Transcript Linking Teaching and Research

Task! Discussing the University web site…
Ensure you all have session handout
Discuss with those around you how this university conceives the roles of teaching
and research –at this stage this discussion is private
“University of Cyprus aims to establish itself as a Pioneer Research Institution achieving International
Scientific Recognition ….
The main objectives of the University are twofold: the promotion of scholarship and education
through teaching and research, and the enhancement of the cultural, social and economic
development of Cyprus.
In this context, the University believes that education must provide more than simply accumulation of
knowledge. It must also encourage students' active participation in the process of learning ….
Research is promoted and funded in all departments for its contribution to scholarship in general and
for its local and international applications.” (University web site)
Linking Discipline based Research
with Teaching to Benefit Student
Learning
“… universities should treat learning as not yet wholly solved problems
and hence always in research mode” (Humboldt, 1970, quoted by Elton
2005, 110)
Alan Jenkins
Emeritus Professor Oxford Brookes University : advisor to QAA Scotland on the Teaching Research Nexus
Enhancement Theme http://www.enhancementthemes.ac.uk/themes/ResearchTeaching/
Confirming the Focus
Our focus today is on (staff /faculty )research in the
disciplines (eg philosophy or interdisciplinary areas
such as womens’ studies )and student learning and
not on ( pedagogic ) research on higher education. (
Except of course if your discipline is education!)
Aims
•
Discussed what you already do as individuals , course teams …..to link
teaching and discipline based research
•
Noted the key research evidence
•
Clarified your view on the current relationship between (staff/faculty )
research and student learning in your current and future role(s),
courses, discipline and in your department /institution
•
Considered a range of discipline based and department wide
case studies
•
Explored how those relationships could be more ‘effectively’
constructed and/ or ‘managed’.
Pedagogic approach and structure
Pedagogic approach : guided discussion with mini
presentations : ‘action planning’
Structure : exploring your views: role of research in HE :
research evidence: the disciplinary dimension: case
studies at course and departmental level ; provisional
planning of interventions
Language : in plenary use English …but in groups speak
as you wish!
Line-up
To be an effective teacher in HE one
needs to be centrally involved in
discipline based research
Strongly ------------------------------ Strongly
agree
disagree
ONE thing that came out of our discussion was …
Line Up
‘Undergraduate Research is for ALL
undergraduates’
Strongly ------------------------------ Strongly
Agree
Disagree
ONE thing that came out of our discussion was …
Line Up
I find it easy to link my roles as a teacher
( at undergraduate level) and as a
researcher
__________________________________
Strongly agree
Strongly disagree
About myself
Geography undergraduate University College London 1959-
62 and then school teacher training
Secondary school teacher British Columbia 1963-6
Graduate student geography /international relations
Madison Wisconsin 1966-9
Geography ..at Oxford Polytechnic /Brookes University
1975- c 1996
Educational Development Oxford Brookes c1996-2006
Independent Consultant 2006….
Available from the HE Academy http://www.heacademy.ac.uk/rtnexus.htm
International Statements on Value /Intent
“… universities should treat learning as not yet wholly
solved problems and hence always in research mode”
(Humboldt, founder University of Berlin 1810 , quoted
by Elton 2005, 110)
The New Zealand Education Amendment Act (1990)
defines a university as where “teaching and research
are closely interdependent and most of their teaching
is done by people who are active in advancing
knowledge.”
