A SURE way to moving on: Undergraduate learning through research-led teaching

1. A SURE way to moving on: Undergraduate learning through research-led teaching

2. Presentation Outline • Accessing the SURE scheme • Key aspects of the scheme and the research process • Benefits of undergraduate research to students and academics • Post-university benefits of undergraduate research • Moving the SURE scheme forward

3. Accessing the SURE Scheme Why apply for a SURE scholarship • The SURE scheme ethos • The Researching Self – Researching Ageing Project • Inquiry-based learning (The Sociological Imagination) • Undergrad research opportunities (Doing Social Research; Dissertation) • Nurturing bright students/ potential post-graduates

4. Accessing the SURE Scheme Research-led teaching can prepare students for taking on a SURE scholarship • Ageing and Society module (SCS219): social construction of ageing • Media images of older people • Group presentations • George’s performance on the module

5. Accessing the SURE Scheme [Cont...] What the supervision of an undergraduate researcher entails • Resources: the SURE grant • Facilities: desk space, computer, photocopying card (library); access to literature/ image sources; scanning and photocopying facilities; printing facilities • High-level of supervision and assistance • Identification of further research opportunities

6. What can SURE projects involve? Summary of the IWA project Student-led design of research with supervisor guidance • Intensive compared to usual undergraduate study requirements Highlight key activities within the research process: • British Library (+ others), interaction with departmental staff Outputs and dissemination • 5,000 word report, extended to dissertation • Submission of article to undergraduate research journals • Talk to sociology students on research for dissertations

7. The Images of Women and Ageing Project Ripolin: Your walls deserve a paint wich [sic.] will age well

8. Student learning & experience outcomes Understanding of research process and academic activities outside of teaching • Constraints of research (time) • Applying theory to practical process • Understanding of the scope of research • Closer scrutiny of my work than is otherwise possible Professional/labour market skills: • Effective communication (with fellow students and of research outcomes) • Location of and access to materials • Time management Introduction to visual anthropology

9. Learning & experience outcomes for academics • Development of the research project • Expansion of the research team (age and gender) • Systematic documentation of dominant media images of older women • Critical analysis of images using a range of theoretical perspectives • Expansion of dissemination opportunities • Development of learning and teaching • New materials and ideas for teaching • Student involvement in teaching (Dissertation; Doing Social Research) • Expansion of dissemination opportunities (e.g. L&T Conference!) • Staff-student relationships • Greater integration of students into Departments • Better understanding of student needs • Improved learning opportunities (inc. feedback) and (potentially) outcomes • Improved student understanding of staff activities and commitments

10. Post-university: Moving on Postgraduate study prospects • Greater understanding of what masters and doctoral study will involve • Stronger application Employability • In-depth knowledge of an area of study • Research experience • Transferable skills in project management, communication, dissemination and presentation as well as team-working • Confidence and maturity

11. Concluding points Moving forward with the SURE scheme? • Links to the Learning, Research and Teaching (LRT) project • Inclusive Learning and Teaching Handbook • Transition from CILASS to LeTS

12. Concluding points Moving forward with the SURE scheme? • Inclusive Learning and Teaching • Links to the Learning, Research and Teaching (LRT) project • Transition from CILASS to LeTS