Connecting Undergraduate Students as Partners in Computer Science Teaching and Research

Gordon, Neil Andrew; Brayshaw, Mike

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.

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

• Journal Article Type: Article
• Acceptance Date: Jun 8, 2017
• Online Publication Date: Jun 8, 2017
• Publication Date: Jun 8, 2017
• Deposit Date: Jun 13, 2017
• Publicly Available Date: Nov 23, 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
• DOI: https://doi.org/10.29311/ndtps.v0i12.598
• Keywords: Enquiry based learning; Computing education; Research inspired education.
• Public URL: https://hull-repository.worktribe.com/output/452293
• Publisher URL: https://journals.le.ac.uk/ojs1/index.php/new-directions/article/view/598
• 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.