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

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

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

Jonathan Fanning, York Management School, University of York Abstract The public image of a no-nothing consultant who enters companies and offers very little useful help has a basis in reality. Many consultants and strategy educators do not have a firm grasp of the realities of “doing strategy” nor an understanding that the problems with strategy … Continue reading Learning Through Crying: Overcoming the Reality Gap in Management Strategy Education through Active Learning via a Complex Geo-Political Simulation

Matthew Ingram, Office of Philanthropic Partnerships and Alumni, University of York Abstract Research-led teaching and learning clearly has the potential to offer students the chance to achieve incredible things as part of their studies – it might enable students to place themselves at the forefront of research discourses, to develop as independent and entrepreneurial thinkers, … Continue reading Enabling Equal Access to Opportunity in a Research-led Teaching and Learning Environment

Martin Veysey, Hull York Medical School, University of York Abstract Background Since inception, Hull York Medical School has used problem-based learning as the key modality for teaching first and second year undergraduate medical students. This analytical approach lends itself to enquiry and research, but the opportunity to embed research-led teaching within PBL has been variably … Continue reading Embedding research in problem-based learning: opportunities and challenges

Caitlin Kitchener, Department of Archaeology, University of York Abstract Autoethnography is an exciting methodology that seeks to reconcile the tension between the researcher and researched by recognising how the self can be an important and valid site of study. Through being a highly reflexive and personal method, it can translate to the self analysis of … Continue reading Turn to the self: How autoethnography could help teaching practice and student participation

Richard Walker and Wayne Britcliffe, E-Learning Development Team, Academic Support Office Abstract User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning (Bruns, 2006). Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge … Continue reading Enabling active learning through technology: Using cases, instructional design and delivery responsibilities

Rosie Smith, Clare Jackson and Daryl Martin, Sociology; and Lucy Hodgetts, Learning Enhancement Team, Academic Support Office Abstract This workshop is delivered in two parts: Part A: TESTA and the York Pedagogy TESTA (Transforming the Experience of Students through Assessment) has become an increasingly popular tool for departments wishing to investigate the nature of assessment … Continue reading Freedom to learn – Assessment and the student experience

 Jill Webb and Caroline Chaffer, The York Management School Abstract The workshop provides an opportunity for participants to consider the ways in which they might work with students as partners in curriculum design and to share experiences of working collaboratively with students in this way. A case study from the Management School will be used … Continue reading Students as Partners in Curriculum Design