NTFS_Project_Gloucestershire_2010_final_0

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NTFS_Project_Gloucestershire_2010_final_0

Developing and enhancing undergraduate I ( Education final-year projects and dissertationsX^AcademykA National Teaching Fellowship Scheme project publ

NTFS_Project_Gloucestershire_2010_final_0licationMick Healey, Laura Lannin, Arran Stibbe and James Derounian July 2013ContentsSectionPageForeword by Professor StephanieMarshall3The authors4Ac

knowledgements5Executive summary61.The rationale for diversifying final-year projects and dissertations82.Student as producer and the key dimensions o NTFS_Project_Gloucestershire_2010_final_0

f final-year projects anddissertations193.Characteristics of final-year projects and dissertations and alternativepossibilities274.Preparation in earl

NTFS_Project_Gloucestershire_2010_final_0

ier years of programme325.Engagement with community groups andemployers406.Assessment507.Supervising and advising598.Celebrating and disseminating689.

Developing and enhancing undergraduate I ( Education final-year projects and dissertationsX^AcademykA National Teaching Fellowship Scheme project publ

NTFS_Project_Gloucestershire_2010_final_0rshallUniversities should treat learning as not yet wholly solved problems and hence always in research mode.(Humboldt 1970, quoted by Elton 2005, I 1

0)This quote taken from Humboldt over 200 years ago at the University of Berlin's founding emphasises his commitment to the inter-relatedness of teach NTFS_Project_Gloucestershire_2010_final_0

ing and research, and is still apposite today. What is higher education for. if it is not about assisting learners to make sense of the complexity of

NTFS_Project_Gloucestershire_2010_final_0

the world in which they live? It follows that a curriculum which integrates the knowledge and learning students glean from further studies, with engag

Developing and enhancing undergraduate I ( Education final-year projects and dissertationsX^AcademykA National Teaching Fellowship Scheme project publ

NTFS_Project_Gloucestershire_2010_final_0f growing concern, a more integrative approach to the curriculum is being explored globally. This is where final-year projects, dissertations and caps

tone projects are so important in assisting the process of engaging students in knowledge creation.This book, which is the result of a National Teachi NTFS_Project_Gloucestershire_2010_final_0

ng Fellowship Scheme (NTFS) project undertaken by Mick Healey, Laura Lannin, Arran Stibbe and James Derounian from 2010 to 2012. explores how to engag

NTFS_Project_Gloucestershire_2010_final_0

e students in the production of knowledge. It is unique in that it draws on global case studies, and presents a framework for assuring that students c

Developing and enhancing undergraduate I ( Education final-year projects and dissertationsX^AcademykA National Teaching Fellowship Scheme project publ

NTFS_Project_Gloucestershire_2010_final_0nd apply, their undergraduate learning through the teaching research nexus.The book is rigorous, drawing upon the full range of recent literature. Thr

ough its case study approach, with over 70 exemplars drawn from across the world, it will be of exceptional value to the reader. I commend this excell NTFS_Project_Gloucestershire_2010_final_0

ent book to all higher education teachers grappling with the purpose, organisation, facilitation and possible modes of ‘evidencing’ best practice in t

NTFS_Project_Gloucestershire_2010_final_0

he delivery of learning.Professor Stephanie MarshallDeputy Chief Executive (Research and Policy)Higher Education Academy3

Developing and enhancing undergraduate I ( Education final-year projects and dissertationsX^AcademykA National Teaching Fellowship Scheme project publ