SDTL lunch meeting 16 th Nov Agenda lunch Away Day – summary and discussion Should Part One count? 1.15 SDTL community of practice – reflection and future meetings 1.30 close

SDTL Away Day summary

3 Dissertations, Projects and Assessments Alternatives to dissertations/projects Student-led ‘projects’ at Parts 2 and 3 Longitudinal projects / inter-year group research projects UG student ‘research groups’ Engaging ‘industry’ to come up with topics and problems for UGs to tackle Synoptic assessments/exams to allow integration of modules

4 Programme structure Need to take a strategic view at undergraduate research Would like to change the structure and also ensure consistency in approach Reading week Offer fewer, larger modules for more research-led discussion and activities More integration of modules to allow thinking across modules (and synoptic exams)

5 Module design Develop research/inquiry-based learning modules Develop more student ownership of learning (e.g. wider reading, briefer reading lists and students to find own texts and report back) More teaching in the Library (teaching in more context-specific environments)

6 Student presentations Create (more) opportunities for students to present their work and to see others presenting Cross-year presentations Interdisciplinary UG research seminars/meetings

7 UG research journals and events Student publications (School, Faculty, institutional journals) Research day for UGs Student conferences Showcase UG research Celebrate student research in degree ceremonies UG pedagogic research scholarships Peer support Part 3s to disseminate their research UG research prizes

Staff engagement 8 Higher visibility of what research staff are doing Articulate benefits to staff Challenge staff to develop more research/inquiry- based learning modules Work together to better integrate modules so that the experience of research is reinforced Reward staff properly for teaching and learning enhancement Develop staff to be ‘research teachers’ Make better use of PhD students Make colleagues aware of examples of way forward

Student development as researcher ‘Student as scholar’ – provide a roadmap of research skills that students will develop Research activities as part of development of skills (at part 1) Students to find out research interests of staff in first few weeks Encourage student societies to interact with researchers in department Articulate benefits to students embed from day 1 attitude that doing research will help get a job

Discussion Common themes: Projects, dissertations, assessments Programme structure and Module design Student journals and events Staff engagement Student development Which of these, if any, would you like to see the University take a lead on (and how?) Which of these, if any, would you like support for as a community? and which at School level? 10

Should Part One count? This house believes that Part One should count towards students’ final degree classification Debate – Wednesday 30 th November 2-3pm (lunch from 1pm) Chaired by Professor Tony Downes

Should Part One count? Student views Yes - 23 We pay £3000, so yes Aids understanding in further years Motivation If it counts people would work harder! Yes, but perhaps 10% Only at a lower percentage to the other 2 years No more than 20% No - 25 You need time to adjust 1st year gives you a chance to make mistakes and learn from them without penalty It’s a useful transition year Definitely no – it’s all about getting everyone to the same level But I did quite well so it’s annoying

SDTL Community of Practice In what ways the meetings served the needs of the Community of Practice? In what ways the content of the meeting(s) was communicated beyond those who attended?