Teaching and Learning in Higher Education

Perspectives from UCL

Paperback / softback, 266 pages, 234 mm x 156 mm
31 May 2018

Price: £24.99

‘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.

  • Jason P. Davies

    Jason P. Davies is a Senior Teaching Fellow in the UCL Arena Centre for Research-based Education.

  • Norbert Pachler

    Norbert Pachler is a Professor of Teaching and Learning and Pro-Director: Teaching, Quality and Learning Innovation at the UCL Institute of Education.

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.

‘This volume sets out the thinking and the principles informing this university-wide initiative and offers case studies across the disciplines. The central message is surely twofold: both that university education can offer a liberating experience and that, with an energetically-pursued whole-institutional project, universities can liberate their learning and teaching practices still further. This is an exemplary text of its kind, offering much to dwell on to all interested in advancing university education.’

Ronald Barnett, Emeritus Professor of Higher Education, University College London Institute of Education

‘The Connected Curriculum initiative at UCL has rightly attracted attention for its innovative approach to a researched-informed undergraduate education. This new collection enlarges on the theory and practice of the Connected Curriculum and provides the sector with examples of the highest-quality pedagogical endeavours.’

Professor Jacqueline Labbe, Pro Vice-Chancellor (Academic), De Montfort University

‘As OfS and UKRI take separate paths, this is an especially appropriate moment to encapsulate the synergy between education and research. As we are required to demonstrate value for money for student fees, it is vital that we can articulate the benefits to be gained from learning in a research-rich environment. This volume is, therefore, both timely and welcome in bringing to a wider audience the context for and explanation of UCL’s Connected Curriculum and, vitally, in Part Two a series of invaluable case studies of the theory in practice. This will prove to be an invaluable resource for research-intensive higher education.’

Timothy A. Quine, Professor of Earth Surface Science, Deputy Vice-Chancellor (Education) University of Exeter

‘For some years now, UCL has been leading the way in rethinking teaching and learning in higher education, drawing upon the university’s formidable research base in technology-enhanced learning, assessment for learning, improving learner outcomes, research-led teaching and much more. Sector-leading initiatives, such as the Connected Curriculum project, have taken this expertise into the heart of UCL’s teaching delivery. This collection of essays is an admirable testament to the university’s ambition to foster innovative, evidence-based and thoughtful approaches to teaching and learning. There is much to learn from here.’

Professor Karen O’Brien, Head of the Humanities Division, University of Oxford