Integrating research and teaching: strategies for engaging ... · Outline ‘Research inclusive’...
Transcript of Integrating research and teaching: strategies for engaging ... · Outline ‘Research inclusive’...
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19th June 2018
Integrating research and teaching:
strategies for engaging students in
research and dissemination
Prof. Helen Walkington
@ProfHWalkington
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Outline
‘Research inclusive’ education Why&How?
– Nexus and partnership frameworks
– Effective practices
Student Authoring
– Research dissemination, within and beyond
the curriculum
– Journals, conferences
Essential ingredients – what works?
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Research inclusive
education – Why?
• ‘Research and inquiry is not just for those who choose to
pursue an academic career. It is central to professional life
in the 21st century’ (Brew, 2007: 7)
• Self-authorship - the central goal of HE in the 21st Century
(Baxter-Magolda, 2004)
• ‘The ecology of a university depends on a deep and abiding
understanding that inquiry, investigation and discovery are
at the heart of the enterprise … everyone at a university
should be a discoverer, a learner’ (Boyer Commission,
1998: 9)
• Undergraduate research – HIP (Kuh 2008)
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‘I have to break down things like ‘how do you write an
introduction section?’ or ‘how do you pull together
discussion?’ The more minute details I get down to with
[my students], the easier it is for me to realise ways to write
my own research.’ [Psychology]
‘My [individual grant] research was less interesting and less
rich because it was mostly coming out of my head alone…
Six heads are better than one!’ [Neuroscience]
‘It was as much an exploration for me as it was for them.
When I am open with students about what I know and what
I don’t know about what I’m pursuing, the students get
much more interested in that question themselves, we can
find out together.’ [Architecture]
Staff benefits:
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Healey, Flint & Harrington. 2014.
Framework for partnership in
learning and teaching. HEA:York
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The research - teaching nexus
based on Healey 2005; Levy & Petrulis 2011
Research led:
Bringing staff
research into the
curriculum
Research
tutored:
Students critique
published
research
Research oriented:
Understanding of the
research process and
methods
Research based:
Student framed
enquiry for exploring
existing knowledge or
building new
knowledge
“gathering
information”
“exploring others’
ideas”
“evidencing and
developing my own
ideas”
“making discoveries”
“free”
“real research”
Process Content
Audience
Participant
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Navigating the research
landscape
4. Student initiated, consulting university
staff – potential for student to become
‘expert’ (e.g. dissertation)
3. Staff initiated research, decisions
shared with students
2. Students are informed and consulted
1. Students are given research problems –
guided research
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1. Interview researchers (guest lecturers, academics)
2. Student centred active learning (PBL, simulations, focus on
conceptual understanding rather than memorising content)
3. Teach research methods by doing research
4. Scaffold the reading process (journal clubs)
5. Scaffold the writing process (peer review)
6. Scaffold research design (support the framing of enquiry)
7. Authentic research (pro bono, consultancy, live projects)
8. Authentic audience (public web pages, conferences, open
journal)
9. Reflective assessment of learning process (e-portfolio’s)
International strategies
to strengthen the research – teaching nexus
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ONIO
NS
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Sweepstake!
TESCO onions come from 3 farms:
New Zealand, Spain, England
Conventional production (not organic)
Rank in order of lowest to highest carbon footprint
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0
20
40
60
80
100
120
g C
O2
pe
r k
g o
nio
ns
England Spain New Zealand
Transport
Grading and Packaging
Storage
Agricultural production
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Impactful and curiosity driven
student research
Food miles? Carbon labelling? Buy Global?
• What questions can your students ask?
• Why does it interest them? • Who (outside) cares about the
results? “Dissemination of results is an essential
and integral part of the research process.” (Boyer Commission, 1998: 24)
Contributes to engaged citizenship
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Dedicated online open access student research collection
radar.brookes.ac.uk Get published! collection
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Research with impact -
Visualisations of homelessness
Different definitions of homelessness have
implications, deciding who is and who isn’t eligible
for assistance (Neale, 1997).
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Goodwill groups Charities Campaigners
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“My research scrutinises the
life-cycle of hand-crafted
wooden furniture to find
areas for improvement in
raw material processing,
manufacturing, use, and the
end-of-life scenario.”
BA furniture design and making
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User-centred
design of mobile
apps for TBI
“A new way of tracking
patient rehabilitation
after brain injury
through the use of a
mobile app”
BSc Computer Science
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18
Tutor-mediated student publishing to a public
blog and photo-sharing space (Flickr)
Public Blog
But my students aren’t ready…
Live project pedagogy (Day 1 Year 1)
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But in my discipline…
Chemistry: the
history of Chlorine
Chang, H; (2009) Chlorine: Undergraduate Research on an
Element of Controversy. J CHEM EDUC , 86 (4) 418 - 420.
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Connecting a research
experience to society
Recommendations:
RECYCLING
• Good provision
• Remove barriers
• Make it easy
WASTE MINIMISATION
• Connect people to create
a norm
• Education and information
RECYCLING
Accommodation;
Box provision; Habit
WASTE MINIMISATION
Environmental knowledge;
Environmental concern Creative commons attribution: Andy Beecroft
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Curriculum design - student
research journal
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Achievement
Applying
constructive
criticism
Critical
evaluation
Ownership
Understanding
Creativity
CV
Academic recognition
Further dialogue
Motivation to publish more
Within the curriculum and Beyond
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23
Results:
Multidisciplinary
Research
Conferences
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Reciprocal elucidation
‘It is completely different to presenting within
university because you can be questioned by
people you are not studying with, who are likely to
have expertise in other areas relevant to your
research. This can result in bidirectional
exchange of information in which both myself
presenting, and the student asking the questions,
gain greater knowledge of the subject area.’ (R52)
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Principles for student
research dissemination
Embed ‘publication’ into degree programmes
Use student research findings in the curriculum
Engage students in the publication process (e.g.
editors/reviewers, sourcing articles, conference /
event organisation, marketing and promotion)
Use appropriate technology (wiki, blog…)
Scaffold publication opportunities (build
confidence)
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Institutional priority and support;
Resourcing for research experiences;
Curriculum design of research pathways at
programme level;
In-house innovation recognised through reward
and promotion;
Engage with external events;
Celebrate student success
Top down AND Bottom up!
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• Personalise and professionalise the curriculum through
providing research and dissemination opportunities
• Structure authentic research experiences for students to
build confidence within and beyond the curriculum
• Institutional research cultures and strategies can be
inclusive of students as researchers, start early
• The research – teaching nexus is a good starting point for
networking and sharing practice across an institution
Conclusion