Centre for Higher Education Practice     Research-Teaching Nexus            Vicky Davies
Theme PurposeThe proposed Research-Teaching Nexus (R-TN)andassociated activities seeks to create two corestrands:1. Pedago...
1. Pedagogic Research & SoTLA number of drivers which point to the need for increased engagementwith pedagogic research an...
Levels of engagement & opportunities
Pedagogic Research & SoTL aims• A scholarly reflective approach to practice  (internally verified, contributes to personal...
2. Research as Inquiry (R-IT/R-EL)● Research-led: where students learn aboutresearch findings● Research-oriented: where st...
Research as Inquiry (R-IT/R-EL) aims• Re-evaluation of curriculum/ modules to  focus on discipline-specific research  cont...
Proposed activitiesPedagogic Research/SoTL                   R-IT/R-EL•   Updated baseline survey               • Audit of...
Theme organisational structure• Professional Development Scheme• Professional Development Scheme
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Vicky Davies - Research teaching nexus

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Vicky Davies - Research teaching nexus

  1. 1. Centre for Higher Education Practice Research-Teaching Nexus Vicky Davies
  2. 2. Theme PurposeThe proposed Research-Teaching Nexus (R-TN)andassociated activities seeks to create two corestrands:1. Pedagogic Research/Scholarship of Teaching & Learning (SoTL) capacity building2. Research as inquiry: comprising Research- informed Teaching (R-IT) and Research- enhanced Learning (R-EL)
  3. 3. 1. Pedagogic Research & SoTLA number of drivers which point to the need for increased engagementwith pedagogic research and SoTL capacity:• NI HE Strategy (2012)• H E Academy• HE Professional Standards Framework (PSF)• QAA• Internal institutional strategies (Teaching & Learning Strategy, Organisational Development Strategy, Research Strategy, Corporate Plan)• Professional Development Scheme/promotion agenda• Internal local strategies (Faculty and School Teaching and Learning Strategies)
  4. 4. Levels of engagement & opportunities
  5. 5. Pedagogic Research & SoTL aims• A scholarly reflective approach to practice (internally verified, contributes to personal theory, supports personal action)• Scholarship (internally verified, contributes to local theory, supports local action, may be broadly disseminated)• Research (externally verified, contributes to pedagogic theory, may not directly support action) Healey & Jackson (2004)
  6. 6. 2. Research as Inquiry (R-IT/R-EL)● Research-led: where students learn aboutresearch findings● Research-oriented: where students learnabout research processes● Research-based: where students learn asresearchers● Research-tutored: where students learn insmall group discussions with a teacher aboutresearch findings. Healey et al (2010)
  7. 7. Research as Inquiry (R-IT/R-EL) aims• Re-evaluation of curriculum/ modules to focus on discipline-specific research content and research process opportunities (inquiry-based learning and teaching)• Increased engagement with students to shape the design and delivery of the curriculum
  8. 8. Proposed activitiesPedagogic Research/SoTL R-IT/R-EL• Updated baseline survey • Audit of courses/modules to• Professional Development Scheme identify areas of effective (ePortfolio/ professional conversations) inclusion of research in the• Establishment of Ethics Filter curriculum Committee for Pedagogic Research in HEP • Audit of courses/modules to• Teaching Community blog/ identify where and how opportunities for dialogue student research orientation is• Regular newsletters to showcase effectively carried out SoTL initiatives• Updated website to include online • Audit of courses/modules to publication of Ulster’s Journal identify where students have• Writing groups opportunities to engage in the• Action research process of research in a• Development of internal R-T booklet scaffolded manner• Keep a watching brief on relevant funding opportunities •
  9. 9. Theme organisational structure• Professional Development Scheme• Professional Development Scheme

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