Teaching and learning pedagogy
Our research into teaching and learning pedagogy plays a central and active role in supporting our commitment to a world-class educational experience at Imperial. Most of our research interests in this area are inspired by – and prove to be an inspiration for – issues addressed in Educational Development Unit workshops, and are driven by a shared passion for understanding the processes, skills and dynamics that drive effective learning and teaching. In line with Imperial’s Learning and Teaching Strategy, a great emphasis of our research lies in understanding the relevance to and impact of particular pedagogical theories and approaches within STEM subjects, in order to ensure the best outcomes for Imperial students.
As the list below indicates, the pedagogical research interests of CHERS staff span a broad range of areas, but much of our published work to date has explored the process and impact of learning strategies which students are likely to engage with in their professional lives: such as problem and team-based learning and learning from role models. As well as helping to fulfil Imperial’s commitment to preparing students for their future careers, our research provides a valuable source of relevant evidence to draw on in our related workshops and for demonstrating the value and impact of approaches which are active and research based.
- HORSBURGH, J. & IPPOLITO, K. 2018. A skill to be worked at: using social learning theory to explore the process of learning from role models in clinical settings. BMC Med Educ, 18, 156.
- ABDUL HALIM, H. , KINGSBURY, M. & DRAGE, C. (2013). Nurturing Creativity: Whose Wisdom Is of Most Worth?. Creative Education, 4, 1-4. doi: 10.4236/ce.2013.49B001
- CHIU, Y.L.T. & RODRIGUEZ-FALCON, O. 2018. Raising attainment with diverse students: An inclusive approach to the teaching of academic literacy. Journal of Academic Writing.
- CHIU, Y.L.T. & RODRIGUEZ-FALCON, O. 2016. Embracing Diversity for Attainment: An Inclusive Approach to a Redesigned Foundation Module in the Social Sciences. Centre for Excellence in Learning and Teaching, University of East London, UK.
- BUHMANN, S. & KINGSBURY, M. 2015. A standardised, holistic framework for concept-map analysis combining topological attributes and global morphologies. Knowledge Management & E-Learning: An International Journal (KM&EL), 7.
- GREETHAM, M. & IPPOLITO, K. 2018. Instilling collaborative and reflective practice in engineers: using a team-based learning strategy to prepare students for working in project teams, Higher Education Pedagogies, 3:1, 510-521, DOI: 10.1080/23752696.2018.1468224
- KINGSBURY, M. P. & LYMN, J. S. 2008. Problem-based learning and larger student groups: mutually exclusive or compatible concepts - a pilot study. BMC Med Educ, 8, 35.
- IPPOLITO, K. & HORSBURGH, J. 2017. in ‘On the job learning in clinical settings’ in Informal Learning: Perspectives, Challenges and Opportunities S. Rutherford (Ed.) Nova Science Publishers