Improving Student Learning: Through the Curriculum

The proceedings of the 16th Improving Student Learning symposium, held in 2008 in Durham.

This book includes the three keynotes: 'Developing the student as a researcher through the curriculum' by Alan Jenkins and Mick Healey, 'High impact activities: what they are, why they work, who benefits' by George D Kuh, and 'Cutting down jungles and irrigating deserts: curricula as spaces of interruption' by Maggi Savin-Baden

Contents

Chapter 1: Keynotes

  1. Developing the student as a researcher throught the curriculum, Alan Jenkins and Mick Healey
  2. High impact activities: what they are, why they work, who benefits, George D Kuh
  3. Cutting down jungles and irrigating deserts: curricula as spaces of interruption?

Chapter 2: Assessment as learning

  1. Assessment for learning: a brief history and review of terminology, Liz McDowell, Kay Sambell and Alan Jessop

Chapter 3: Course design to improve student learning

  1. Patterns of learning: enabling students to put knowledge into action, Colin Ashurst, Liz Burd, Andrew Hatch and Alan Jessop

Chapter 4: Global citizenship

  1. Inclusive teaching sans internationalised curricula: a sufficient condition for global citizenship? Gavin Sanderson

Chapter 5: Problem-based learning and enquiry-based learning

  1. An evaluation of the effectiveness of using a hybrid PBL approach in the teaching of the Java programming language to first year third level students
    James Doody and Julie Rattray
  2. The role of education guidance in students’ transition to autonomous learning
    Ester Ehiyazaryan and Ivan Moore
  3. Inquiry-based learning pedagogies in the arts and social sciences: purposes, conceptions and models of practice
    Jamie Wood and Philippa Levy

Chapter 6: Research-based curriculum

  1. Teacher students learning what? The multicultural discourse in curriculum in teacher education in Sweden, Lill Langelotz and Susanne Jämsvi

Chapter 7: The student experience and learning

  1. Beyond compliance: accountability assessment and anxiety, and curricular structures to help students engage with troublesome knowledge, Peter Hadfield and James Atherton
  2. Improving student learning in large, diverse student cohorts: the impact of business simulation games, S Balint and A David
  3. What motivates a student to become a teacher? Factors that determine why students decide to enter the teaching profession,
    Marjon Bruinsma and Ellen Jansen Aiyegbayo and Edd Pitt
  4. The experience of doctoral studies in the UK and France
    Kuang-Hsu Chiang
  5. Rethinking the dichotomy of inside or outside: locating student learning development and support in relation to the curriculum, Susan Crozier
  6. Creating the learning space for insider inquiry: threshold concepts in observing organisations, Anne Graham and David Coghlan
  7. Work-based learning: enhancing learning across the curriculum, Morag Harvey
  8. Differences in students’ expectations and preparedness for university: a role for course designers? Ellen Jansen and Jacques van der Meer
  9. The role of concerns, reflexivity and identity in securing student engagement in the curriculum: perspectives from critical realism
    Peter Kahn
  10. The diary interview approach: exploring student experiences of e-learning, Helen Lyons and Louise Thorpe
  11. Threshold concepts and troublesome knowledge in distance education: assessing a new model for enhancing facilitation and course design, J Macdonald and A Black