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A complementary volume to Dilly Fung’s A Connected Curriculum for Higher Education (2017), this book explores ‘research-based education’ as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution’s creative approach to research-based education – UCL’s Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study – and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a range of national settings. The 15 chapters are provided by a diverse range of authors who all explore research-based education in their own way. Some chapters are firmly based in a subject-discipline – including art history, biochemistry, education, engineering, fashion and design, healthcare, and veterinary sciences – while others reach across geopolitical regions, such as Australia, Canada, China, England, Scotland and South Africa. The final chapter offers 12 short vignettes of practice to highlight how engaging students with research and enquiry can enrich their learning experiences, preparing them not only for more advanced academic learning, but also for professional roles in complex, rapidly changing social contexts.

Table of Contents

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  1. Cover
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  1. Half Title
  2. pp. i-ii
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  1. Title Page
  2. p. iii
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  1. Copyright
  2. p. iv
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  1. Contents
  2. pp. v-viii
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  1. List of figures
  2. pp. vi-ix
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  1. List of tables
  2. p. x
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  1. List of contributors
  2. pp. xi-xx
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  1. Editors’ introduction: Developing the higher education curriculum: Research-based education in practice
  2. Brent Carnell and Dilly Fung
  3. pp. 1-13
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  1. 1. Cultivating student expectations of a research-informed curriculum:Developing and promoting pedagogic resonance in the undergraduate student learning pathway
  2. Corony Edwards and Mike McLinden, with Sarah Cooper, Helen Hewertson, Emma Kelly, David Sands and Alison Stokes
  3. pp. 14-30
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  1. 2. Development of a connected curriculum in biochemistry at a large, research-intensive university in Canada
  2. Rachel E. Milner
  3. pp. 31-45
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  1. 3. Inspiring learning through research and enquiry: The Summer Undergraduate Research Fellowship(SURF) at Xi’an Jiaotong-Liverpool University (XJTLU)
  2. James Wilson, Yao Wu, Jianmei Xie, Dawn Johnson and Henk Huijser
  3. pp. 46-59
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  1. 4. The materials of life: Making meaning through object-based learning in twenty-first century higher education
  2. Thomas Kador, Helen Chatterjee and Leonie Hannan
  3. pp. 60-74
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  1. 5. Foundation skills for veterinary medical research
  2. Sharon Boyd, Andrew Gardiner, Claire Phillips, Jessie Paterson, Carolyn Morton, Fiona J. L. Brown and Iain J. Robbé
  3. pp. 75-88
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  1. 6. Connecting the curriculum with the iGEM student research competition
  2. Darren N. Nesbeth
  3. pp. 89-105
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  1. 7. Curating connections in the art history curriculum
  2. Nicholas Grindle and Ben Thomas
  3. pp. 106-117
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  1. 8. Developing online resources to support student research theses and dissertations: Evidence from the EdD at the UCL Institute of Education
  2. Denise Hawkes
  3. pp. 118-130
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  1. 9. Connected disciplinary responses to the call to decolonise curricula in South African higher education
  2. Lynn Quinn and Jo-Anne Vorster
  3. pp. 131-144
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  1. 10. Connecting research and teaching through curricular and pedagogic design: From theory to practice
  2. Elizabeth Cleaver and Derek Wills, with Sinead Gormally, David Grey, Colin Johnson and Julie Rippingale
  3. pp. 145-159
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  1. 11. Connecting research, enquiry and communities in the creative curriculum
  2. Alison James
  3. pp. 160-172
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  1. 12. Interprofessional education development at Leeds: Making connections between different healthcare students, staff, universities and clinical settings
  2. Shelley Fielden and Alison Ledger
  3. pp. 173-187
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  1. 13. Digital education and the Connected Curriculum: Towards a connected learning environment
  2. Eileen Kennedy, Tim Neumann, Steve Rowett and Fiona Strawbridge
  3. pp. 188-202
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  1. 14. Connecting students and staff for teaching and learning enquiry: The McMaster Student Partners Programme
  2. Elizabeth Marquis, Zeeshan Haqqee, Sabrina Kirby, Alexandra Liu, Varun Puri, Robert Cockcroft, Lori Goff and Kris Knorr
  3. pp. 203-216
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  1. 15. A jigsaw model for student partnership through research and teaching in small-group engineering classes
  2. Chris Browne
  3. pp. 217-232
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  1. 16. Vignettes of current practice
  2. pp. 233-248
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  1. Afterword
  2. Brent Carnell and Dilly Fung
  3. pp. 249-252
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  1. Notes
  2. p. 253
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  1. References
  2. pp. 254-272
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  1. Index
  2. pp. 273-282
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  1. Back Cover
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