Two recent pronouncements
"..The research universities have often failed, and continue to fail their undergraduate
populations, thousands of students graduate without seeing the world - famous
professors or tasting genuine research." (U. S.) Boyer Commission on Educating
Undergraduates in the Research University (1998 ,3) (emphasis added)
“… we want all students to access the benefits exposure to teaching informed by
research can bring…. This will take many forms including pure and applied
research that feeds curriculum development; but also research and development
that tackle the challenging questions facing professional business, regional and
local employers now and in the future. We’re doing this because we believe an
understanding of the research process – asking the right questions in the right
way; conducting experiments; and collating and evaluating information – must be
a key part of any undergraduate curriculum; whether or not those involved in
delivering it are actively engaged in research activity themselves.” (Bill Rammell,
UK Minister for Higher Education 2006, 3) ( emphasis added)
Research Evidence
Loosely Coupled “Based on this review we concluded that the common belief that
teaching and research were inextricably intertwined is an enduring myth. At best
teaching and research are very loosely coupled" (Hattie and Marsh, 1996)
At Arms length Students at “arms length” from the worlds of university research (Brew,
2006)
Individual Faculty : can experience links and tensions in resolving their teaching and
research roles . The context of the department , discipline ..shapes these
relationships. (Colbeck 1998).
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 be synergistic.’ (Coate et al.
2001, p. 162)
Research evidence on impact of
(selective)undergraduate research programmes
“There is growing evidence that – when done well – some programs and activities appear
to engage participants at levels that elevates their performance across multiple
engagement and desired outcomes measures such as persistence. … They include
first-year seminars, common intellectual experiences, learning communities,
service learning, undergraduate research, study abroad and other experiences
with diversity, internships, and capstone courses and projects.” Kuh, 2008, 14
“Collectively, the evidence shows the power of undergraduate research as a tool for
engaging minority students in authentic science in order to overcome past societal
disadvantages and develop individual talent in communities that have not had
these opportunities. Whether such efforts can scale up the point that they
cumulatively foster a more diverse scientific workforce is a bigger question, whose
answer remains to be seen.” Hunter et al., 2010, chapter 8
Acting on the Research Evidence
“The aim is to increase the circumstances in which teaching and
research have occasion to meet….
Increase the skills of staff to teach emphasizing the construction of
knowledge by students rather than the imparting of knowledge by
instructors......
Ensure that students experience the process of artistic and scientific
productivity."
(Hattie and Marsh, 1996)
My Perspectives
•
Student ‘understanding’ of the complexity of knowledge lies at the centre of higher education.
(Ron Barnett)
•
From the level of the academic, the student … and the institution there are tensions between
teaching and research
•
We need to maximise the (potential) synergies and minimise the conflicts
•
This requires actions at a variety of levels
•
The link at undergraduate level is both most problematic and most important ?
•
If an institution has special roles eg researcher , teacher ,tutor –then one needs to manage
and ensure these roles are at some point linked to the benefit of students /wider society.
•
There are important disciplinary / ‘professional’ and institutional variations in teaching
/research / professional knowledge relations
•
Library and information technology staff can play key roles
•
Practices and policies can be adapted to different disciplinary institutional and national
contexts
Curriculum design as controlling a set of
different goals /forces
Healey and Jenkins argue …
All students in all higher education institutions should experience learning
through, and about, research and inquiry.
We argue, as does much recent US experience, that such curricular experience
should and can be mainstreamed for all or many students through a
research-active curriculum. We argue that this can be achieved through
structured interventions at course team, departmental, institutional and
national levels.
(2009,p3) Developing Undergraduate Research and Inquiry , York , Higher
Education Academy
A ‘Language’ to Help Us Examine What We Dosee handout pp 6-7
•
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; or
•
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.
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON
RESEARCH
CONTENT
Research-tutored
Research-based
Engaging in research
discussions
Students undertaking
research and inquiry
Research-led
Research-oriented
Learning about current
research in the discipline
Developing research
inquiry and techniques
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
EMPHASIS ON
RESEARCH
PROCESSES
AND
PROBLEMS
Tasks :Using that typology/language
Consider the case study of geography at University College
London , page 17 ( ignore Oxford Brookes)
Don’t get lost in is this ‘good’ or ‘bad’ practice ? Let’s see it
as ‘interesting practice’
Using the language of the handout pages 6-7; what forms
of teaching /research links do you see there ?
