Student Fellows
Our Student Fellows support CODE projects by carrying out specific tasks in agreement with a CODE Fellow supervisor.
This is an initiative whereby University of London distance learning students are given the opportunity to gain transferable skills through collaborating with CODE Fellows on current projects funded by the Centre. Typical topics include:
- Educational research
- Development of student support material
- Project or resource evaluation
- Focus group and other data gathering activities.
Our Student Fellows support CODE projects by carrying out specific tasks in agreement with a CODE Fellow supervisor, such as:
- Developing resources
- Evaluating education-related resources based on agreed criteria
- Collecting/analysing data
- Conducting interviews
- Undertaking a literature review
- Conducting a survey
- Recruiting project participants.
Interested students complete an application form which includes providing supporting statements about:
- Reasons for wanting to become a Student Fellow
- Relevant experience in performing research tasks and match with the specific projects described in the application pack
- Relevant achievements and skills
- Skills to be developed as a student fellow and how undertaking a student fellowship would enhance academic, professional and personal development.
Student Fellows and projects
The CODE Student Research Fellows initiative commenced in 2019, but was limited by Covid-19 and demands on staff time, so we are pleased to see this relaunched this year.
Following a recruitment round during summer 2022, we have now finalised the 20 CODE Student Research Fellows for 2022-23, drawn from across the Globe, from a variety of academic programmes and bringing a wide range of experience and interests to our projects. UoLW colleagues Huw Morgan-Jones, and Amardeep Sanghera worked with CODE Fellows Jonathan San Diego (KCL) and Ashley Cox (UoL/SOAS) and Linda Amrane-Cooper (UoL) to recruit, short list, match students to projects and support the work. We held a an induction with the Student Fellows on 1 November and students are now working in their project teams.
The students researchers are working closely with the CODE Project teams and have an allocation of between 15 to 30 funded hours for their work on the projects. CODE Projects vary in nature, but all students will gain valuable, transferrable skills such as literature reviews, evaluation, data collection, participant selection, interviewing and focus group work. Students will have the opportunity to contribute to outputs from the projects and several will join our Research in Distance Education conference in March 2023.
We are undertaking a detailed evaluation of impact and outcomes from this work.
Student name | Level of study | Programme | Member institution | Domicile | Project name |
---|---|---|---|---|---|
Adina Gordon | UG | Bachelor of Laws (LLB) | Consortium of Law Schools | Trinidad & Tobago | Navigating the future |
Abiodon Mobolorundoro | PG | Master of Business Administration | Queen Mary, University of London | United Kingdom | Navigating the future |
Christine Atieno Amolo | PG | MA Refugee Protection and Forced Migration Studies | School of Advanced Study | Kenya | The use and impact of role play in clinical psychology teaching |
Angels Puig Arce | PG | MSc Information Security | Royal Holloway, University of London | Germany | A Practical Guide to Projects and Dissertations (Part 2) |
Lucy Skoulding | PG | MA Human Rights | School of Advanced Study | United Kingdom | A Practical Guide to Projects and Dissertations (Part 2) |
Name withheld | PG | Master of Business Administration | Queen Mary, University of London | Zambia | Embedding better support and guidance for programme development teams for drafting programme and module learning outcomes |
Name withheld | UG | Bachelor of Laws (LLB) | Consortium of Law Schools | Spain | A student-facing course for engagement in Mixed-Mode (hybrid) education |
Name withheld | PG | Master of Laws | Queen Mary, University of London and the Faculty of Laws at University College London | Argentina | Managing academic integrity in online assessment |
Tamara Myers | PG | Master of Science Sustainable Development | SOAS | Germany | Climate Change |
Alex Wade | UG | BSc International Development EMFSS | LSE | India and UK | CODE Workflow |
Hazel Stevenson | PG | PG Laws | Queen Mary, University of London and the Faculty of Laws at University College London | United Kingdom | Student Research Fellowship |
Name withheld | PG | MA Applied Educational Leadership and Management | University College London | Malaysia | Digital Educator 2 |
Susana Poveda | UG | BSc Computer Science (Data Science) | Goldsmiths | Colombia | Digital Educator 2 |
Name withheld | UG | BSc Computer Science (Machine Learning and Artificial Intelligence) | Goldsmiths | Singapore | Understanding the threat and possible mitigation in relation to AI Written Essays |
Helen Bentley | PG | MA Global Diplomacy | SOAS | China | Open University China project |
Zil-E-Huma Maroof | UG | Bsc Politics and International Relations | LSE | Pakistan | Open University China project |
Nayera Elgohary | UG | Economics and Management | LSE | Egypt | RIDE |
Name withheld | PG | Refugee Protection and Forced Migration Study | School of Advanced Study | Democratic Republic of Congo | Online Timed Assessment |
Name withheld | PG | MSc Finance (Economic Policy) | SOAS | Barbados | Online Timed Assessment |
Alicja Korek | PG | Gender, Sexuality in Global Politics | SOAS | France | Guide to writing MCQs |
Student | Programme (member institution) | Project | Domicile |
---|---|---|---|
Tiffany Tupper | MSc Climate Change and Development (SOAS) | An interactive study guide on postgraduate dissertation research and writing(Opens in new window) | USA |
Hannah Shekhawat | MA Global Diplomacy (South Asia) | Evaluating the transition to online assessment(Opens in new window) | UK |
Ellen Marie Hauff | Bachelor of Laws Graduate Entry | Evaluating the transition to online assessment(Opens in new window) | Norway |
Student | Programme (member institution) | Project | Domicile |
---|---|---|---|
Tiffany Tupper | MSc Climate Change and Development (SOAS) | An interactive study guide on postgraduate dissertation research and writing(Opens in new window) | USA |
Jonathan Jagessar | Master of Laws | Contract cheating(Opens in new window) | Trinidad and Tobago |
Tinashe Mushayamunda | MSc Agricultural Economics (SOAS) | Active learning in an online learning environment(Opens in new window) | Zimbabwe |
Janet Char Lin Wong | Bachelor of Laws | Student learning hours and learning activities(Opens in new window) | Malaysia |
Naraesa Francis | BA English | Student learning hours and learning activities(Opens in new window) | Malaysia |
Oskar Martin Enmalm | BSc Computing and Information Systems | Digital Educator(Opens in new window) | Germany |
George Njamwitha | Master of Laws | Evaluating the transition to online assessment | Kenya |
Hannah Shekhawat | MA Global Diplomacy (South Asia) | Evaluating the transition to online assessment | UK |
Ellen Marie Hauff | Bachelor of Laws Graduate Entry | Evaluating the transition to online assessment | Norway |
What our Student Fellows say
Serving as a CDE fellow was an excellent opportunity to enhance my research skills and build relationships with faculty across the University of London system. I learned practical skills, including survey creation and research development, that enhances my own MSc. work. I also appreciated connecting with other University of London students. Particularly as an online international student, the program deepened my connection to the University of London and showed me the breadth of research developed by the institution. I encourage anyone who is interested in inter-disciplinary research with an online focus, as well as observing and collaborating with world-class researchers, to apply to be a CDE fellow.
Tiffany Tupper, Student Fellow 2020
I definitely feel part of the project as my input is valued and praised and [my supervisor] is extremely supportive and encouraging. With that said, the rest of the staff at CDE and UoL that have facilitated the project thus far have been extremely helpful and pleasant to work with.
Jonathan Jagessar, Student Fellow 2020
It has been interesting to see how research projects can evolve… and the structure of proposals. I would recommend other students getting evolved as it is interesting to see the inner workings of a research group.
Oskar Enmalm, Student Fellow 2020