Universities have long been regarded as institutions dedicated to both research and teaching. However, perceptions of their primary purpose vary widely among different stakeholders. While undergraduate students often associate universities with teaching, PhD students typically prioritize research. Over time, governmental influences have shaped the emphasis placed on each aspect, leading to evolving dynamics within higher education.
In recent years, there has been a concerted effort to bridge the gap between research and teaching, with universities increasingly integrating the two realms. This fusion has been facilitated by initiatives aimed at engaging students as partners in the learning process and promoting research-based education.
This collection offers a glimpse into how UCL (University College London), a renowned research institution, has spearheaded initiatives to elevate the status of teaching alongside research. Through diverse examples spanning various disciplines, it showcases the university’s commitment to fostering an environment where students can actively engage in discovery-based learning.
Contributor Credits and Author Backgrounds
Jason P. Davies is a Senior Teaching Fellow at the UCL Arena Centre for Research-based Education.
Norbert Pachler is a Professor of Teaching and Learning and Pro-Director of teaching, Quality and Learning Innovation at the UCL Institute of Education.
Exploring Themes and Literary Merit
“This comprehensive volume delves into the foundational principles driving a transformative initiative across the University College London campus. With illuminating case studies spanning various disciplines, it underscores the transformative potential of higher education and the pivotal role universities play in advancing teaching and learning practices. As the landscape of higher education evolves, this text serves as a beacon of innovative pedagogy and scholarly inquiry.”
“The Connected Curriculum initiative at UCL has garnered well-deserved recognition for its pioneering approach to undergraduate education. This new anthology expands upon the theoretical underpinnings and practical applications of the Connected Curriculum, offering compelling examples of pedagogical excellence.”
“In an era where demonstrating value for student fees is paramount, this volume offers a timely exploration of the symbiotic relationship between education and research. By showcasing the benefits of learning in a research-rich environment through UCL’s Connected Curriculum, it provides invaluable insights for higher education stakeholders.”
“UCL has long been at the forefront of reimagining teaching and learning in higher education, leveraging its research expertise to inform innovative pedagogical practices. This collection of essays exemplifies the university’s commitment to fostering evidence-based approaches that elevate the student learning experience.”
A Collection of Contents
CONTENTS: Introduction, by Jason P. Davies and Norbert Pachler; PART ONE: POSITION PAPERS: 1. The context of the Connected Curriculum, BY Jason P. Davies and Dilly Fung; 2. The research–teaching nexus revisited, by Martin Oliver and Lesley Gourlay; 3. Students as partners, by Jenny Marie; 4. UCL Arena and staff development, by Rosalind Duhs; 5. Beyond winners and losers in assessment and feedback, by Tansy Jessop and Gwyneth Hughes; 6 From internationalization to global citizenship: Dialogues in international higher education, by Monika Kraska, Douglas Bourn and Nicole Blum; 7. Liberating the Curriculum at UCL, by Teresa McConlogue; 8. Setting the interdisciplinary scene, by Jason P. Davies. PART TWO: CASE STUDIES: 9. Contextualizing and connecting learning, BY Kerstin Sailer and Jonathan Kendall; 10. Scenario-based learning, by Matthew Seren Smith, Sarah Warnes and Anne Vanhoestenberghe; 11. Object-based learning and research-based education: Case studies from the UCL curricula, by 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, by Emma Newall and Bahijja Tolulope Raimi-Abraham; 13. Learning from ‘front-line’ research and research-based learning, by Amanda Cain, Paul Bartlett and Andrew Wills; 14. Teaching chemistry in a virtual laboratory, by Chris Blackman, Caroline Pelletier and Keith Turner; 15. Teaching interdisciplinarity, by Carl Gombrich; 16. Forensic science: Interdisciplinary, emerging, contested, by Ruth Morgan; Index.
