Category / student research

An Example of Research Informed Education

BU research, Fusion, Publishing, student research

I have been leading final year Design & Engineering “Advanced Technology & Innovation” unit. This is a 40 credit unit and 50% of the course work is assessed through a research publication.

During this unit the students had the opportunity to choose a topic for research within the area of coatings including nano coatings, structural integrity (corrosion simulation and modelling), thermodynamics, renewable energy and materials. These areas of research are supported through state-of-the-art experimental and analytical resources in Sustainable Design Research Centre and supported by significant industrial collaborations.

Final year design engineering students have been actively engaged with the research activity and were successful in publishing the following journal (open access) and conference papers.

Nugent, M., & Khan, Z. (2014). The effects of corrosion rate and manufacturing in the prevention of stress corrosion cracking on structural members of steel bridges. The Journal of Corrosion Science and Engineering JCSE, 17(16). Retrieved from http://www.jcse.org/

Grover, M., & Khan, Z. (2014). The Comparison on Tool Wear, Surface Finish and Geometric Accuracy when turning EN8 Steel in Wet and Dry Conditions. In M. Grover (Ed.), World Congress on Engineering 2014: The 2014 International Conference of Manufacturing Engineering and Engineering Management (pp. 1093-1097). Imperial College London: Newswood Limited International Association of Engineers. Retrieved from http://www.iaeng.org/WCE2014/index.html

Wilton-Smith, K., Khan, Z., Saeed, A., & Hadfield, M. (2014). Accelerated Corrosion tests of Waste-gated Turbocharger’s Adjustable and Fixed End Links. In High Performance and Optimum Design of Structures and Materials Vol. 137 (pp. 501-508). Southampton: Wessex Institute of Technology, UK. doi: 10.2495/HPSM140461

Dobson, P., & Khan, Z. (2013). Design considerations for carbon steel pipes materials’ selection applied in fossil powered plants subjected to wet-steam flow accelerated- corrosion review paper. Journal of Corrosion Science and Engineering, 16, 1-13. Retrieved from http://www.scopus.com/source/sourceInfo.url?sourceId=12326&origin=recordpage

Denham, L., & Khan, Z. (2013). The prevention of corrosion and corrosion
stress cracking on structural members of
fixed deep sea oil rigs. The Journal of Corrosion Science and Engineering, 16, 1-13. Retrieved from http://www.jcse.org/

The paper “The Comparison on Tool Wear, Surface Finish and Geometric Accuracy when turning EN8 Steel in Wet and Dry Conditions” was accepted in the World Congress on Engineering 2014 organised by International Association of Engineers (IAENG) at the Imperial College London 2-4 July 2014. This paper was presented at the conference. This paper has now been selected to be contributed as a book chapter which will be published by Springer.

“We are happy to inform you that Springer has invited us to publish the edited book [ Transactions on Engineering Technologies – World Congress on Engineering 2014] for our WCE 2014 and we are now inviting our WCE 2014 conference participants of selected papers for the edited book.” [extract from invitation].

Dr Zulfiqar Khan (Associate Professor)

Director Sustainable Design Research Centre

SciTech

 

Understanding the constructions of the ‘other’: co-produced knowledge and understanding of ‘terrorists’ and ‘terrorism’

BU research, Fusion, Research news, student research

Last year, I put together a small HEA individual grant to build upon our earlier research concerning terrorism and social work education, and civil unrest and welfare in Muslim countries. Unfortunately, the bid was unsuccessful but one should never let a good bid go to waste. Given that it was education focused, based around co-production and student enhancement – a ‘fusion’-based project! -I thought rather than try somewhere else for funding I would embed it into the third year undergraduate Sociology unit Terrorism, Protection & Society, where it would have sat if successful.

The project encourages active student engagement in learning, employing a methodology of co-production of knowledge in which skills to collaborate in producing critically informed and societally beneficial knowledge will be developed. Students are reading, critically, major UK newspapers, identifying and analysing those articles that mention ‘terrorists, terrorism or terror’ and associated concepts. From this they are engaged in identifying the processes by which our dominant cultural frames are constructed and can be challenged. The project findings, once 30-days worth of newspapers have been scoured for relevant articles, will be widely disseminated through the production of academic papers, a submission to eBU and through conference presentations.

