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Task! Speed Dating and An introduction

Task! Speed Dating and An introduction. Please get into groups of 3-4 – with people you don’t know . In each group try to have someone from Languages ..from Linguistics and Area Studies Ensure you have session handout ;and DISCUSS

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Task! Speed Dating and An introduction

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  1. Task! Speed Dating and An introduction • Please get into groups of 3-4 – with people you don’t know . In each group try to have someone from Languages ..from Linguistics and Area Studies • Ensure you have session handout ;and DISCUSS • Why do you think it important to link teaching and discipline-based research? Or why don’t you think this important ? • What – if any – are the issues that concern you about linking teaching and discipline based-research? • What would your students say about these issues? • You have till … • There will be no plenary discussion of these issues – yet!

  2. Linking Teaching and Researchin Disciplines/Courses and Departments in Languages , Linguistics and Area Studies Alan Jenkins; Reinvention Centre and (UK) HE Academy

  3. Confirming the Focus Our focus today is on (staff) research in the disciplines (e.g. philosophy or interdisciplinary areas such as women's studies) and student learning – and only tangentially on (pedagogic) research on higher education: except of course if your ‘discipline’ is education!

  4. Aims • Discussed what you already do as individuals and course teams to link teaching and research • Clarified your view on the current relationship between (staff) research and student learning in your role, courses, discipline and in your department /institution • Considered some of the research evidence • Considered a range of discipline based and department /institution wide case studies • Explored how those relationships could be more ‘effectively’ constructed and ‘managed’.

  5. Get into groups of c 4 Appoint person • With most hair on their head as chair – role to gently steer the group • With biggest watch as timekeeper – role to gently remind group of the time left for a task • With biggest notebook as reporter – role to speak for the group

  6. Line-up To be an effective teacher in HE one needs to be centrally involved in discipline-based research Strongly ------------------------------ Strongly agree disagree

  7. Line Up ‘Undergraduate Research is for ALL undergraduates” Strongly ------------------------------ Strongly Disagree Agree

  8. Line Up Discuss with particular respect to Languages, Linguistics and Area Studies The nature of the ‘discipline’ profoundly effects teaching /research relations ______________________________ Strongly agree Strongly disagree

  9. Hypotheses re how disciplines shape • Disciplines are academic ‘communities of practice’ • The nature of/extent of research in the discipline may vary/be significant • The nature of the funding/organisation of research in the discipline may be significant • The nature of/role of scholarship in the discipline may vary/be significant • The nature of pedagogy in the discipline may be different • The nature of how research is taught in the discipline may be significant • The importance of research as taught in the discipline may be significant • The nature of the staff and or student culture across the discipline may be significant • The importance of research to future student roles/employability may be significant

  10. The Evidence of Practice and Policy "...The research universities have often failed …thousands of students graduate without seeing the world-famous professors or tasting genuine research." (USA –Boyer Commission) “In practice… the link between research and teaching seems not to have been addressed in any concerted way.” (UK – analysis of institutional teaching strategies ).

  11. Research Evidence 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 “Student engagement with Research: at Arms Length” (Brew, 2006)

  12. Acting on the Research Evidence “The aim is to increase the circumstances in which teaching and research have occasion to meet…. Increase the skills of staff to teach emphasising 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." (Hattie and Marsh, 1996) “..Increasing the number or proportions of research-active teaching staff in lower RAE-rated contexts is unlikely to affect the quality of student learning. However, the results do suggest that more could be done to help more students to experience the benefits of research-stimulated teaching environments, not between different types of research context, but within each context” (Trigwell, 2007) (emphasis added).

  13. My Perspectives • Student ‘understanding’ of the complexity of knowledge lies at the centre of higher education. (Ron Barnett) • From the level of the academic, the student … and the institution there are tensions between teaching and research • We need to maximise the (potential) synergies and minimise the conflicts • This requires actions at a variety of levels • The link at undergraduate level is both most problematic and most important ? • There are important disciplinary / ‘professional’ variations in teaching /research / professional knowledge relations

  14. A ‘Language’ to Help Us Examine What We Do(see handout p 2) • Learning about others’ research • Learning to do research – research methods • Learning in research mode – enquiry based • Pedagogic research – enquiring and reflecting on learning

