Developing theDeveloping Higher Education Curriculum A complementary volume to Dilly Fung’s A Connected Curriculum for Higher Education (2017), this book explores ‘research-based education’ as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution’s creative approach to research-based education – UCL’s Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study – and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a range of national settings. The 15 chapters are provided by a diverse range of authors who all explore research-based education in their own way. Some chapters are firmly based in a subject-discipline – including art history, biochemistry, education, engineering, fashion and design, healthcare, and veterinary sciences – and some reach across geopolitical regions, such as Australia, Canada, China, England, Scotland and South Africa. The final chapter offers 12 short vignettes of practice to highlight how engaging students with research and enquiry can enrich their learning experiences, preparing them not only for more advanced academic learning, but also for professional roles in complex, rapidly changing social contexts. Brent Carnell is Senior Teaching Fellow at both the Arena Centre for Research-based Education and the Bartlett School of Architecture, UCL. He has published widely, Brent Carnell and Dilly Fung Edited by including in Journal of Learning Spaces, Assessment & Evaluation in Higher Education, Gender, Place and Culture, and Gender and Sexuality at Home (Bloomsbury 2017). Developing the Dilly Fung is Professor of Higher Education Development and Academic Director of the Arena Centre for Research-based Education at UCL. Drawing on her long Higher Education Curriculum career as an educator in both further and higher education, she leads a team that focuses on advancing research-based education at UCL and beyond. Research-based Education in Practice Edited by Brent Carnell and Dilly Fung Cover design: www.ironicitalics.com Free open access versions available from www.ucl.ac.uk/ucl-press £35.00 Developing the Higher Education Curriculum Developing the Higher Education Curriculum Research- based Education in Practice Edited by Brent Carnell and Dilly Fung First published in 2017 by UCL Press University College London Gower Street London WC1E 6BT Available to download free: www.ucl.ac.uk/ ucl- press Text © Contributors, 2017 Images © Contributors and copyright holders named in captions, 2017 The authors have asserted their rights under the Copyright, Designs and Patents Act 1988 to be identified as the authors of this work. A CIP catalogue record for this book is available from The British Library. This book is published under a Creative Commons 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the work; to adapt the work and to make commercial use of the work providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work). Attribution should include the following information: Carnell B. & Fung D. 2017. Developing the Higher Education Curriculum. London: UCL Press. DOI: https:// doi.org/ 10.14324/ 111.9781787350878 Further details about CC BY licenses are available at http:// creativecommons.org/ licenses/ ISBN: 978– 1– 78735– 089– 2 (Hbk.) ISBN: 978– 1– 78735– 088– 5 (Pbk.) ISBN: 978– 1– 78735– 087– 8 (PDF) ISBN: 978– 1– 78735– 090– 8 (epub) ISBN: 978– 1– 78735– 091– 5 (mobi) ISBN: 978– 1– 78735– 092– 2 (html) DOI: https:// doi.org/ 10.14324/ 111.9781787350878 Contents List of figures viii List of tables x List of contributors xi Editors’ introduction: Developing the higher education curriculum: Research-based education in practice Brent Carnell and Dilly Fung 1 1. Cultivating student expectations of a research- informed curriculum: Developing and promoting pedagogic resonance in the undergraduate student learning pathway 14 Corony Edwards and Mike McLinden, with Sarah Cooper, Helen Hewertson, Emma Kelly, David Sands and Alison Stokes 2. Development of a connected curriculum in biochemistry at a large, research- intensive university in Canada 31 Rachel E. Milner 3. Inspiring learning through research and enquiry: The Summer Undergraduate Research Fellowship (SURF) at Xi’an Jiaotong- Liverpool University (XJTLU) 46 James Wilson, Yao Wu, Jianmei Xie, Dawn Johnson and Henk Huijser 4. The materials of life: Making meaning through object- based learning in twenty- first century higher education 60 Thomas Kador, Helen Chatterjee and Leonie Hannan 5. Foundation skills for veterinary medical research 75 Sharon Boyd, Andrew Gardiner, Claire Phillips, Jessie Paterson, Carolyn Morton, Fiona