Keynote: Integrating research and teaching: Education for an unknown future

Speaker: Professor Angela Brew What kind of future are we preparing our students for? To increase engagement of students in research and inquiry is to work towards a higher education where future professionals, industrialists, politicians and academics go beyond learning disembodied knowledge at university and are prepared to cope with the ambiguous and uncertain demands of … Continue reading Keynote: Integrating research and teaching: Education for an unknown future

2018 Conference Poster Presentations

The 2018 Conference will include a number of posters to view, as follows (links to abstracts): Evidence-based strategies for effective student learning A new online module to develop the digital literacy skills of student Lessons from the past?: A critical reflection on research informed teaching and learning in business and management schools using historical sources … Continue reading 2018 Conference Poster Presentations

2018 Conference Lightning Talks

The 2018 Conference will include a series of lightning talks, as follows (links to abstract): Effective Rediscovery - A Challenge for Module Tutors Research-led production of a new green chemistry children’s book resource with students as partners Multimodal Learning for Digital Literacy Improving Engagement and Learning in Practical Classes – Transforming Demonstrators to Enable Students … Continue reading 2018 Conference Lightning Talks

Playful Interactions: Reflections on research-led teaching in emerging design fields

Debbie Maxwell, Department of Theatre, Film and Television, University of York Abstract Whilst research-led teaching is often touted as a desirable approach for higher education, implementing it can be challenging. This paper will present reflections and lessons learned from teaching a final year undergraduate module in a new sub-discipline of design, broadly termed Critical Design. … Continue reading Playful Interactions: Reflections on research-led teaching in emerging design fields

Using a research technique of participant-produced drawing for engaging students in teaching and learning

Sudthasiri Siriviriyakul (YLTA), The York Management School, University of York Abstract This paper examines how the research technique of participant-produced drawing (Kearney and Hyle, 2004) can be implemented in the classroom context. In the participant-produced drawing, participants are asked to draw freely regarding particular topic or question and then discuss their images afterwards with the … Continue reading Using a research technique of participant-produced drawing for engaging students in teaching and learning

How can we use games and play to encourage students to become active participants in creative learning?

Pen Holland, Katie Smith, Department of Biology, University of York Abstract The great debate about learning styles rumbles on, but the most important thing in developing life-long learners is not how they learn, but that they learn because they want to. From early babyhood to adulthood, people engage in learning through games and play. Small … Continue reading How can we use games and play to encourage students to become active participants in creative learning?

Student Research Internships as a Mechanism for Research-led Teaching

Jonathan Hook, Department of Theatre, Film and Television; Glenn Hurst, Department of Chemistry; Andrew Ferguson, Careers and Placements (Student and Academic Services), University of York Abstract Each summer many students complete a research internship at the University. These typically involve working with staff to complete short, focused projects in their research areas. With the introduction … Continue reading Student Research Internships as a Mechanism for Research-led Teaching

Integrating Successful Student Owned Learning with a Research Intensive University

Samantha Pugh, Department of Physics and Astronomy, University of Leeds Abstract There is currently much dialogue within higher education regarding the role that learners can have in enhancing their own learning experience and the opportunities that universities should provide to enable them to do so. There is increasing recognition of the importance of the ‘student … Continue reading Integrating Successful Student Owned Learning with a Research Intensive University

Led-research: using PBL+ and enquiry-based learning to develop student analysis, research, and application skills

Scott Slorach, The York Law School, University of York Abstract The workshop will share design ideas, subsequent experiences and feedback from a new module focused on developing student analysis, research and application skills, fundamental to success in future careers. The module design combines contextual advanced problem-based learning ("PBL+") and enquiry-based learning skills. Students apply PBL+ … Continue reading Led-research: using PBL+ and enquiry-based learning to develop student analysis, research, and application skills

Collaborative engagement for MSc research projects

Fiona Sweeney, Jane Clarbour, Department of Psychology, University of York Abstract The student research project for applied Masters students is often the means to the end goal of the write up of the dissertation, with potential for dissemination of the research findings at conference or potential publication. This discussion paper seeks to demonstrate how the … Continue reading Collaborative engagement for MSc research projects