presentation 07-01-13 final

8/13/2019 Presentation 07-01-13 Final

http://slidepdf.com/reader/full/presentation-07-01-13-final 1/20

Linking

Teaching & Research at KUL

Isabel Huet [email protected]



Outline of the session : intended Los

•

• To explore the concept of linking teaching and research and

the implications for curriculum design;

• To discuss a range of discipline based and department widecase studies to link teaching and discipline based research;

• To link the case studies to what you might already be doing as

individuals/course teams or planning/wishing to do in the

future.




Academics for the 21century?




What do we mean by ……




Research

Brew (2003, pp. 6-7) identified 4 different conceptions of research:• Trading view: “in the foreground are the products of research: theend points, publications, grants and social networks….Recognition andreward.”

• Domino view: “the researcher’s focus is on the solutions to problems

and the answering of questions … It looks outside the immediatecontext of the research.”

• Layer view: “the focus looks inward. It is internal because in the focusof awareness are the data containing ideas together with (linked to)hidden meanings. … Here, research is interpreted as a process of

discovering, uncovering or creating underlying meanings” • Journey view: “in the foreground are the personal existential issuesand dilemmas of the researcher… the researcher is the focal point ofawareness. Research is interpreted as a personal journey of discoverypossibly leading to transformation.




What do you mean by ….




Line Ups

I see the links of research and teaching enhancing

mostly the postgraduate students’ learning

Strongly Strongly

agree disagree




Rationale T&R linkage

‘For the students who are the professionals of thefuture, developing the ability to investigate problems,make judgments on the basis of sound evidence, take

decisions on a rational basis, and understand what theyare doing and why is vital.

Research and inquiry is not just for those who choose topursue an academic career. It is central to professional

life in the twenty-first century.’ Brew (2007, p.7)




Enquiry and research-based learning

• Method of teaching and learning based on self-directed enquiry or research by the

student. It provides a strongly student-centred approach to T&L, enhancing

students' learning experience. (http://goo.gl/2sRZa9)

Inquiry is a form of Self-Directed Learning and follows the four basic stages defining

self-directed learning. Students take more responsibility for:

- Determining what they need to learn

- Identifying resources and how best to learn from them

- Using resources and reporting their learning

- Assessing their progress in learning

(http://goo.gl/JU8tNP)

• Undergraduate Research and Inquiry-based Learning: Is There a Difference? Insights from

Research in New Zealand. (http://www.cur.org/assets/1/7/Spronken-Smith.pdf)




Different ways of linking research and

teaching

• Learning about others’ research

• Learning to do research – research methods

• Learning in research mode – enquiry based

• Pedagogic research – enquiring and reflecting on

learning (scholarship of learning and teaching)




Research-tutored

Engaging in research

discussions

Research-based

Students undertaking

research and inquiry

Research-led

Learning about current

research in the discipline

Research-oriented

Developing research

inquiry and techniques

STUDENT-FOCUSED

STUDENTS AS PARTICIPANTS

EMPHASIS ON

RESEARCH

CONTENT

EMPHASIS ON

RESEARCH

PROCESSES

AND

PROBLEMS

TEACHER-FOCUSED

STUDENTS AS AUDIENCE

Linking T&R conceptual framework(Healey & Jenkins, 2009, p.7)




Framework

• Research-led: where students learn about research findings, the curriculum

content is strongly shaped by faculty research interests/current research in

the discipline.

• Research-oriented: where students learn about research processes, the

curriculum emphasises as much the processes by which knowledge is

produced as learning knowledge that has been achieved, and faculty try to

engender a research ethos through their teaching.

• Research-based: where students learn as researchers, the curriculum is

largely designed around inquiry-based activities, and the division of roles

between teacher and student is minimised.

• Research tutored: where students supported by staff in small group discuss

current research ( papers) in their discipline.




Task 1 (Group Work)

Discuss with those around you the research evidence presented by the authors:

• Policy Separation: ‘Heads of departments and other managers of staff time

indicated that, on a managerial level, it is more convenient for teaching and

research activities to be treated as separate activities. On an intellectual

level, however, academic managers would rather perceive the two to besynergistic.’ (Coate et al ., 2001, p. 162)

• Curriculum design: ‘The academic community in higher education is

becoming increasingly fragmented, with arguably the greatest fault line

between research and teaching. (…) through the reinvention of the

undergraduate curriculum to focus on student engagement in research and

research-type activities, a truly inclusive community of academic practice

can be created with consequent benefits to academics, students and

support staff.’ (Smith & Rust, 2011, p.115)




Task 2 | Group A

Consider how one or more of the discipline case studies (pp. 4-26 ) could be adapted

to your context and/or how it relates to the conceptual framework

2.1 Biosciences, Physical Sciences and Medicine

2.2 Social Sciences

2.3 Business, Computing ,Law and Tourism

2.4 Geography and Environmental Studies

2.5 Archaeology and Earth Sciences

2.6 Arts, Media, Architecture and Performing Arts

2.7 English

2.7 History

2.8 Education and Philosophy

State one thing that is important about the relevance of this case study to ‘your’

practice /policy/or worth saying about this case study …




Task 2 | Group B

Departmental Case Studies (pp. 26-38)

Discuss one or more of the case studies –and then agree on

one statement worth making as to its value to your

department(s) or faculty

3.1 Biosciences, Chemistry, Medicine and Health Sciences

3.2 Engineering and Mathematics

3.3 Arts and Social Sciences

3.4 Geography, Earth and Environmental Sciences

3.5 Developing research skills and academic practices

3.6 Re-designing Spaces




Some final reflections

• Linking T&R can be perceived in different ways and developed at

different levels (individual, departmental, institutional level)

• Linking T&R should be taking seriously by schools/department

(integrated in the curriculum) and these experiences should be

monitored and assessed;

• Bringing your teaching and research more effectively together can

help you balance what can be competing demands on your time

and attention.

• Include all and be selective.

• Link undergraduate research and inquiry to student employability




ReferencesBrew, A. (2003) Teaching and research: new relationships and their implications for inquiry-based

teaching and learning in higher education, Higher Education Research & Development. 22(1), 3-18.

Brew, A. (2007). Approaches to the scholarship of teaching and learning. In A. Brew, & J. Sachs, (Eds.).

Transforming a University: The Scholarship of Teaching and Learning in Practice (pp. 1-10). Sydney:

Sydney University Press.

Coate, K., Barnett, R., & Williams, G. (2001) Relationships between teaching and research in higher

education in England, Higher Education Quarterly. 55(2), 158 –174.

Hattie, J., & Marsh, H.W. (1996) The relationship between research and teaching: a meta-analysis,

Review of Educational Research. 66(4), 507-542.

Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: HE Academy,

Available at:

http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergra

duate_Final.pdf

Smith, P., & Rust, C .(2011). The potential of research-based learning for the creation of truly inclusive

academic communities of practice, Innovations in Education and Teaching International 48(2).

A selected bibliography (regularly updated) available at:

http://www.mickhealey.co.uk/resources

Isabel Huet i huet@kingston ac uk

presentation 07-01-13 final

Documents