  15. STUDENT-FOCUSED STUDENTS AS PARTICIPANTS Research-tutored Curriculum emphasises learning focused on students writing and discussing papers or essays Research-based Curriculum emphasises students undertaking inquiry-based learning EMPHASIS ON RESEARCHPROCESSES AND PROBLEMS EMPHASIS ON RESEARCH CONTENT Research-led Curriculum is structured around teaching subject content Research-oriented Curriculum emphasises teaching processes of knowledgeconstruction in the subject TEACHER-FOCUSED STUDENTS AS AUDIENCE

  16. Discipline Case Study: Handout pp 3-16 Task : In your groups consider how one or more of the case studies could be adapted to your context: Reporter – be ready to state one thing that is important about the relevance of this case study to ‘your’ practice /policy Selected groups will be asked to report

  17. Course Design - see Annex 2 p 44 Group Reflection: no public discussion Use the typology 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?

  18. Linking in Your Department /Institution Discuss teaching /research relationships in your course team …Department and or the University itself, perhaps using as prompts these analogies Like ‘love and marriage’; ‘ a horse and carriage’ or ‘strangers in the night’ (Sinatra F..) or perhaps ‘Mills and McCartney’ ?

  19. Departmental Relationships One Research Study in UK Built Environment departments (Urban Planning): Brookes : Sheffield Hallam: Westminster ; and UWE Teaching was organised : Research was organised : little was done to bring them together

  20. Departmental Case Studies see page 17-21Discuss one of the case studies –and then agree on two statements worth making as to its value to your Faculty/this institution

  21. Institutional/Faculty Strategies "How does the institution ensure that teaching and learning are different from what would occur if there were no research and how is this difference measured?" University of Auckland (2000), Academic Audit Portfolio. See Handout pp 21-29

  22. Audit /Research Current Practice/Policy • Research the student experience Brookes, Gloucestershire and UEA • Digital cameras at UEA • Research the staff experience • York – survey of all departments …

  23. Special Programmes for Special Students ? Adapt US style ‘undergraduate research’ programmes • Imperial College • University of Warwick and Oxford Brookes p21 • Chester University College p3

  24. The Curriculum for All Students • UBC Treck 2000 : "All undergraduate students entering … 2003 will… have a research-based learning experience • Oxford Brookes’ 2002-3 requirement for all courses to “demonstrate how the linkages between research and teaching and learning are realised in the formal curriculum and the wider student experience.” • Monash: graduate attributes in all courses include research skills

  25. Research Strategies • Recognise that much high level research is quite separate from student learning? • Avoid mission statement rhetoric • Require research centres/projects to be in part explicitly connected to undergraduate/postgraduate curricula • Focus on supporting all staff to be active in public scholarship? E.g. Southampton Solent • Special research strategies and funding to explicitly support student learning ? • And/or what do you think appropriate?

  26. A Health Warning Oxford Brookes Professorial Conferment Committee 23 March 2004 “It is evident ..that you have participated externally in debates about teaching and learning in higher education, both in the UK and in other countries. However the Committee concluded that this contribution could not be characterised as leading the field, and had frequently appeared in non peer refereed journals.” (emphasis by Alan Jenkins...)

  27. An Ending – or better a re-beginning! • PRIVATE: In your group each in turn briefly states – and these discussions are private ‘One idea I am taking away / going to implement is :or one thing WE (course team ..department ) should do is…’ • POSSIBLY PUBLIC : Agree on one statement worth making to everybody here growing out of this session ..Spokesperson be ready to speak!

  28. Understanding the complexity of knowledge lies at the centre of what makes HIGHER education distinctive That requires purposeful action at a variety of levels Both in one’s own teaching and to an extent at course team and departmental /faculty level one does have some levers for action

  29. Some Web Resources • Discipline-based practices for linking teaching and research http://www.heacademy.ac.uk/850.htm • Jenkins A (2003 )Designing a Curriculum that values a research-based approach to student learninghttp://www.heacademy.ac.uk/resources.asp?id=163&process=full_record&section=generic • Jenkins A ,Healey M and Zetter R (2007) Linking Research and Teaching in Disciplines and Departments http://www.heacademy.ac.uk/research/LinkingTeachingAndResearch_April07.pdf Jenkins A (2004) A Guide to the Research Evidence on Teaching Research Relations, York, Higher Education Academy http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=383 • Jenkins A and Healey M (2005) Institutional Strategies to Link Teaching and Research . York .Higher Education Academy http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=585

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