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Linking teaching and research

Linking teaching and research. PGCert in Higher Education Professional Practice 11 th March 2009 Sue Móron-García Jannie Roed. Today’s session:. Introduction to the teaching-research nexus discussion in HE Group work discussing ‘Developing students as researchers’

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Linking teaching and research

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  1. Linking teaching and research PGCert in Higher Education Professional Practice 11th March 2009 Sue Móron-García Jannie Roed

  2. Today’s session: • Introduction to the teaching-research nexus discussion in HE • Group work discussing ‘Developing students as researchers’ • Linking today’s session to your M03 assignments • General feedback on M02 assignments

  3. Developing Students as Researchers • Where in the teaching-research nexus would you place your department’s curriculum? • How do you currently include student research into your curriculum? • Can you think of ways in which you can introduce more research into the undergraduate curriculum • Consider the implications of such introductions (on staff, mode of assessment; curriculum contents) Prepare to feed back to your colleagues

  4. Ideas …

  5. M03 assignments • Evaluation of a ‘New-to-you’ innovation in teaching and learning • Critical reflection on a piece of discipline-specific applied research

  6. M02 – general feedback • Paginate your submission • Learning styles vs learning theories • List of references (NOT bibliography) • Referencing - CU Harvard - direct quotes, page numbers • Student evaluation - learning vs. customer satisfaction • Engaging with the literature - what does it mean?

  7. Educational research • Read it carefully • Watch out for assumptions • Ask questions: - how was the study conducted? - how many people were involved? - was it conducted in an ethical manner? - what educational/professional values underpin the study? - do the findings support your own experience? - can good practice be transferred from one discipline to another? [one assumption behind ‘evidence-based practice’] • Be critical

  8. Reflective practice • What do I do? • How do I do it? • Why do I do it in this way? • How do I know that what I do is effective?

  9. Learning theories • Behaviourism (Skinner) • Social learning theory (Bandura) • Constructivism (Vygotsky) • Situated learning [community of practice] (Lave) • Multiple intelligence (Gardner)

  10. References: • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. • Biggs, J. (2003) Teaching for Quality Learning at University. Berkshire:SRHE & Open University Press • Gardner, H.(2006) Multiple intelligence. New Horizons. Basic Books.

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