1. Research-teaching practice in Wales 2011 Conference Keynote RESEARCH DISSEMINATION within and beyond the curriculum Dr Helen Walkington

3. ONIONS Think global – act local?

8. Robertson, S., Walkington, H. (2009) Recycling and waste minimisation behaviours of the transient student population in Oxford: results of an online survey. Local Environment : The International Journal of Justice and Sustainability 14 (4), 285-296. Willingness to minimise waste Claimed recycling behaviour Gender Age University Type of accommodation Environmental concern Waste concern Environmental knowledge Attitude towards recycling Normative influence Box provision

10. Student as … Ref:– ladder metaphor from Arnstein, 1969; descriptors adapted from Hart, 1992 3.4.4 “A research-informed curriculum will enable learners to benefit from collaboration in a research community as producers of knowledge through research-based learning” 1. Students are assigned but informed 2. Students are consulted and informed 3. Staff initiated, shared decisions with students 4. Student initiated and directed 5. Student initiated decisions shared with university staff Student engagement with research Levels of participation

11. Self-authorship - the central goal of HE in the 21st Century (Baxter-Magolda, 2004) Understanding research and participation in the research process, are central to the needs of undergraduate students in HE (Jenkins and Healey, 2007) Context “ Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously students and teachers ” (Freire, 1970, p. 72).

13. Average learning retention rates Teaching others Lectures Audio-visual Reading See a demonstration Discussing in a group Put into Practice 5% 10% 20% 30% 50% 75% 90% Adapted from NTL Institute for Applied Behavioural Science

20. Aperture 4 – National Image source: http://www.bcur.org/ Many disciplines!

24. Inclusive and supportive Highly selective but supportive Values As a pedagogical tool to benefit Brookes geography students To establish a national journal for undergraduate research in Geography Purpose ‘ Light touch’ refereeing Undergraduate student editor 4 postgraduate reviewers Rigorous refereeing across 4 institutions 8 academic staff editors 16 postgraduate reviewers Process Showcase the range of research work carried out in the department. A professional publication to showcase top quality undergraduate research Aim Departmental , geography students National , piloted at 4 universities initially Geography Student body Geoversity GEOverse Journal

36. Academic literacy Recognition as a disciplinary researcher Student engagement vs Student alienation (Mann, 2001) "that conference was fantastic … staff in the department recognised me as a researcher , as a result I was a guest speaker in one of the geography modules, I met with a photo-journalist, I’ve gained a lot of key skills which are important for work as well." "it has been nice just talking to people in a non-lecturer/student capacity, everyone was very much on equal terms , yeah that was the first time that has happened.”

37. Critical self awareness & personal literacy Critical thinking and reflection through dialogue, immediate in-depth feedback ‘ I think it allows some sort of self-criticality … It has opened up areas of thought for me that I wouldn’t have considered otherwise ’ ‘ It enabled you to become objective, to analyse your own work , to re-read your work.’

38. ‘ Normally only two or three people see your dissertation, so being able to share your research in this way makes all the hard work worthwhile.’ ‘ It’s amazing to see other people’s work presented like this.’ ‘ It’s a dual feedback system, the students coming to the conference get ideas about what they want to produce, and as someone presenting it is important for me to see how people interact with my ideas’

39. ‘ the unknown audience enhanced employability skills like dealing with people you don’t know ’ ‘ The job I'm going into I'm going to be doing a lot of presentations and meeting a lot of unfamiliar people and to a certain extent selling my ideas and my research , so it was good experience for me.’ ‘One of the lecturers said “You could suggest this to local councils.” I hadn’t thought about its REAL implications , I made this idea that people could take on but I didn’t really think about [it] being taken on by councils until that conversation.’ Employability (SESE)

45. GA: Research literacy – curriculum implications Year 1 Year 2 Year 3 Desktop research to try to answer provided research questions S2 - Student teams present preliminary findings for “feedforward.” S1 - Students frame own questions for group data collection in the field S2 – CUR S1 - Individual journal articles written for GEOverse