Editors’ introduction
Barnett, R. (ed.) (2005). Reshaping the University: New Relationships between Research, Scholarship and Teaching. Maidenhead, UK: McGraw-Hill/Open University Press.
Blair, A. (2015). From Learning by Transmission to Learning by Doing: Engaging Students in Research-Led Teaching and Learning Practices. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/sites/default/files/alasdair_blair_-final.pdf. Accessed 23 March 2017.
Blessinger, P. and J. M. Carfora (eds) (2014). Inquiry-Based Learning for the Arts, Humanities and Social Sciences: A Conceptual and Practical Resource for Educators: 2. Innovations in Higher Education Teaching and Learning. Bingley, UK: Emerald.
Bovill, C., A. Cook-Sather and P. Felten (2011). ‘Students as co-creators of teaching approaches, course design, and curricula: Implications for academic developers.’ International Journal for Academic Development 16, no. 2: 133–45.
Brew, A. (2006). Research and Teaching: Beyond the Divide. London: Palgrave Macmillan.
Chang, H. (2005). ‘Turning an undergraduate class into a professional research community.’ Teaching in Higher Education 10, no. 3: 387–94.
Dunne, E. and R. Zandstra (2011). Students as Change Agents: New Ways of Engaging with Learning and Teaching in Higher Education. Bristol, UK: A joint publication from University of Exeter/ESCalate/ Higher Education Academy. Available online: http://escalate.ac.uk/8064. Accessed 23 March 2017.
Elken, M. and S. Wollscheid (2016). ‘The relationship between research and education: Typologies and indicators: A literature review.’ Oslo, Norway: Nordic Institute for Studies in Innovation, Research and Education (NIFU).
Fung, D. (2017). A Connected Curriculum for Higher Education. London: UCL Press.
Fung, D. and B. Carnell (2017). UCL Connected Curriculum: Enhancing Programmes of Study. Second edition. University College London.
Fung, D. and C. Gordon (2016). Rewarding Educators and Education Leaders in Research-Intensive Universities. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/sites/default/files/rewarding_educators_and_education_leaders.pdf. Accessed 20 January 2017.
Fung, D., J. Besters-Dilger and R. van der Vaart (2017). ‘Excellent education in research-rich universities.’ Position Paper. League of European Universities (LERU). Available online: http://www.leru.org/files/general/LERU%20Position%20Paper%20Excellent%20Education.pdf. Accessed 23 March 2017.
Healey, M. and A. Jenkins (2009). Developing Undergraduate Research and Inquiry. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/node/3146. Accessed 23 March 2017.
Healey, M., A. Flint and K. Harrington (2014). Engagement Through Partnership: Students as Partners in Learning and Teaching in Higher Education. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf. Accessed 23 March 2017.
Kreber, C. (ed.) (2009). The University and its Disciplines: Teaching and Learning within and beyond Disciplinary Boundaries. London: Routledge.
Levy, P. and R. Petrulis (2012). ‘How do first year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning?’ Studies in Higher Education 37, no. 1: 85–101.
Spronken-Smith, R. and R. Walker (2010). ‘Can inquiry-based learning strengthen the links between teaching and disciplinary research?’ Studies in Higher Education 35, no. 6: 723–40.
UCLa (University College London) (2017). UCL Education Strategy 2016–2021. Available online: https://www.ucl.ac.uk/teaching-learning/education-strategy. Accessed 23 March 2017.
UCLb (University College London) (2017). Liberating the Curriculum. Available online: https://www.ucl.ac.uk/teaching-learning/education-initiatives/connected-curriculum/liberating-curriculum. Accessed 23 March 2017.
UNESCO (2015). Rethinking Education: Towards a Global Common Good? Paris: United Nations Educational, Scientific and Cultural Organization.
Walkington, H. (2015). Students as Researchers: Supporting Undergraduate Research in the Disciplines in Higher Education. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/sites/default/files/resources/Students%20as%20researchers_1.pdf. Accessed 23 March 2017.
Wieman, C. and S. Gilbert (2015). ‘Taking a scientific approach to science education, part I – research and part II – changing teaching.’ Microbe 10, no. 4: 152–6 and 10, no. 5: 203–207.
Wood, J. (2010). ‘Inquiry-based learning in the arts: A meta-analytical study.’ CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences). University of Sheffield. Available online: https://www.sheffield.ac.uk/polopoly_fs/1.122794!/file/IBL_in_Arts-FINAL.pdf. Accessed 23 March 2017.
