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Research Teaching Linkages
This presentation will discuss one example of an honours course where the content of the course remained the same but the process of how the students were asked to engage with the material was redesigned to mimic more explicitly how a researcher in the discipline would function. This included three key elements -- explicit articulation of how the assessment processes aligned with disciplinary needs; identification of one potential subject area for exploration in which the collaborative process between tutor and student was the focus for generating 'new' knowledge in an area of the discipline; explicit formative and summative assessment design which reinforced the idea that the students could 'develop' and improve their initial ideas over a two-semester period.
The aims of these pedagogic changes were to encourage fuller engagement with different ways of 'reading' historical and contemporary topics; to enable students to recognize that they were co-collaborators in the generation of knowledge; to encourage students to see themselves as being part of a discipline that has, if not an explicit professional code of conduct, professional ethics and customs; to assist the academic in her own process of developing innovative understandings about an area of her research.
Although the approach to learning and teaching taken in this course seems most relevant to Honours students, this presentation will suggest that some aspects of the redesign could be transferred into earlier undergraduate levels.
For more information, booking, etc. please visit http://www.gla.ac.uk/services/learningteaching/seminarsworkshopsandsymposia/annualuniversityofglasgowlearningteachingconference/.
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