Linking Teaching & Research at KUL

Isabel Huet

i.huet@kingston.ac.uk

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 wide case 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.

Isabel Huet

i.huet@kingston.ac.uk

Academics for the 21century?

Isabel Huet

i.huet@kingston.ac.uk

What do we mean by

Isabel Huet

i.huet@kingston.ac.uk

Research
Brew (2003, pp. 6-7) identified 4 different conceptions of research: Trading view: in the foreground are the products of research: the end points, publications, grants and social networks.Recognition and reward. Domino view: the researchers focus is on the solutions to problems and the answering of questions It looks outside the immediate context of the research. Layer view: the focus looks inward. It is internal because in the focus of 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 issues and dilemmas of the researcher the researcher is the focal point of awareness. Research is interpreted as a personal journey of discovery possibly leading to transformation.
Isabel Huet i.huet@kingston.ac.uk

What do you mean by .

Isabel Huet

i.huet@kingston.ac.uk

Line Ups
To be an effective teacher in HE one needs to be centrally involved in discipline based research Strongly agree Strongly disagree

Isabel Huet

i.huet@kingston.ac.uk

Line Ups
I see the links of research and teaching enhancing mostly the postgraduate students learning Strongly agree Strongly disagree

Isabel Huet

i.huet@kingston.ac.uk

Rationale T&R linkage

For the students who are the professionals of the future, developing the ability to investigate problems, make judgments on the basis of sound evidence, take decisions on a rational basis, and understand what they are doing and why is vital. Research and inquiry is not just for those who choose to pursue an academic career. It is central to professional life in the twenty-first century. Brew (2007, p.7)

Isabel Huet

i.huet@kingston.ac.uk

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)

Isabel Huet

i.huet@kingston.ac.uk

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)

Isabel Huet

i.huet@kingston.ac.uk

2 Reflection/ research

1 Practice

3 T&L improvement

Scholarship T&L

5 Dissemination

4 Assessement

Isabel Huet

i.huet@kingston.ac.uk

Linking T&R conceptual framework

(Healey & Jenkins, 2009, p.7)
STUDENT-FOCUSED STUDENTS AS PARTICIPANTS

Research-tutored Engaging in research discussions

Research-based Students undertaking research and inquiry EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS

EMPHASIS ON RESEARCH CONTENT

Research-led Learning about current research in the discipline

Research-oriented Developing research inquiry and techniques

TEACHER-FOCUSED
Isabel Huet i.huet@kingston.ac.uk

STUDENTS AS AUDIENCE

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.
Isabel Huet i.huet@kingston.ac.uk

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 be synergistic. (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)
Isabel Huet i.huet@kingston.ac.uk

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

Isabel Huet

i.huet@kingston.ac.uk

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

Isabel Huet

i.huet@kingston.ac.uk

TTask

3: Future reflection (it might be

integrated in your reflections for the final assignment)

Use the typology we have explored 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?

- One thing we should do at Department /Institutional

level is

Isabel Huet

i.huet@kingston.ac.uk

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
Isabel Huet i.huet@kingston.ac.uk

References
Brew, 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), 158174.
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