Chapter 1
Abrandt Dahlgren, M. and L. O. Dahlgren (2002). ‘Portraits of PBL: Students’ experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology.’ Instructional Science 30, no. 2: 111–27.
Biggs, J. (2003). Teaching for Quality Learning at University – What the Student Does. Buckingham, UK: SRHE/Open University.
Boyer Commission on Educating Undergraduates in the Research University (1998). Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. New York, USA: State University of New York–Stony Brook.
Brew, A. (2003). ‘Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education.’ Higher Education Research and Development 22, no. 1: 3–18.
Brew, A. (2006). Research and Teaching: Beyond the Divide. London: Palgrave Macmillan.
Brew, A. (2010). ‘Imperatives and challenges in integrating teaching and research.’ Higher Education Research & Development 29: 139–50.
Chan, E.T.Y. (2016). ‘“Being an English major, being a humanities student”: Connecting academic subject identity in literary studies to other social domains.’ Studies in Higher Education 41(9): 1656–73.
Cleaver E., M. Lintern and M. McLinden (2014). Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry. London: Sage.
Department for Business, Innovation and Skills (2016). Success as a Knowledge Economy. London, UK: Crown Copyright. Available online: www.gov.uk/government/publications. Accessed 30 December 2016.
Fung, D. (2017). A Connected Curriculum for Higher Education. London: UCL Press.
Fung, D. and B. Carnell (2017). UCL Connected Curriculum: Enhancing Programmes of Study. Second edition. London: University College London.
Griffiths, R. (2004). ‘Knowledge production and the research-teaching nexus: The case of the built environment disciplines.’ Studies in Higher Education 29, no. 6: 709–26.
Healey, M. (2005). ‘Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning.’ In Reshaping the University: New Relationships Between Research, Scholarship and Teaching, edited by R. Barnett, 67–78. Maidenhead, UK: McGraw-Hill/Open University Press.
Jenkins, A. (2004). A Guide to the Research Evidence on Teaching-Research Relations. York, UK: The Higher Education Academy. Available online: https://www.heacademy.ac.uk/system/files/id383_guide_to_research_evidence_on_teaching_research_relations.pdf. Accessed 30 December 2016.
Jenkins, A. and M. Healey (2005). Institutional Strategies for Linking Teaching and Research. York, UK: The Higher Education Academy. Available online: https://www.heacademy.ac.uk/resource/institutional-strategies-link-teaching-and-research-full-report. Accessed 30 December 2016.
Land, R. and G. Gordon (2015). Teaching Excellence Initiatives: Modalities and Operational Factors. York, UK: The Higher Education Academy. Available online: https://www.heacademy.ac.uk/system/files/resources/teaching_excellence_initiatives_report_land_gordon.pdf. Accessed 30 December 2016.
McLinden, M. and C. Edwards (2011). ‘Developing a culture of enquiry-based learning in a research-led institution: Findings from a survey of pedagogic practice.’ International Journal for Academic Development 16, no. 2: 147–62.
McLinden, M., C. Edwards, J. Garfield and S. Morón-Garcia (2015). ‘Strengthening the links between research and teaching: Cultivating student expectations of Research-informed teaching approaches.’ Education in Practice 2, no. 1: 24–9. Available online: https://intranet.birmingham.ac.uk/staff/teaching-academy/documents/public/eip-dec15/mclinden.pdf. Accessed 30 December 2016.
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Robertson, J. (2007). ‘Beyond the research-teaching nexus: Exploring the complexity of academic experience.’ Studies in Higher Education 32, no. 5: 541–56.
Spronken-Smith, R. and R. Walker (2010). ‘Can inquiry-based learning strengthen the links between teaching and disciplinary research?’ Studies in Higher Education 35, no. 6: 723–40.
Trigwell, K. and S. Shale (2004). ‘Student learning and the scholarship of university teaching.’ Studies in Higher Education 29, no. 4: 523–36.
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Chapter 2
Arthur, M. (2014). ‘From research-led to research-based teaching.’ Research Professional. Available online: www.researchresearch.com/news/article/?articleId=1343435. Accessed 20 January 2017.