Research led ,research orientated , research based,
and/or research tutored?
A Key Perspective
“Teaching and research are correlated when
they are co-related. …One way to
achieve this is to exploit further the link
between teaching and research in the
design of courses.” (Brew A. & Boud D.,
1995).
Small Group Task : pp 8-33 Consider how /whether one or more of the
discipline case studies could be adapted to your context
2.1
Biosciences, Physical Sciences and Medicine pp 7-12
2.2
Social Sciences pp 12-14
2.3
Business, Law and Tourism pp 14-17
2.4
Geography and Environmental Studies pp 17-21
2.5
Archaeology and Earth Sciences pp 21-22
2.6
Arts, Media, Architecture and Performing Arts pp 22-24
2.7
English p p 24-25
2.7
History p25
2.8
Education and Philosophy pp 25-27
2.9
Interdisciplinary pp 27-29
Reporter – be ready to 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 : Course Design-see Annex 2 p 41
Ensure that students experience the process of artistic and
scientific productivity." (Hattie and Marsh, 1996)
Group Reflection
Use the typology to examine ‘your’ current practice – as an
individual or member of a course team
What do you consider you are already doing effectively ?
What might you wish to strengthen or develop?
Reporter to state – ONE thing worth saying to everybody here that
comes out of this task is …
Provisional planning
On the basis of the session so far provisionally
plan ONE intervention in your own practice…
The central features are ?
Consider how to better ensure ‘success’ including
recognising certain expected difficulties?
Taking this forward in your practice:Decide whom
is an A and whom a B
A speaks and B listens : 3 mins
What I am provisionally taking forward into
my own practice is ….
B speaks and A listens …2 mins
Some suggestions I have are ….
Now B speaks and A listens
B speaks and A listens : 3 mins
What I am provisionally taking forward into
my own practice is ….
A speaks and B listens …2 mins
Some suggestions I have are ….
Disciplinary Perspectives
Why Disciplines Might Be Significant: Logical? Hypotheses
•
Disciplines are academic ‘communities of practice’
•
The nature of/extent of research in the discipline may vary/be significant
•
The nature of the funding/organisation of research in the discipline may
be significant
•
The nature of/role of scholarship in the discipline may vary/be significant
•
The nature of pedagogy in the discipline may be different
•
The nature of how research is taught in the discipline may be significant
•
The importance of research as taught in the discipline may be significant
•
The nature of the staff and or student culture across the discipline may
be significant
•
The importance of research to future student roles/employability may be
significant
Students experience of learning in a research
environment: Physics handout p 7
What is research?
Breaking new ground; moving
forward; exploration and discovery
How visible is it?
Laboratories and machinery (ie tools)
but often behind closed doors
Where is it
Out there; at a higher level
located?
Who does it?
Lecturers
Source: Robertson and Blackler (2006)
Students experience of learning in a research environment:
Geography handout p 7
What is research?
Gathering information in the world;
answering a question
How visible is it?
Most visible in the field
Where is it
Out there in the field
located?
Who does it?
Lecturers and (increasingly over
time) students
Source: Robertson and Blackler (2006)
Students experience of learning in a research environment:
English Handout p 7
What is research?
Looking into; gathering; putting it
together; a focus of interest
How visible is it?
Not tangibly visible but apparent in
the dialogue
Where is it
In the library; in the head
located?
Who does it?
Lecturers and students
Source: Robertson and Blackler (2006)
Study of Physics and English faculty in two
US institutions
In Physics, the links lay in the way that undergraduates and
postgraduates could be involved in (staff) research, for much of
the research was team based:the potential and actual links lay in
the organisation of research and pedagogy. Much of the
pedagogy was enquiry-based.
In English, the connections between research and scholarship were
strong: indeed the distinctions between research and scholarship
were hard to draw.The teaching-research connections lay more in
the content of the curriculum.
(Colbeck 1998)
Discuss teaching /research relationships in
your course team / department or Faculty..
