Research Related Teaching - PowerPoint PPT Presentation

Loading...

PPT – Research Related Teaching PowerPoint presentation | free to download - id: 6c699b-YWRmY



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Research Related Teaching

Description:

Research Related Teaching Dr John Peters National Teaching Fellow, Fellow of the HEA, Principal Lecturer in Higher Education Deputy Head of Academic Practice and ... – PowerPoint PPT presentation

Number of Views:77
Avg rating:3.0/5.0
Slides: 28
Provided by: LD03
Learn more at: http://www.worc.ac.uk
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Research Related Teaching


1
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

2
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

3
Plan
  • Lunch!
  • Define research and scholarship
  • Explore relationships between research and
    teaching
  • Case studies
  • Action planning

4
What are research and scholarship?
5
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

6
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.

7
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.

8
Boyer, E. (1990) Scholarship Reconsidered
9
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

10
Boyers 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

11
Glassick, C. (1997) Scholarship Assessed
  • Clear Goals
  • Adequate preparation
  • Appropriate methods
  • Significant results
  • Effective communication
  • Reflective critique

12
Revisit maps?
  • Case studies
  • Revisit again

13
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)

14
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)

15
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.

16
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.

17
University of Worcester HEFCE research informed
teaching allocation
  • 2006/7 - 68,687
  • 2007/8 - 103,031
  • 2008/9 - 103,031

18
Jenkins, A. (2005) Strategies for linking
teaching and research
Jenkins Curriculum Structured Around Bradford
Research led Subject content Learning about others 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
19
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
20
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."

21
Linking teaching and research Peters 2008?
Participants
Apprenticeship model e.g. co-researching the
subject
Learning led model e.g. co-researching learning
Content
Process
Discipline led model e.g. publishing teaching
content / text books
Teaching led model e.g. study skills books or
teaching case studies
Audience
22
Elkin, J. (2008) Research and Scholarship at UW
research
  • Informs and is informed by practice
  • Is accessible, purposeful, innovative, and of
    benefit to the Universitys wider community
  • Promotes effective synergy between scholarship,
    research, teaching, knowledge transfer and
    enterprise
  • Interdisciplinary and multi-professional research
    excellence is a particular focus

23
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

24
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!

25
Possible Themes
  • Policy on research and teaching
  • Access to research funding
  • Access to research communities
  • Curriculum design and Assessment
  • Student research
  • Research from teaching

26
What can you, in your department do to promote
research related teaching?
27
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
    inquiry-based 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
About PowerShow.com