Sailer, K; Kendall, J; (2018) Contextualising and connecting learning. In: Davies, JP and Pachler, N, (eds.) Teaching and learning in Higher Education: Perspectives from UCL. (pp. 133-143). UCL IoE Press: London, UK.

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Abstract

In this case study, two academics from The Bartlett, UCL’s global faculty of the built environment, think through how two modules can bring together research and teaching in interdisciplinary education. They use ‘real life’ as a resource to bring together a whole range of knowledge and activities by having students explore cities and organizational networks. Assessment is particularly tricky in such courses, as is also argued by Jessop and Hughes in Chapter 5; interdisciplinary learning is messy and complicated, as Davies outlines in Chapter 8; and global perspectives must be embedded for such courses to be meaningful, as Kraska, Bourn and Blum highlight in Chapter 6. The authors turn these challenges into a chance for students to learn not just dry, isolated and theoretical ideas, but rather to engage publicly, for instance through blogs. There are many benefits to such education: the students see the city and organizational networks around them in a new light, and tackle realistic skills such as working in groups along the way.

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