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Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
Sustaining research-informed teaching: institutional and individual approaches.
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Sustaining research-informed teaching: institutional and individual approaches.

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Collective Address presented by Professor Simon Haslett on 4th April 2014 at the Higher Education Academy Awards Day at the Open University, Cardiff. …

Collective Address presented by Professor Simon Haslett on 4th April 2014 at the Higher Education Academy Awards Day at the Open University, Cardiff.

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  • 1. Sustaining research-informed teaching: institutional and individual approaches. Professor Simon Haslett Associate Pro Vice-Chancellor Collective Address presented 4th April 2014 Higher Education Academy Awards Day Open University, Cardiff @ProfSHaslett
  • 2. The R-T Nexus Action Set • Higher Education Academy Welsh Institutional Group set up the Research- Teaching (R-T) Nexus Action Set. • Representatives from Welsh HEIs at biannual meetings. • To celebrate/promote all R-T links. • Action Set Activity: – Newport Meeting (February 2009) – Gregynog Conference (Sept 2009) – Swansea Meeting (March 2010) – Publication of book (June 2010) – Undergraduate Research Workshop, Carmarthen (Sept 2010) – R-T Practice workshop, Aberystwyth (Feb 2011) – 2nd Gregynog Conference (Sept 2011) – 3rd Gregynog Conference (Sept 2013) Action Set Blog http://nexus-wales.blogspot.com/
  • 3. 2010 http://www.heacademy.ac.uk/assets/York/documents/ourwork/nations/wales/Wal esRandTNexusENGLISH_Jun10.pdf
  • 4. Demystifying R-T Links • Scholarship of Learning and Teaching (SoLT) • Scholarship of Teaching and Learning (SoTL) • Pedagogic Research (PedR) • Research-informed Teaching (RiT) • Research-Teaching Nexus (R-T Nexus) • Undergraduate Research • Research-Teaching Complex (R-T Complex)
  • 5. SoLT and PedR Scholarship is keeping up-to-date through, including, academic reading, attending workshops and conferences, training, and perhaps dissemination (writing, speaking, training, mentoring). • individually-focused scholarship for personal use; • internally-focused scholarship for ‘local’ (e.g. departmental, institutional, community) use; • research for external dissemination at conferences and in publications (i.e. pedagogic research). (from Haslett, 2009, based on Ashwin and Trigwell, 2004; RAE, 2005)
  • 6. Research-informed Teaching “Systematic inquiry into the L & T process” (Jenkins et al., 2007) My view is different.
  • 7. From Haslett (2009) Newport CELT Journal, Vol. 2. The Research-Teaching Complex
  • 8. Research-Teaching Nexus 4. Research-tutored Engaging in research discussions 3. Research-based Undertaking research and inquiry 1. Research-led Learning about current research in the discipline 2. Research- oriented Developing research and inquiry skills and techniques STUDENTS ARE PARTICIPANTS EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS STUDENTS FREQUENTLY ARE AN AUDIENCE Source: modified from M. Healey & A. Jenkins (2009) Developing students as researchers. In: S. K. Haslett & H. Rowlands (eds) Linking research and teaching in Higher Education. University of Wales, Newport, pp. 7-11.
  • 9. Undergraduate Research Stuart Hampton-Reeves and I hatched the idea over breakfast in January 2010. Coordinated by a Steering Group. • 2011 University of Central Lancashire (170 student delegates) • 2012 Warwick University (250 students) • 2013 University of Plymouth (15-16 April) • 2014 University of Nottingham (14-15 April) • 2015 University of Winchester
  • 10. Why, what and how? • Why do/would you do it? – Strategic e.g. research-informed teaching – Contractual e.g. teaching-led research – Personal professional updating/reflection and career – Disseminate examples of practice • What do/would you research? – Generic issues e.g. student engagement – Case studies e.g. examples of teaching • How do/would you do it? – Individually or collaboratively? – Funding for research and publication e.g. grants? – Output types e.g. books, articles, conferences? – Time and space to undertake research and writing?
  • 11. Institutional Case Study University of Wales, Newport • Learning and Teaching Strategy 2007-2010 • “To establish a University-wide research cluster to lead development in pedagogy”. • Centre for Excellence in Learning and Teaching • Develop a sustainable culture in SoLT and PedR. • Main function of CELT to assist staff in: – Promoting scholarship of learning and teaching; – Devising pedagogic research projects; – Presenting papers at conferences; and – Writing and disseminating published outcomes.
  • 12. Promoting SoLT and PedR • Encourage staff to become active members of L&T communities of practice. • Participate in internal L&T activities/schemes. • Apply for Fellowship of the Higher Education Academy (map against UK Professional Standards) • Membership of the Society for Research into Higher Education (SRHE): Annual Conference at Newport 2009, 2010, 2011, 2012, 2013 and again in 2014? • Membership of the International Society for the Scholarship of Teaching and Learning (ISSoTL).
