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Connecting Undergraduate Students as Partners in Computer Science Teaching and Research

Gordon, Neil Andrew; Brayshaw, Michael; Brayshaw, Mike

Authors

Michael Brayshaw

Mike Brayshaw



Abstract

Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enhance the undergraduate learning experience within Computer Science.

Journal Article Type Article
Publication Date Jun 8, 2017
Journal New Directions in the Teaching of Physical Sciences
Print ISSN 1740-9888
Electronic ISSN 1740-9888
Publisher Higher Education Academy
Peer Reviewed Peer Reviewed
Volume 12
Issue 12
APA6 Citation Gordon, N. A., & Brayshaw, M. (2017). Connecting Undergraduate Students as Partners in Computer Science Teaching and Research. New Directions in the Teaching of Physical Sciences, 12(12), https://doi.org/10.29311/ndtps.v0i12.598
DOI https://doi.org/10.29311/ndtps.v0i12.598
Keywords Enquiry based learning; Computing education; Research inspired education.
Publisher URL https://journals.le.ac.uk/ojs1/index.php/new-directions/article/view/598
Copyright Statement This work is licensed under a Creative Commons Attribution 4.0 International License.
Additional Information This is a copy of an open access article published in New directions in the teaching of physical sciences, 2017, v.12, issue 1.

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Copyright Statement
This work is licensed under a Creative Commons Attribution 4.0 International License.





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