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Chapter 3
Al-Atabi, M., M. M. Shamel and R. (X.Y.) Lim (2013). ‘A blueprint for research-led teaching engineering at schools: A case study for Taylor’s University.’ Journal of Engineering Science and Technology 4 (special issue): 38–45.
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Chapter 5
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Chapter 13
Bowman, N. D. and M. Akcaoglu (2014). ‘“I see smart people!”: Using Facebook to supplement cognitive and affective learning in the university mass lecture.’ Internet and Higher Education 23: 1–8.
Brown, M., J. Dehoney and N. Millichap (2015). ‘The next generation digital learning environment initiative.’ Educause. Available online: https://library.educause.edu/resources/2014/9/next-generation-digital-learning-environment-initiative. Accessed 29 December 2016.
Brown, S. (2010). ‘From VLEs to learning webs: The implications of web 2.0 for learning and teaching’. Interactive Learning Environments 18, no. 1: 1–10.
Cook, J. and N. Pachler (2012). ‘Online people tagging: Social (mobile) network(ing) services and work-based learning.’ British Journal of Educational Technology 43, no. 5: 711–25.
Donlan, L. (2012). ‘Exploring the views of students on the use of Facebook in university teaching and learning.’ Journal of Further and Higher Education 38, no. 4: 572–88.
Fung, D. (2017) A Connected Curriculum for Higher Education. London: UCL Press.
Fung, D. and C. Gordon (2016). ‘Rewarding educators and education leaders in research-intensive universities.’ York, UK: Higher Education Academy.
Kirschner, P. A. (2015). ‘Facebook as learning platform: Argumentation superhighway or dead-end street?’ Computers in Human Behavior 53: 621–25.
Laurillard, D. (2012). ‘Teaching as a design science.’ New York & Abingdon, Oxon: Routledge.
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Chapter 14
Allin, L. (2014). ‘Collaboration between staff and students in the scholarship of teaching and learning: The potential and the problems.’ Teaching & Learning Inquiry 2, no. 1: 95–102.
Colvin, J.W. and M. Ashman (2010). ‘Roles, risks, and benefits of peer mentoring relationships in higher education.’ Mentoring & Tutoring: Partnership in Learning 18, no. 2: 121–34.
Cook-Sather, A. (2014). ‘Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development.’ International Journal for Academic Development 19, no. 3: 186–98.
Cook-Sather, A., C. Bovill and P. Felten (2014). Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco: Jossey Bass.
Cortwright, R.N., H.L. Collins, D.W. Rodenbaugh and S.E. DiCarlo (2003). ‘Student retention of course content is improved by collaborative-group testing.’ Advances in Physiology Education 27, no. 3: 102–108.
Dennison, S. (2010). ‘Peer mentoring: Untapped potential.’ Journal of Nursing Education 49, no. 6: 340–42.
Felten, P. (2013). ‘Principles of good practice in SoTL.’ Teaching and Learning Inquiry 1, no. 1: 121–25.
García, J. (2015). ‘Learning from bad teachers: The neoliberal agenda for education in popular media.’ Critical Education 6, no. 13. Available online: http://ices.library.ubc.ca/index.php/criticaled/article/view/184935. Accessed 30 December 2016.
Giroux, H. (2008). ‘Hollywood film as public pedagogy: Education in the crossfire.’ Afterimage 35, no. 5: 7–13.
Healey, M., A. Flint and K. Harrington (2014). Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/engagement-through-partnership- students-partners-learning-and-teaching-higher-education. Accessed 30 December 2016.
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Leight, H., C. Saunders, R. Calkins and M. Withers (2012). ‘Collaborative testing improves performance but not content retention in a large-enrollment introductory biology class.’ CBE – Life Sciences Education 11: 392–401.
Marquis, E., V. Puri, S. Wan, A. Ahmad, L. Goff, K. Knorr, I. Vassileva and J. Woo (2016). ‘Navigating the threshold of student-staff partnerships: A case study from an Ontario teaching and learning institute.’ The International Journal for Academic Development 21(1): 4–15.
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Weller, S., G.K. Domarkaite, J.L.C. Lam and L.U. Metta (2013). ‘Student-faculty co-inquiry into student reading: Recognising SoTL as pedagogic practice.’ International Journal for the Scholarship of Teaching and Learning 7, no. 2. Available online: http://digitalcommons.georgiasouthern.edu/ij-sotl/vol7/iss2/9/. Accessed 30 December 2016.