Students following the Terrorism, Protection & Society module, engage in learning how the ‘other’, in this case ‘terrorist’, is constructed within popular debate and within the public media in the UK. As part of the project rooted within the unit, students will also analyse the media’s use of target terms (terrorist, terrorism, terror and so on) through a content and discourse analysis, and debate the potential consequences of this for contemporary society and for developing a deeper and more nuanced understanding that can assist in restraining social conflict, violence and the ‘othering’ of those who may be associated with core characteristics of ‘terrorists’ according to the socio-cultural master-narratives created by media representations.

Students will produce a paper with academic staff for the eBU on-line journal; most co-production of academic papers with students occurs at postgraduate level and this project has a degree of originality in promoting co-production of academic knowledge with undergraduate students, something we have done already in respect of edited books. Other academic outputs will be developed and students demonstrating interest and capacity will be invited to participate in their production.

Alongside the academic publications envisaged, this proposal meets BU’s fusion objectives in seeking also to add to the corpus of evidence of pedagogical benefits for students of knowledge co-creation and includes a focus on the student experience of the processes of learning.

Thus, as part of the teaching and learning students engage with, the project has wide reach and significance for student learning and pedagogical development by enhancing social and cultural understanding amongst students who will soon graduate, alongside producing autonomous and critically thinking individuals who can translate their learning and core skills into the employment market.

This week students energetically engaged with the preliminary data extraction and coding of those newspaper articles dealing with concepts and issues that were termed or could be termed as terror, terrorist, terrorism, extremism and so forth. The work undertaken helped to put in perspective some of the first two weeks’ lecture material and allowed the students to bring their own critical understandings to this complex and emotive area.

So far, the project has illuminated to me what an incredibly versatile and intellectually agile student body we have; people who will be an asset to the workforce of the future and a credit to our university! I am looking forward to the following weeks as the project unfurls.

 

Professor Jonathan Parker

 

Sociology students engaged in research

 

Effective channels for course or unit communication

Research news, Research themes, student research

Student using smart phone

How and when we communicate course or unit level information with students can impact their perception of course organisation and management and subsequently their student experience.

The Student Communications Team and Student Experience Champion Mark Ridolfo host a workshop, Effective channels for student course communication, on Tuesday 14 October.

The event will explore a range of channels and how to use them effectively. Topics will include:

  • How course communication can impact student experience
  • The current communication environment and managing the expectation of your students
  • Some effective course communication examples from colleagues across BU, including:       
    • Text messages (Students Comms Team)
    • iBU (Amy Blackham, (Student Communications Manager)
    • myBU (Mark Ridolfo, Student experience Champion)
    • Facebook and Twitter (Dr Ana Adi, Lecturer in Corporate and Marketing Communications)
    • Other social media examples (Jasmine Connolly, Social Media Officer)
  • Expert panel discussion / Q&A.

You can find out more and register at the Staff Development and Engagement pages.

Readers of this blog post might also have a particular interest in Julie Northam’s blog post Benefits of research-led learning on the student experience and NSS scores.

Review of CEL Grand Opening

BU research, Research news, student research

Following the launch of BU’s Centre for Excellence in Learning in April 2014, we now have a CEL room in the heart of the Talbot campus. On Tuesday 23rd September, the CEL space on the ground floor of Poole House, PG30a, was officially opened.  To mark the occasion, there were presentations from three well-renowned speakers about the ‘Importance of Learning’.  Professor Stephen Heppell, BU Professor in the Centre for Excellence in Media Practice (CEMP), began by talking on ‘The importance of the context for learning and the value of a Centre for Excellence in Learning’, followed by Professor Ron Barnett, Emeritus Professor of Higher Education at the Institute of Education in London, who spoke on the issue of ‘Flexibility in Learning; Challenges and Possibilities’ – his presentation can be viewed by clicking on the link below.  Dr Jenny Moon, BU Associate Professor in CEMP and National Teaching Fellow, concluded the presentations by sharing her thoughts on ‘Inspiring a passion for learning about learning’.

Following the presentations, invited guests gathered in the foyer outside the Centre to hear a few words from the Vice Chancellor, Professor John Vinney about the important work that CEL has initiated to date.  Before cutting the ribbon, the guest of honour, Professor Ron Barnett,  said how encouraged he felt about the prominence of CEL at BU as its central location was a clear representation of the value attributed to it.  A drinks reception followed where colleagues were able to further network and consider how best to use this very positive resource in taking forward student centred learning in future.

Flexibility – Bournemouth university