Transcript Research Related Teaching powerpoint presentation

Research Related Teaching
Dr John Peters
National Teaching Fellow, Fellow of the HEA,
Principal Lecturer in Higher Education
Deputy Head of Academic Practice and Development
Associate Director (Research) Centre for Recording
Achievement
Learning Outcomes
Colleagues will be able to:
• Discuss definitions of research and
scholarship
• Analyse theorisations of the links
between research and teaching
• Discuss possible working relationships
between research and teaching
• Plan actions to carry forward research
related teaching in their own work
Plan
• Lunch!
• Define research and scholarship
• Explore relationships between research
and teaching
• Case studies
• Action planning
What are research and
scholarship?
Rae definition of research
‘Research, for the purpose of the rae, is to
be understood as original investigation
undertaken in order to gain knowledge
and understanding.’
• HEFCE, (2005) Guidance to Panels
RAE 01/2005
Rae definition of research 2
It includes:
• Work of direct relevance to the needs of
commerce and industry and to the public and
voluntary sector
• Scholarship*
• The invention and generation of ideas, images,
performances and artefacts including design,
where these lead to new or substantially improved
insights
• The use of existing knowledge in experimental
development to produce new or substantially
improved materials, devices, products and
processes, including design and construction.
Rae definition of research 3
It excludes routine testing and routine analysis of
materials, components and processes such as
for the maintenance of national standards, as
distinct from the development of new analytical
techniques. It also excludes the development
of teaching materials that do not embody
original research.
*Scholarship is defined as the creation,
development and maintenance of the
intellectual infrastructure of subjects and
disciplines, in forms such as dictionaries,
scholarly editions, catalogues and contributions
to major research databases.
Boyer, E. (1990) Scholarship
Reconsidered
Discovery
Teaching
Integration
Application
Boyer Scholarships 1
• Discovery
– Investigative, Rae definition
– Contributing to the stock of human knowledge
– Mode 1 knowledge [Gibbons (1994)]
• Integration
– Synthesis, interpretive, making connections
– Text book publication
– Inter-disciplinarity
Boyer’s Scholarships 2
• Application
– Engagement or Service
– Problem solving in the community
– Mode 2 knowledge
• Teaching
– How to teach and promote learning
– Situated in discipline practice
Glassick, C. (1997) Scholarship
Assessed
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Clear Goals
Adequate preparation
Appropriate methods
Significant results
Effective communication
Reflective critique
Revisit maps?
• Case studies
• Revisit again
Linking research and teaching 1
• ‘At University scholarship is about not yet wholly
solved problems and hence always in research
mode … the teacher is then not there for the sake
of the student, but both have their justification in
the service of scholarship.’ Humbolt (1810)
• ‘The element of partnership between teacher and
taught in a common pursuit of knowledge and
understanding should become the dominant
element as the pupil matures and as the
intellectual level of work done rises.’ Robins (1963)
Linking research and teaching 2
• ‘We want all students to access the benefits
exposure to teaching informed by research
can bring. … 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.’ Rammel (2006)
HEFCE 2006/11 TQEF: funding
arrangements
•
All students have a right to learn in an environment that
provides the opportunity to fully develop their
knowledge, understanding and skills. A learning
environment informed by research provides learners
with an understanding of knowledge creation (the
research process and research methods) and its
application (in economic, social, health and global
contexts). It also stimulates key skills of critical analysis,
respect for evidence and informed decision-making. We
feel that a research-informed environment to stimulate
the development of knowledge and skills is appropriate
to all levels of student learning in higher education.
HEFCE (2006) TQEF: funding arrangements
We have identified four areas where institutions could seek to
invest funds:
•
keeping the curriculum up-to-date and active, effectively
supported by appropriate learning resources linked to
recent research
•
enabling staff to engage with developments in their field
and link to developments in their teaching
•
ensuring that courses are designed in ways that support
the development of learning outcomes appropriate to the
knowledge economy, including appropriate pedagogy –
that is, students experiencing research, and developing
research skills
•
embedding research-informed teaching in institutional
structures, including human resources strategies and
quality assurance processes.
University of Worcester HEFCE
research informed teaching
allocation
• 2006/7 - £ 68,687
• 2007/8 - £103,031
• 2008/9 - £103,031
Jenkins, A. (2005) Strategies for
linking teaching and research
Jenkins
Curriculum Structured
Around:
Bradford
Research
led
Subject content
Learning about
other’s research
Research
oriented
Research methods and
processes
Learning to do
research
Research
based
Inquiry-based learning
Inquiry based
learning
Research
informed
Understanding of pedagogic
principles
Pedagogic
research
Healey, M. (2005) Linking research
and teaching
Participants
Research tutored
e.g. learning
through writing
Research based
e.g. inquiry based
learning
Content
Process
Research led
e.g. teaching
content
Research oriented
e.g. teaching
research process
Audience
Research led teaching?
• People assume a linear cause-and-effect
relationship between scholarship that moves
from research, to publication, to application to
teaching. It's as though the latter are not
considered part of scholarship at all, but
"grow out of it". Boyer contests: "The arrow of
causality can, and frequently does, point in
both directions. Theory surely leads to
practice. But practice also leads to theory.
Teaching, at its best, shapes both research
and practice."
Linking teaching and research
Peters 2008?
Participants
Apprenticeship model
e.g. co-researching the
subject
Learning led model
e.g. co-researching
learning
Content
Discipline led model
e.g. publishing teaching
content / text books
Process
Teaching led model e.g.
study skills books or
teaching case studies
Audience
Elkin, J. (2008) Research and
Scholarship at UW: research
• Informs and is informed by practice
• Is accessible, purposeful, innovative, and of
benefit to the University’s wider community
• Promotes effective synergy between
scholarship, research, teaching, knowledge
transfer and enterprise
• Interdisciplinary and multi-professional
research excellence is a particular focus
Elkin, J. (2008) Research and
Scholarship at UW: context
• A research and practice informed teaching environment
benefits students and the wider, academic, professional
and public good
• High quality scholarly activity, research, professional
activity and knowledge transfer underpin high quality
learning and teaching and the development of the
curriculum
• All academic staff will be engaged in scholarship, advanced
scholarship or research as part of their professional
commitment and contract of employment
• Staff need to maintain their up-to-date understanding of
their discipline to deliver excellent higher education
Six strategies for development,
Jenkins, Healey & Zetter (2007)
• Develop departmental and disciplinary
understanding [of the terms]
• Review current practice and culture
• Develop a set of related curricula
interventions [ e.g. a ‘research’ spine]
• Develop staffing policies
• Integrate policies and structures for teaching
and research
• Progress the link [keep asking questions!]
Possible Themes
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Policy on research and teaching
Access to research funding
Access to research communities
Curriculum design and Assessment
Student research
Research from teaching
What can you, in your
department do to promote
research related teaching?
References
• Boyer, E. (1990) Scholarship Reconsidered
• Elton, L. (1986), ‘Research and Teaching: symbiosis
or conflict’, Higher Education 15, pp. 299 – 304.
• Glassick, C. (1997) ‘Scholarship Assessed’
• Healey, M. (2005) ‘Linking research and teaching
exploring disciplinary spaces and the role of inquirybased learning’ in Barnett, R. Reshaping the
University
• HEFCE (2006) TQEF: funding arrangements 2006-07
to 2008-09
• Jenkins, A. (2005) ‘Strategies for linking teaching and
research’ Academy Exchange, 2, 12-14
• Jenkins, A. Healey, M. & Zetter, R. (2007) Linking
teaching and research in disciplines and departments