Improving Student Learning – Through the Curriculum

The 16th Improving Student Learning Symposium, University of Durham, UK, 1–3 September 2008.

Parallel session 1

  1. Marjon Bruinsma, Ellen Jansen (University of Groningen) What motivates students to become a teacher? Factors that determine why students decide to enter the teaching profession.
  2. Kuang-Hsu Chaing (University of Edinburgh) The experience of doctoral studies in the UK and France
  3. Deanne Gannaway (University of Queensland) Towards a curriculum taxonomy for liberal arts degrees
  4. Colin Ashurst, Alan Jessop (Durham University) Patterns of learning: enabling students to put knowledge into action
  5. Helen Lyons, Louise Thorpe (Sheffield Hallam University) The diary-interview approach: exploring student experiences of e-learning
  6. Lynette Shultz, Ali A Abdi (University of Alberta) Building bridges, connecting with the world: global citizenship education in post-secondary education

Parallel session 2

  1. Gillian Boulton-Lewis (Queensland University of Technology, University of the South Pacific) Beginning lecturers’ conceptions of undergraduate curriculum at the University of the South Pacific
  2. Sue Bloxham (University of Cumbria) Creating a feedback-dialogue: exploring the use of interactive coversheets
  3. Anne Graham, David Coghlan (University of Dublin) Creating the learning space for insider inquiry: threshold concepts in observing organisations
  4. Åsa Lindberg-Sand (Lund University) The dark matter of the Bologna Process – the phenomenon “learning outcomes”
  5. Shirley Booth, Ruksana Osman (University of the Witwatersrand) and Elsie Anderberg (Lund University) Scholarship of teaching and learning and the transformation of learners, institutions and society
  6. Morag Harvey (Open University) Work-based learning: enhancing learning across the curriculum
  7. Gudrun Geirsdottir (University of Iceland) Local pedagogic discourses and educational change

Parallel session 3

  1. Ester Ehiyazaryan, Ivan Moore (Sheffield Hallam University) The role of education guidance in students’ transition to autonomous learning
  2. Ellen Jansen (University of Groningen) and Jacques Van der Meer (University of Otago) Differences in students’ expectations and preparedness for university: a role for course designers?
  3. Janet Macdonald, Ben Craven and Aileen Black (Open University in Scotland) Threshold concepts and troublesome knowledge in distance education. Assessing the potential for enhancing facilitation and course design.
  4. Anna Jones (University of Melbourne) Theorising the place of generic attributes in the curriculum
  5. Delia Marshall (University of the Western Cape) and Jennifer M.Case (University of Cape Town) Alternative perspectives on student learning: implications for a research-based curriculum in undergraduate physics withdrawn
  6. Liz McDowell, Kay Sambell and Gillian Davison (University of Northumbria) Assessment for learning: a critical review of a contested territory
  7. James Doody (Institute of Technology Tallaght, Dublin) A longitudinal evaluation of the impact of a problem-based learnirg approach to the teaching of software development in higher education

Parallel session 4

  1. Ray Land, George Gordon (University of Strathclyde) Using research-teaching linkages to enhance graduate attributes: a sector-wide research project
  2. Susanne Jämsvi, Lill Langelotz (University College of Borås) Teacher students learning what? The multicultural discourse in curriculum in teacher education in Sweden
  3. Gavin Sanderson (University of South Australia) Cosmopolitan lectures sans internationalised curricula
  4. Jamie Wood and Phillipa Levy (University of Sheffield) Inquiry-based learning pedagogies in the arts and social sciences: purposes, conceptions and approaches
  5. Peter Kahn (University of Liverpool) The role that student concerns play within the curriculum in establishing identity and securing engagement: the theoretical perspective of critical realism
  6. Sue Balint and Alan David (University of Westminster) Improving student learning in large, diverse student cohorts: the impact of business simulation games

Parallel session 5

  1. Jan HF Meyer (University of Durham) and Ray Land (University of Strathclyde) Assessing troublesome knowledge
  2. Ruksana Osman, Shirley Booth and Hansa Venkatakrishnan (University of Witwatersrand) The experience of research in pre-service teacher education: An empirical study of students’ experienced meaning of research in educational and professional contexts.
  3. Susan Crozier (Unitec New Zealand) Rethinking the dichotomy of inside or outside: Locating student learning development and support in relation to the curriculum
  4. Simon Barrie (University of Sydney), Clair Hughes (University of Queensland) and Calvin Smith (Griffith University) Locating generic graduate attributes in the Australian University curriculum: taught? Mapped? Implied? Hidden? or ‘missing in action’?
  5. Asko Karjalainen, Olli Silvén and Miia Wennström (University of Oulu) Struggle against overload and superficially in learning
  6. James Atherton and Peter Hadfield (University of Bedfordshire) Accountability, assessment and anxiety: curricular structures to help students engage with troublesome knowledge