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Debating Student as Producer: Relationships, Contexts, and Challenges for Higher Education

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Title: Debating Student as Producer: Relationships, Contexts, and Challenges for Higher Education
Language: English
Authors: Katie Strudwick
Source: Prism: Casting New Light on Learning, Theory & Practice. 2017 1(1):73-84.
Availability: Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2017
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Curriculum Development, Educational Policy, Teaching Methods, Case Studies, Research Training, Research Utilization
ISSN: 2514-5347
Abstract: The purpose of this paper is to evaluate Student as Producer, as a form of curriculum development in higher education based on the practice and principles of research-engaged teaching. The paper provides an account of my experiences embedding and adopting Student as Producer within my own research and teaching at the University of Lincoln, an institution which is recognised as being a pioneer in research-engaged teaching. My work includes, the role as guest editor for a special 'Student as Producer' edition of the journal Enhancing Learning in Social Sciences (ELiSS), teaching Criminology in the Professions, and working on funded research projects at Lincoln around aspects of the undergraduate student experience, e.g. student as partners and student engagement. As well as this focus on my own teaching practice the paper sets out the theory and concepts which underpin Student as Producer and the way in which it has responded to current government policy, in particular the notion of student as consumer. [Note: The page range shown on PDF (73-96) is incorrect. The correct page range is p73-84.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448111
Database: ERIC
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  Data: The purpose of this paper is to evaluate Student as Producer, as a form of curriculum development in higher education based on the practice and principles of research-engaged teaching. The paper provides an account of my experiences embedding and adopting Student as Producer within my own research and teaching at the University of Lincoln, an institution which is recognised as being a pioneer in research-engaged teaching. My work includes, the role as guest editor for a special 'Student as Producer' edition of the journal Enhancing Learning in Social Sciences (ELiSS), teaching Criminology in the Professions, and working on funded research projects at Lincoln around aspects of the undergraduate student experience, e.g. student as partners and student engagement. As well as this focus on my own teaching practice the paper sets out the theory and concepts which underpin Student as Producer and the way in which it has responded to current government policy, in particular the notion of student as consumer. [Note: The page range shown on PDF (73-96) is incorrect. The correct page range is p73-84.]
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