10 results found
Streule M, McCrone L, Andrew Y, et al., 2022, Engaging with students as partners in education-space design, International Journal for Students as Partners, Vol: 6, Pages: 79-90, ISSN: 2560-7367
Engaging with Students as Partners (SaP) in areas of curriculum design and pedagogic consultancy is relatively well established. Here we present a case study of two recent projects at Imperial College London, a research-intensive science, technology, engineering, mathematics, and medicine (STEMM) university, that have extended the SaP model to the design and delivery of modifications to education spaces. Using a research-informed approach and tested method ensured that the students remained active throughout the “twists and turns” of the project, rather than the more traditional snapshot student-consultation approach often taken early in the design process. Students experienced authentic partnership with staff, the space, and their department/institution more broadly whilst staff acknowledged that the quality of outputs significantly exceeded expectations at a fraction of the cost of engaging external design consultants. More broadly, projects such as these establish precedents for a more ambitious institutional approach to working with students as partners.
Sbaiti M, Streule M, Alhaffar M, et al., 2021, Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience, BMJ Global Health, Vol: 6, ISSN: 2059-7908
There are contrasting opinions of what Global Health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum co-design called Virtual Roundtable for Collaborative Education Design (ViRCoED). This paper describes the rationale and outputs of the ViRCoED approach in designing a new section of the Global Health BSc curriculum at Imperial College London, with a focus on healthcare in the Syrian conflict. The team, importantly, involved partners with lived and/or professional experience of the conflict as well as alumni of the course, and educators in all stages of design and delivery through to marking and project evaluation. The project experimented with disrupting power dynamics and extending ownership of the curriculum beyond traditional faculty by co-designing and co-delivering module contents together with colleagues with direct expertise and experience of the Syrian context. An authentic approach was applied to assessment design using real-time syndromic healthcare data from the Aleppo and Idlib Governorates. We discuss the challenges involved in our collaborative partnership and describe how it may have enhanced the validity of our curriculum with students engaging in a richer representation of key health issues in the conflict. We observed an enhanced self-reflexivity in the students’ approach to quantitative data and its complex interpretation. The dialogic nature of this collaborative design was also a formative process for partners and an opportunity for GH educators to reflect on their own positionality. The project aims to challenge current standards and structures in GH curriculum development and gesture towards a GH education sector eventually led by those with lived experience and expertise to significantly
Streule MJ, Craig LE, 2016, Social learning theories - an important design consideration forgeoscience fieldwork, Journal of Geoscience Education, Vol: 64, Pages: 101-107, ISSN: 1089-9995
The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing sense of identity from student, to geoscience student, to practicing professional geoscientist. Third, they help students to develop and build their own communities of practice within the field trips akin to the professional communities of practice they may be expected to contribute to, and pursue inbound trajectories into, in the future. Furthermore field trips encourage students to actively engage and initiate trajectories within the wider disciplinary geological community of practice. The building and effectiveness of communities of practice are important because the nature of geoscience as an integrative subject lends itself to relying on such communities. Therefore, the designers of field-trip programs should be aware of this social learning theory and ensure that working within communities of practice is integral to the activities they design. In so doing, we will produce graduates in the subject that will serve the requirements of industry and academia alike, in addition to other graduate careers. Students that most successfully participate in field trips are characterized by independence in their learning and increasing self-efficacy.
Streule MJ, 2012, Citation: Streule, MJ, A. Carter, MP Searle, and J. Cottle (2012), Constraints on brittle field exhumation of the Everest-Makalu section of the Greater Himalayan Sequence: Implications for models of crustal flow, Tectonics, doi: 10.1029/2011TC003062, in press., Tectonics, Vol: 31
Streule MJ, Strachan RA, Searle MP, et al., 2010, Comparing Tibet-Himalayan and Caledonian crustal architecture, evolution and mountain building processes, Geological Society, London, Special Publications, Vol: 335, Pages: 207-232
Streule MJ, Searle MP, Waters DJ, et al., 2010, Metamorphism, melting, and channel flow in the Greater Himalayan Sequence and Makalu leucogranite: Constraints from thermobarometry, metamorphic modeling, and U-Pb geochronology, Tectonics, Vol: 29
Searle MP, Law RD, Dewey JF, et al., 2010, Relationships between the Loch Ailsh and Borralan alkaline intrusions and thrusting in the Moine Thrust zone, southern Assynt culmination, NW Scotland, Geological Society, London, Special Publications, Vol: 335, Pages: 383-404
Searle MP, Cottle JM, Streule MJ, et al., 2009, Crustal melt granites and migmatites along the Himalaya: melt source, segregation, transport and granite emplacement mechanisms, Earth and environmental science transactions of the Royal Society of Edinburgh, Vol: 100, Pages: 219-219
Streule MJ, Phillips RJ, Searle MP, et al., 2009, Evolution and chronology of the Pangong Metamorphic Complex adjacent to the Karakoram Fault, Ladakh: constraints from thermobarometry, metamorphic modelling and U–Pb geochronology, Journal of the Geological Society, Vol: 166, Pages: 919-932
Searle MP, Law RD, Godin L, et al., 2008, Defining the Himalayan Main Central thrust in Nepal: Journal of the Geological Society of London, v. 165, doi, Vol: 10, Pages: 76492007-76492007
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