Nexus :”is a connection, usually where multiple elements
meet” Wikipedia
Teaching and research relations in my course team
/department are like? These analogies my help ?
‘love and marriage’; ‘ a horse and carriage’ or ‘strangers in
the night’ (Sinatra F..)
Departmental Relationships
One Research Study in UK Built Environment
departments (Urban Planning): Brookes:
Sheffield Hallam: Westminster; and University
of West of England
Teaching was organised : Research was
organised: little was done to bring them
together
QAA Scotland : Research Teaching Linkages
http://www.enhancementthemes.ac.uk/documents/ResearchTeaching
/QAA292Overview260509.pdf
Areas for development
􀁺 While there are wide-ranging innovative examples of practice and policy in all institutions, much of
this is implicit and not systematically developed or supported.
􀁺 While the evidence was strong of effective examples of practice at final-year level(for example, some form of
research project), institutions, departments, and schools need to ensure that these research
attributes are developed systematically through programmes in a structured manner from year
one.
􀁺 There is a sense that the issues were better understood and supported by staff heavily engaged in teaching, and
not really understood or supported by those with a major focus on research.
􀁺 Attention needs to be given to ensuring that students are aware of, and understand the importance of,
research-based attributes for their future employability and success as lifelong learners. Course
teams need to develop waysthat support students' understanding of these attributes and their belief in how
they can aid their future employment and involvement in civic life. ( emphasis added)
Considering two case studies
Consider the case study of geography at University
College London , page 17 ( ignore Oxford
Brookes) and Engineering at Imperial p 32
Don’t get lost in is this ‘good’ or ‘bad’ practice ?
Let’s see it as ‘interesting practice’
What that those departments done to try to
bring together teaching and research ?
What are the similarities and the differences
between their strategies?
Group Task: Departmental Case Studies
pp 29-38
Discuss one or more of the case studies –and then agree on one
statement worth making as to its value to your department(s)
/Faculty this institution
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
Note Annex One: Linking Teaching and
Research in Departments: p 40
Questions and Strategies
•
Curriculum and research-based learning
•
Management, organisational structure and
staffing at departmental level
•
Inclusive culture
Isssues of Multi and Interdisciplinarity
Internationally ….few students now do a single subject degree???
Study of long term impact of a degree at Oxford Polytechnic /Oxford Brookes where
students studied two subjects :Selected geography students interviewed
5,10,15,20 years after graduation
For many this was first time they had been asked to consider their overall degree
/relationships between the two subjects they had studied.
Jenkins A , Jones L and Ward A ( 2001 ) The long -term effect of a degree on graduate
lives .,Studies in Higher Education , 26(2),149-163.
Two ‘solutions’
Interdisciplinary seminars
Final Year Capstone Courses
http://www.heacademy.ac.uk/projects/detail/ntfs/ntfsproject_Gloucestershire10
Remember : “We need to maximise the (potential) synergies and minimise
the conflicts
This requires actions at a variety of levels.”
Annex 1: Linking Teaching and Research in Departments: Questions
and Strategies p 40
Annex 2 Strategies for Linking Teaching and Research within Courses
and Programmes p41
Annex 3: Institutional Strategies to Link Teaching and Research: A
Framework p42
Annex 4 Possible strategies for national and international organisations
pp42-3
My conclusions
•
Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
•
That requires purposeful action at a variety of levels
•
In one’s own teaching and to an extent at course team and departmental
level one does have some freedom of action . And perhaps you can in
part shape your research to link with your teaching
•
Bringing your teaching and research more effectively together can help
you balance what can be competing demands on your time and
attention.
•
These issues will shape your whole career;if you are an early career
academic one needs now to focus on what is in your ‘control’ but look to
the future …
A Conclusion
A Round
One thing I am going to do in my own practice is …
One thing I am going to propose to my subject
group is …
One thing we should do at Department /Institutional
level is …
One thing I want to say is …