A SURE way to moving on: Undergraduate learning through research-led teaching

A SURE way to moving on: Undergraduate learning through

research-led teaching

Presentation Outline

Accessing the SURE scheme

Key aspects of the scheme and the research process

Benefits of undergraduate research to students and academics

Post-university benefits of undergraduate research

Moving the SURE scheme forward

Accessing the SURE Scheme

Why apply for a SURE scholarship

• The SURE scheme ethos• The Researching Self – Researching Ageing Project• Inquiry-based learning (The Sociological Imagination) • Undergrad research opportunities (Doing Social

Research; Dissertation)• Nurturing bright students/ potential post-graduates

Accessing the SURE Scheme

Research-led teaching can prepare students for taking on a SURE scholarship

• Ageing and Society module (SCS219): social construction of ageing

• Media images of older people• Group presentations• George’s performance on the module

Accessing the SURE Scheme [Cont...]

What the supervision of an undergraduate researcher entails

• Resources: the SURE grant• Facilities: desk space, computer, photocopying card (library); access to

literature/ image sources; scanning and photocopying facilities; printing facilities

• High-level of supervision and assistance• Identification of further research opportunities

Summary of the IWA project

Student-led design of research with supervisor guidance• Intensive compared to usual undergraduate study requirements

Highlight key activities within the research process:• British Library (+ others), interaction with departmental staff

Outputs and dissemination• 5,000 word report, extended to dissertation• Submission of article to undergraduate research journals• Talk to sociology students on research for dissertations

What can SURE projects involve?

The Images of Women and Ageing Project

Ripolin: Your walls deserve a paint wich [sic.] will age well

Understanding of research process and academic activities outside of teaching• Constraints of research (time)• Applying theory to practical process• Understanding of the scope of research• Closer scrutiny of my work than is otherwise possible

Professional/labour market skills:• Effective communication (with fellow students and of research outcomes)• Location of and access to materials• Time management

Introduction to visual anthropology

Student learning & experience outcomes

Development of the research project•Expansion of the research team (age and gender)•Systematic documentation of dominant media images of older women•Critical analysis of images using a range of theoretical perspectives•Expansion of dissemination opportunities

Development of learning and teaching•New materials and ideas for teaching•Student involvement in teaching (Dissertation; Doing Social Research)•Expansion of dissemination opportunities (e.g. L&T Conference!)

Staff-student relationships•Greater integration of students into Departments•Better understanding of student needs•Improved learning opportunities (inc. feedback) and (potentially) outcomes•Improved student understanding of staff activities and commitments

Learning & experience outcomes for academics

Post-university: Moving on

Postgraduate study prospects• Greater understanding of what masters and doctoral study will involve• Stronger application

Employability• In-depth knowledge of an area of study• Research experience• Transferable skills in project management, communication, dissemination and

presentation as well as team-working• Confidence and maturity

Moving forward with the SURE scheme?

• Links to the Learning, Research and Teaching (LRT) project• Inclusive Learning and Teaching Handbook• Transition from CILASS to LeTS

Concluding points

Moving forward with the SURE scheme?

• Inclusive Learning and Teaching• Links to the Learning, Research and Teaching (LRT) project• Transition from CILASS to LeTS

Concluding points