A SURE way to moving on:
Undergraduate learning through
research-led teaching
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
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 postgraduates
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
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
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
The Images of Women and Ageing Project
Ripolin: Your walls deserve a paint wich [sic.] will age well
Student learning & experience outcomes
Understanding of research process and academic activities outside of teaching
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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
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
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
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
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