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The University of Southampton

CANCELLED - Developing an adaptable approach to integrating students as creators of knowledge as an engaging pedagogy; opportunities and challenges in adopting this philosophy Seminar

26 March 2020
B27 Room 2001

For more information regarding this seminar, please email Prof David Read at .

Event details

How can student-designed research/research-like activities drive student-centred learning in an era of increased metrification? Evidence suggests that there is a positive effect on student learning as a result of the inclusion of real-life, complex and unstructured research-like activities at the core of the undergraduate curriculum. This active lecture will explore 10 years of experience in the field, with hands-on activities supporting participants in adopting a “students as producers” approach to their practice, with clear guidelines and recommendations to support adoption of this practice.

In an era of increasing metrification of learning combined with a drive towards student-centeredness, is there space to consider and use alternative teaching and learning approaches? In the constantly evolving higher education ecosystem, students have been incorporated and integrated in the learning process through many emerging and evolving pedagogical approaches. However, successful implementation of student-centred approaches often relates to the level of authenticity of their involvement in their own learning (Trowler, 2010).

In this active lecture, the integration of student-designed research and research-like activities will be explored from a science context, however, the session will be applicable to all disciplines and across all levels of undergraduate learning. Over a decade ago Neary and Winn (2009), through the ‘students as producer’ philosophy, suggested the positive effect on student learning through the inclusion of real-life, complex and unstructured research-like activities at the core of the undergraduate curriculum. In this approach to learning, students are encouraged to develop their understanding by carrying out research, or research-like, activities early and throughout their undergraduate studies.

This evidence-based session, will be examine the outcomes of ten years of practitioner-based experience to underpin a discursive exploration of this teaching and learning approach. Hands-on activities will focus on supporting and enabling attendees to adopt a ‘students as producers’ approach to their practice. Specific areas of development include technology enabled synchronous and asynchronous learning in large classes, as well as developing dialogic and synergistic pedagogic styles. Healy and Jenkins’ ‘research teaching nexus’ model (2009) will be used as a framework to understand the type of learning experiences the ‘producing’ students encounter; it will also be used as a springboard for participants to consider their own teaching and learning practice. Potential barriers and challenges to adopting new (or adapting current) practice will be unpacked and recommendations given, so as to provide an enabling resource for participants to bring away with them after the session.



Healy, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: The Higher Education Academy.

Neary, M., & Winn, J. (2009). The student as producer: reinventing the student experience in higher education. In: M. Neary, H. Stevenson, & Bell, L. (Eds.). The future of higher education: policy, pedagogy and the student experience (pp. 126-138). London: Continuum.

Trowler, V. (2010). Student engagement literature review.  York: Higher Education Academy.


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