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Chapter 15
Abeysekera, L. and P. Dawson (2014). ‘Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research.’ Higher Education Research & Development 34, no. 1: 1–14.
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Chapter 16
Behr, C. and S. Nevin (forthcoming). ‘The Roehampton Campus Project: Using campus, collections and memories of the university as a learning and teaching resource for Humanities students.’ Arts and Humanities in Higher Education.
Bok, H. G. J., P. W. Teunissen, R. P. Favier, N. J. Rietbroek, L. F. H. Theyse, H. Brommer, J. C. M. Haarhuis, P. van Beukelen, C. P. M. van der Vleuten and D. A. D. C. Jaarsma (2013). ‘Programmatic assessment of competency based workplace learning: When theory meets practice.’ BMC Medical Education 13: 123.
Healey, M. and A. Jenkins (2009). Developing Undergraduate Research and Inquiry. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/node/3146. Accessed 23 March 2017.
Healey, M., F. Jordan, B. Pell and C. Short (2010). ‘The research–teaching nexus: A case study of students’ awareness, experiences and perceptions of research.’ Innovations in Education and Teaching International 47, no. 2: 235–46.
Hidi, S. and K. A. Renninger (2006). ‘The four-phase model of interest development.’ Educational Psychologist 41, no. 2: 111–27.
Knight, R-A. and N. Botting (2016). ‘Organising undergraduate research projects: Student-led and academic-led models.’ Journal of Applied Research in Higher Education 8, no. 4: 455–68.
New South Wales Public Service Commission. The Capability Framework. Available online: https://www.psc.nsw.gov.au/workforce-management/capability-framework/the-capability-framework. Accessed 12 February 2017.
Ryan, A. and D. Tilbury (2013). Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/flexible-pedagogies-new-pedagogical-ideas. Accessed 24 March 2017.
Styan, C.A., W. Trott, C. Bartley, O. Sharpe, H. Wu, A. Tubb and D. Simons (2015). ‘Adoption of social media in the Australian energy and resources sectors.’ SRMINING 2015 – 3rd International Conference on Social Responsibility in Mining. 4–6 November, Antofagasta, Chile.
UCLa (University College London) (2017). Meet the Researcher. Available online: https://www.ucl.ac.uk/teaching-learning/case-studies/jan/2016/meet-researcher-programme. Accessed 24 March 2017.
UCLb (University College London) (2017). UCL 2034. Available online: https://www.ucl.ac.uk/2034/. Accessed 24 March 2017.
UCLc (University College London) (2017). UCL Alumni Online Community. Available online: https://uclalumnicommunity.org/. Accessed 24 March 2017.
UCLd (University College London) (2017). UCL ChangeMakers. Available online: https://www.ucl.ac.uk/changemakers. Accessed 24 March 2017.
Van der Vleuten, C. P. M., L. W. T. Schuwirth, E. W. Driessen, J. Dijkstra, D. Tigelaar, L. K. J. Baartman and J. Van Tartwijk (2012). ‘A model for programmatic assessment fit for purpose.’ Med Teach 34, no. 3: 205–14.
Afterword
Fung, D. (2017). A Connected Curriculum for Higher Education. London: UCL Press.
Fung, D. and C. Gordon (2016). Rewarding Educators and Education Leaders in Research-Intensive Universities. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/sites/default/files/rewarding_educators_and_education_leaders.pdf. Accessed 15 May 2017.
Harland, T. (2016). ‘Teaching to enhance research.’ Higher Education Research & Development 35, no. 3: 461–472.
Locke, W. (2014). Shifting Academic Careers: Implications for Enhancing Professionalism in Teaching and Supporting Learning. York: Higher Education Academy. Available online: https://www.heacademy.ac.uk/system/files/resources/shifting_academic_careers_final.pdf. Accessed 15 May 2017.
Nurse, P. (2015). ‘Ensuring a successful research endeavour.’ The Nurse Review of UK Research Councils. Department of Business, Innovation and Skills. BIS/1/624.
Roxå, T. and K. Mårtensson (2011). Understanding Strong Academic Microcultures: An Exploratory Study. Lund University. Available online: https://www.lth.se/fileadmin/lth/genombrottet/swednet2011/ReportAcademicMicrocultures.pdf. Accessed 15 May 2017.
UNESCO (2015). Rethinking Education: Towards a Global Common Good? Paris: United Nations Educational, Scientific and Cultural Organization.