  • 13. Future Directions • Owned by the Welsh HE sector, planned and directed by the Future Directions Steering Group which is coordinated by the HEA • encompasses the quality enhancement work being carried out in the Welsh HE sector • aims to enhance specific areas of the student learning experience • encourages academic and support staff and students collectively to share current good practice • generates ideas and models for innovation in learning and teaching • Inaugural Conference at Glyndwr University, 2012 • Second Conference at Aberystwyth University, 2014 • Current enhancement theme Global Graduates: Enabling Flexible Learning • Three new work strands: (1) Distinctive Graduates, (2) Inspiring Teaching, (3) Learner Journeys • http://www.heacademy.ac.uk/wales/future-directions
  • 14. Newport NEXUS Conferences Annual Learning and Teaching Conference http://celt.newport.ac.uk/nexus June 2009 and 2010
  • 15. Varied Conference Symposia For example: • Undergraduate Research • Research-informed Teaching • Community Education • ESDGC • International Scholarship • Linking Teaching and KT • Professional Development • Student Engagement • Technology Enhanced Learning • Hazard and Geoscience Research Delegates used #nexus2010 when tweeting
  • 16. Published its own journal: • Teaching Practice • Learning Insights • Development and Innovation • Pedagogic Research • (Re)Views • Framework Issues
  • 17. CELT Writing Retreat The Academic Writing Process – Inventing and research – Planning – Drafting – Revising – Editing – Submission – Peer review process – Revisions – Proof stage and publication
  • 18. CELT Research Programmes • Technology Enhanced Learning (TEL); • Education for Sustainable Development and Global Citizenship (ESDGC); • Flexible Learning in Employer and Community Scenarios (FLECS). Coordinators PhD Students Research Communities
  • 19. Pedagogic Research ‘Expeditions’ (ExPedR) Legs 1 and 2 • Leg 1 Australia 2009 • Leg 2 Canada 2010 • 10 ‘expedition’ members • Attend HERDSA 2009 • Attend STLHE 2010 • Visit other HEIs • Disseminate best practice • Develop research links. Using #expedr2010 Blog - http://expedr2010.blogspot.com YouTube – NewportCELT Channel Developing International Networks
  • 20. PGCert Developing Professional Practice in HE • 60 M-Level credits • HEA accredited • One year, part-time • Distance learning online • Covered not only teaching but research • Assessment: teaching portfolio and action research project • Developed into an MA
  • 21. An Individual Approach an example from my own curriculum • Bath Spa University Geography Department, set up in 1968-69. • 1994 started as Lecturer in Physical Geography: teaching and research. • Inherited courses, but adapted them and developed new courses. • Major contribution to biannual field course to Brittany, France. • Culture of SoLT and PedR. • Virtual fieldwork.
  • 22. Google Earth Research • Geographers are quick to explore • GE launched June 2005 • Developed innovative learning exercises • Linked to climate change and geomorphology. • Undertook research • Published results
  • 23. Google Earth Research • 2012. Google Earth and sustainable development education in human and physical geography. Planet (HEA-GEES), 26, 8-14. • 2011. Climate change education through a blended learning Google Earth exercise. In: Haslett, S. K., France, D. & Gedye, S. (eds) Pedagogy of Climate Change. Higher Education Academy, York 112-127. • 2010. Climate change and sustainable development education through the lens of Google Earth. Teaching Earth Sciences, 35 (1), 20-23. • 2009. Prior use of Google Earth by undergraduate Geography students. Planet (HEA-GEES), No. 22, 43-47.
  • 24. Pedagogy of Climate Change • Topic broadened • Community developed • Higher Education Research Group Pedagogy of Climate Change Session at the Royal Geographical Society Annual Conference (2008) • C-Change in GEES Event in Manchester (2010) • Papers published by HEA- GEES (2011)
  • 25. Summary – Sustaining RiT • Research-informed teaching = curriculum + pedagogy – Discipline-based research – SoLT and PedR • Promote and embed at institutional level • Develop departmental and individual approaches • Be innovative, try new things • Involve others and join or develop communities • Disseminate and publish
  • 26. Thank you For further information: • Join the HEA R-T Nexus Blog http://nexus-wales.blogspot.ac.uk • Linking research and teaching in Wales (2010) S. K. Haslett (ed.) http://www.heacademy.ac.uk/assets/York/documents/ourwork/ nations/wales/WalesRandTNexusENGLISH_Jun10.pdf • Future Directions http://www.heacademy.ac.uk/wales/future- directions • British Conference for Undergraduate Research (BCUR) http://www.bcur.org • The Student Researcher http://www.uwtsd.ac.uk/library/the- student-researcher/ • Strengthen Research-Teaching Links in your institutional strategies.

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