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The United States 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.�
“The research universities have often failed, and continue to fail, their undergraduate population, thousands of students graduate without seeing the world – famous professors or tasting genuine research”
Boyer Commission on Educating Undergraduates in the Research University
“ all undergraduate students in all higher education institutions should experience learning through, and about, research and inquiry. In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.�(emphasis added)
Brief Biography
Professor (Emeritus) Oxford Brookes; Higher Education Consultant
BA Geography at University College London
School teacher training in UK then school teacher in British Columbia Canada
Graduate School in Geography Madison Wisconsin
Long taught geography and China studies Oxford Polytechnic/Oxford Brookes UK
Educational Developer Oxford Brookes
Consultant on Teaching-Research Relations UK Higher Education Academy, QAA Scotland and institutions world wide
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)
“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) emphasis added “
High Impact Activities First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects “Science as Science Is Done”; Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses and Projects
“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."
“All undergraduate 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” .
Reshaping the work of Griffith’s (2004) , curricula can be research-led, involving learning about current research in the discipline. Here the curriculum focus is to ensure that what students learn clearly reflects current and ongoing research in their discipline. This may include research done by staff teaching them. research-oriented, developing students’ research skills and techniques. Here the focus is on developing students’ knowledge of and ability to carry out the research methodologies and methods appropriate to their discipline. research-based, requiring students to undertake research and inquiry. Here the curriculum focus is on ensuring that, as much as possible, students learn in research or inquiry mode. This means that students become producers of knowledge not just consumers… research-tutored, engaging students in research discussions. Here the focus is on students and staff critically discussing research in the discipline as, for example, in many seminar-based subjects.
STUDENTS ARE PARTICIPANTS
Research-tutored
EMPHASIS ON RESEARCH CONTENT
Research-based
Engaging in research discussions
Undertaking research and inquiry
Learning about current research in the discipline
Developing research and inquiry skills and techniques
Research-led
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
Research-oriented
STUDENTS FREQUENTLY ARE AN AUDIENCE
Curriculum design and the research-teaching nexus
Note –for later reading ‌ Disciplinary Case Studies Organised with Reference to the Griffiths /Healey models Handout pp 4-7
Don’t get lost in whether this is good practice /policy .Treat it as ‘interesting’ practice/policy Using the Griffiths /Healey models/typology where would you place these case studies ? Group A focus on Geography at UCL Group B focus Engineering at Imperial
Don’t get lost in whether this is good practice /policy .Treat it as ‘interesting’ practice/policy Task :What general principles /policies for departmental organisation do you see there ?–eg both ( in different ) ways involve all faculty ? Group A focus on Geography at UCL Group B focus Engineering at Imperial
Discuss teaching research relations in your department focussing on some of these questions and strategies
Consider the relevance of one –or more –of the case studies to your departmental strategy…. Note in patic 2.1 Co-ordinated interventions in Zoology at University of Tasmania, Australia p9 2.10 Research project-based teaching in engineering: a departmental strategy at Taylor’s University, Malaysia p12
Note the typology on pp 12 Institutional Strategies to Link Teaching and Research: A Framework And case studies 13-17 For later reading!
Student
as scholar – Miami, US Research intensive education – Amsterdam, Netherlands Research based learning – Tilburg, Netherlands Research enriched learning and teaching - Sydney Student as producer – Lincoln, UK Teaching Research Nexus – McGill, Canada Inquiry-based learning – McMaster, Canada Active learning – Gloucestershire, UK
Consider the typology on page 17-18 and the case studies pp 18-27 Which of these 19 strategies do you feel relevant to this university /your roles‌.. Consider one or more of the case studies that ‘illustrate’ that strategy
Linking research and teaching: Conclusions
• Nature of the linkage between teaching and research is complex and contested • Barnett (2003: 157) suggests that there are many pressures that are pulling research and teaching apart: “The twentieth century saw the university change from a site in which teaching and research stood in a reasonably comfortable relationship with each other to one in which they became mutually antagonistic”
Linking research and teaching: Conclusions; The work of Boyer Ernest Boyer in Scholarship Reconsidered(1990) proposed that ‘scholarship’ include these four different categories: •The scholarship of discovery that includes original research that advances knowledge; •The scholarship of integration that involves synthesis of information across disciplines, across topics within a discipline, or across time; •The scholarship of application (also later called the scholarship of engagement) that goes beyond the service duties of a faculty member to those within or outside the University and involves the rigor and application of disciplinary expertise with results that can be shared with and/or evaluated by peers •The scholarship of teaching and learning that the systematic study of teaching and learning processes. It differs from scholarly teaching in that it requires a format that will allow public sharing and the opportunity for application and evaluation by others.
Linking research and teaching: Conclusions; My perspective
Putting greater emphasis on actively engaging students with research, suitably adapted to recognise the variation and complexity of constructing knowledge in different disciplines and in different ‘types’ of higher education is one way of relinking them.
Linking research and teaching: Your Conclusions In your groups agree on ONE ‘statement worth making to everybody here’, about the relevance of this agenda /progressing this agenda at this institution / your department(s) Ensure you have one person ready to speak for the group