Martin Oliver and Lesley Gourlay); (3) Students as Partners (Jenny Marie); (4) UCL Arena and Staff Development (Rosalind Duhs); (5) Beyond Winners and Losers in Assessment and Feedback (Tansy Jessop and Gwyneth Hughes); (6) From Internationalization to Global Citizenship: Dialogues in International Higher Education (Monika Kraska, Douglas Bourn and Nicole Blum); (7) Liberating the Curriculum at UCL (Teresa McConlogue); (8) Setting the Interdisciplinary Scene (Jason P. Davies); Part Two: Case Studies: (9) Contextualizing and Connecting Learning (Kerstin Sailer and Jonathan Kendall); (10) Scenario-Based Learning (Matthew Seren Smith, Sarah Warnes and Anne Vanhoestenberghe); (11) Object-Based Learning and Research-Based Education: Case Studies from the UCL Curricula (Thomas Kador, Leonie Hannan, Julianne Nyhan, Melissa Terras, Helen J. Chatterjee and Mark Carnall); (12) Learning through Research: A Case Study of STEM Research-Based Work Placements for Post-16 Education (Emma Newall and Bahijja Tolulope Raimi-Abraham); (13) Learning from 'Front-Line' Research and Research-Based Learning (Amanda Cain, Paul Bartlett and Andrew Wills; (14) Teaching Chemistry in a Virtual Laboratory (Chris Blackman, Caroline Pelletier and Keith Turner); (15) Teaching Interdisciplinarity (Carl Gombrich); and (16) Forensic Science: Interdisciplinary, Emerging, Contested (Ruth Morgan). (As Provided).
Anmerkungen	UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.cul.ioe.press.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01