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 post- graduates

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

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 What can SURE projects involve?

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

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 Student learning & experience outcomes

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 Learning & experience outcomes for academics

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

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 Concluding points