J. L. Brown and Iain J. Robbé 6. Connecting the curriculum with the iGEM student research competition 89 Darren N. Nesbeth v 7. Curating connections in the art history curriculum 106 Nicholas Grindle and Ben Thomas 8. Developing online resources to support student research theses and dissertations: Evidence from the EdD at the UCL Institute of Education 118 Denise Hawkes 9. Connected disciplinary responses to the call to decolonise curricula in South African higher education 131 Lynn Quinn and Jo- Anne Vorster 10. Connecting research and teaching through curricular and pedagogic design: From theory to practice 145 Elizabeth Cleaver and Derek Wills, with Sinead Gormally, David Grey, Colin Johnson and Julie Rippingale 11. Connecting research, enquiry and communities in the creative curriculum 160 Alison James 12. Interprofessional education development at Leeds: Making connections between different healthcare students, staff, universities, and clinical settings 173 Shelley Fielden and Alison Ledger 13. Digital education and the Connected Curriculum: Towards a connected learning environment 188 Eileen Kennedy, Tim Neumann, Steve Rowett and Fiona Strawbridge 14. Connecting students and staff for teaching and learning enquiry: The McMaster Student Partners Programme 203 Elizabeth Marquis, Zeeshan Haqqee, Sabrina Kirby, Alexandra Liu, Varun Puri, Robert Cockcroft, Lori Goff and Kris Knorr 15. A jigsaw model for student partnership through research and teaching in small- group engineering classes 217 Chris Browne 16. Vignettes of current practice 233 A. Learning through research and enquiry: A graduate certificate for working professionals – a research- based education, with flexibility and online learning 233 Gwyneth Hughes vi CONTENTS B. Using social media to equip students with research skills to improve stakeholder engagement in the energy and resources sector 235 Craig Styan C. Developing students’ understanding of historical practice through connections with the university’s research 236 Edward Coleman D. Speech and Language Therapy students learn through scaffolded research development and turn their final dissertations into a journal article 237 Rachael- Anne Knight E. Designing a throughline and a research- culture in Biochemistry 238 Andrea Townsend- Nicholson F. A throughline of research in a music programme 240 Louise Jackson G. History students researching their university and engaging an audience 241 Charlotte Behr H. E- portfolio assessments: Creating connections 242 Panos Vlachopoulos I. Using graduate attributes to link academic learning with the world of work 243 Susan Smith J. An Alumni Mentoring Network enabling student connections with alumni and career mentoring 244 Mark De Freitas K. Student–staff partnerships: Students partnering with staff to improve education 245 Jenny Marie L. Establishing an individual and peer coaching support network for an MSc dissertation in Voluntary Sector Policy and Management in UCL’s School of Public Policy 247 Sarabajaya Kumar Afterword 249 Brent Carnell and Dilly Fung Notes 252 References 254 Index 273 CONTENTS vii List of figures Fig. 0.1 The Connected Curriculum framework 2 Fig. 1.1 Types of research- informed teaching approaches 16 Fig. 1.2 Approaches to research- informed learning described from a student perspective 20 Fig. 1.3 The components of ‘pedagogic resonance’ in the ‘Connected Curriculum’ 22 Fig. 2.1 The Biochemistry Programme in 2000– 2001 and 2015– 2016 36 Fig. 4.1 Students on the UCL Bachelor of Arts and Sciences module ‘Object Lessons’ working with objects and specimens from UCL Museums and Collections. Photograph: Mike Osaer 65 Fig. 4.2 Charles Bell (c1830). Nervous system of the head and trunk. Watercolour, graphite and iron gall ink on paper. 1000 x 500mm. © UCL Art Museum, University College London 69 Fig. 4.3a and 4.3b Example of a student’s work with the UCL Galton Collection from the University of Creative Arts BA Illustration module, ‘Responding to External Briefs’. This example presents the ‘young Galton’s expedition to West Africa and the inspiring events that happened whilst he was there’. © 2017 Catherine Paiano 72 Fig. 6.1 UCL iGEM activities, schedule and participants. A) Major types of student activity required by iGEM. B) Faculties from which UCL iGEM students have been drawn, plus student participants from Central Saint Martin’s College (CSM), King’s College London viii (KCL) and the University of Westminster (West.). C) Typical annual schedule of UCL iGEM organisation and activities 93 Fig. 10.1 Connecting research and