Presentation on theme: "Making it count: Assessment of unconventional undergraduate research projects in Science and Technology Studies Chiara Ambrosio Matthew Paskins Department."— Presentation transcript:
Making it count: Assessment of unconventional undergraduate research projects in Science and Technology Studies Chiara Ambrosio Matthew Paskins Department of Science and Technology Studies University College London email@example.com@ucl.ac.uk firstname.lastname@example.org@ucl.ac.uk
HPSC3007: Topics in the History of The Physical Sciences Project-based course on aspects of the history of electricity Open to second and third year undergraduate students http://www.ucl.ac.uk/sts/study/bsc/hpsc_modules/3007 A broad theme Electricity: Innovation and Discovery Assessment: Essay (50% of the total mark) Research Folder (25% of the total mark) Final Exam (25% of the total mark)
From undergraduate class to research community (Chang and Jackson, 2007) Integrating teaching and research Developing a directed community of undergraduate students Close supervision on individual projects and on the norms and customs of academia Close contact with professionals in the field (historians, philosophers, museums and collections, archives etc,) Inheritance mechanism: students inherit previous students projects. They treat them as secondary literature and build on them for cumulative improvement
Pedagogical aims to learn by doing: privileging knowledge production as opposed to knowledge acquisition Blurring the boundaries between students and experts: the directed community aims to be continuous with the community of experts out there Originality Is relative! If students discover something which is unknown to the teacher, then they are doing original work!
Course Assessment Essay (50% of the total mark) Research Folder (25% of the total mark) Final Exam (25% of the total mark)
For more information… Chiara Ambrosio and Catherine Jackson, Building on the Directed Community Model: Projects and Prospects, Discourse, vol. 10 no 3 (2011) http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/230 http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/230
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