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

  • 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
  • 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/
  • 2010 http://www.heacademy.ac.uk/assets/York/documents/ourwork/nations/wales/Wal esRandTNexusENGLISH_Jun10.pdf
  • 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)
  • 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)
  • Research-informed Teaching “Systematic inquiry into the L & T process” (Jenkins et al., 2007) My view is different.
  • From Haslett (2009) Newport CELT Journal, Vol. 2. The Research-Teaching Complex
  • 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.
  • 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
  • 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?
  • 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.
  • 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).
  • 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
  • Newport NEXUS Conferences Annual Learning and Teaching Conference http://celt.newport.ac.uk/nexus June 2009 and 2010
  • 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
  • Published its own journal: • Teaching Practice • Learning Insights • Development and Innovation • Pedagogic Research • (Re)Views • Framework Issues
  • CELT Writing Retreat The Academic Writing Process – Inventing and research – Planning – Drafting – Revising – Editing – Submission – Peer review process – Revisions – Proof stage and publication
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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.
  • 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)
  • 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
  • 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.