VIP Approach at the University of Strathclyde: A Pilot Evaluation Report 2015-16

Research output: Book/ReportCommissioned report

Abstract

The potential for enhanced knowledge creation through collaborative group effort has been reasonably well established within educational discourse. This stands in direct contrast to former traditional models, where knowledge was treated as a transmitted commodity from ‘expert’ to ‘student’. Such transmission models have long been viewed as broadly ineffectual, especially as regards the teaching of primary Science, Technologies, Engineering & Mathematics (STEM) subjects. The Vertically Integrated Project (VIP) approach may offer pedagogical advancement in terms of STEM teaching and learning in Higher Education (HE). Established within the University of Strathclyde some five years ago, an initial University-wide evaluation of the programme was piloted in Session 2015-16. Students’ perceptions of their participation in VIP generally very positively reported within the pilot evaluation. Key messages centred on students’ perceptions of the benefit of participation in the unique collaborative real-world study afforded by the VIP approach and their desire for the programme architecture to expand even further both laterally and vertically across the University.
LanguageEnglish
Place of PublicationGlasgow
PublisherUniversity of Strathclyde
Commissioning bodyUniversity of Strathclyde
Number of pages39
Publication statusPublished - 30 Jun 2016

Fingerprint

evaluation
participation
student
Teaching
commodity
mathematics
expert
engineering
discourse
science
learning
education
Group

Keywords

  • vertically integrated projects
  • multi-disciplinary
  • research and development

Cite this

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title = "VIP Approach at the University of Strathclyde: A Pilot Evaluation Report 2015-16",
abstract = "The potential for enhanced knowledge creation through collaborative group effort has been reasonably well established within educational discourse. This stands in direct contrast to former traditional models, where knowledge was treated as a transmitted commodity from ‘expert’ to ‘student’. Such transmission models have long been viewed as broadly ineffectual, especially as regards the teaching of primary Science, Technologies, Engineering & Mathematics (STEM) subjects. The Vertically Integrated Project (VIP) approach may offer pedagogical advancement in terms of STEM teaching and learning in Higher Education (HE). Established within the University of Strathclyde some five years ago, an initial University-wide evaluation of the programme was piloted in Session 2015-16. Students’ perceptions of their participation in VIP generally very positively reported within the pilot evaluation. Key messages centred on students’ perceptions of the benefit of participation in the unique collaborative real-world study afforded by the VIP approach and their desire for the programme architecture to expand even further both laterally and vertically across the University.",
keywords = "vertically integrated projects, multi-disciplinary, research and development",
author = "Robert Collins and Alex Buckley and Scott Strachan and Paul Murray",
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}

VIP Approach at the University of Strathclyde : A Pilot Evaluation Report 2015-16. / Collins, Robert; Buckley, Alex; Strachan, Scott; Murray, Paul.

Glasgow : University of Strathclyde, 2016. 39 p.

Research output: Book/ReportCommissioned report

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AB - The potential for enhanced knowledge creation through collaborative group effort has been reasonably well established within educational discourse. This stands in direct contrast to former traditional models, where knowledge was treated as a transmitted commodity from ‘expert’ to ‘student’. Such transmission models have long been viewed as broadly ineffectual, especially as regards the teaching of primary Science, Technologies, Engineering & Mathematics (STEM) subjects. The Vertically Integrated Project (VIP) approach may offer pedagogical advancement in terms of STEM teaching and learning in Higher Education (HE). Established within the University of Strathclyde some five years ago, an initial University-wide evaluation of the programme was piloted in Session 2015-16. Students’ perceptions of their participation in VIP generally very positively reported within the pilot evaluation. Key messages centred on students’ perceptions of the benefit of participation in the unique collaborative real-world study afforded by the VIP approach and their desire for the programme architecture to expand even further both laterally and vertically across the University.

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