Research driven education Dr. Koos Winnips Are we educating professional investigators or investigative professionals? “… ...
<ul><li>inclination to criticise  </li></ul>http://www.flickr.com/photos/vintagedept/
http://www.flickr.com/photos/richardoyork/ inclination to understand
http://www.flickr.com/photos/astrolondon/2057259307/ inclination to achieve
http://www.flickr.com/photos/e06158/2272739708/ inclination to share
http://www.flickr.com/photos/wildetukker/ inclination to be innovative
http://www.flickr.com/photos/dkuropatwa/ inclination to know
<ul><li>Vision </li></ul><ul><li>Idealistic: Via-veritas-vita </li></ul><ul><li>Functional view:  university’s role in soc...
I > Implications Researcher and teacher roles One role: “teach” as researchers Academics Part of community of research Res...
Your courses? <ul><li>For a course: decisions </li></ul>Healy, 2005 Research-tutored Curriculum emphasises learning focuse...
<ul><li>Lead to: staff profiles (Visser-Wijnveen et. al., 2010) </li></ul><ul><ul><li>teach research results </li></ul></u...
<ul><li>Conclusions </li></ul><ul><li>By working on research-teaching we can improve reality: generate new (public) knowle...
<ul><li>Sources </li></ul><ul><li>Elen, J. (23 september 2009). Verwevenheid van onderzoek en onderwijs: door Leiden geins...
<ul><li>Research skills (Goedhart et. al. 2009) </li></ul><ul><li>Information skills </li></ul><ul><li>Collaboration skill...
<ul><li>Questions (from Visser-Wijnveen, 2010) </li></ul><ul><li>Orientation: are you research of teaching focused? </li><...
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Research driven education

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Short introduction on research driven education, lunch meeting faculty of Spatial Sciences, University of Groningen

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Research driven education

  1. 1. Research driven education Dr. Koos Winnips Are we educating professional investigators or investigative professionals? “… experience the thrill when you understand it, when you solved the issue...” “ They [students] have to weight all information they receive, not only from literature, but also the results from their own experiments… “… are passionate about a subject to a certain extent, and trying to understand issues by themselves … Quotes: Van der Rijst, 2007
  2. 2. <ul><li>inclination to criticise </li></ul>http://www.flickr.com/photos/vintagedept/
  3. 3. http://www.flickr.com/photos/richardoyork/ inclination to understand
  4. 4. http://www.flickr.com/photos/astrolondon/2057259307/ inclination to achieve
  5. 5. http://www.flickr.com/photos/e06158/2272739708/ inclination to share
  6. 6. http://www.flickr.com/photos/wildetukker/ inclination to be innovative
  7. 7. http://www.flickr.com/photos/dkuropatwa/ inclination to know
  8. 8. <ul><li>Vision </li></ul><ul><li>Idealistic: Via-veritas-vita </li></ul><ul><li>Functional view: university’s role in society </li></ul>(Simons & Elen, 2007)
  9. 9. I > Implications Researcher and teacher roles One role: “teach” as researchers Academics Part of community of research Research is in itself a kind of education Finding truth Idealistic view Acquire research competences Student Research-teaching can be stimulated Faculty/policy Educating professionals for knowledge society University Functional view
  10. 10. Your courses? <ul><li>For a course: decisions </li></ul>Healy, 2005 Research-tutored Curriculum emphasises learning focused on students writing and discussing papers or essays Research-based Curriculum emphasises students undertaking inquiry-based learning Research-led Curriculum is structured around teaching subject content Research-oriented Curriculum emphasises teaching processes of knowledge construction in the subject STUDENT-FOCUSED STUDENTS AS PARTICIPANTS EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS TEACHER-FOCUSED STUDENTS AS AUDIENCE
  11. 11. <ul><li>Lead to: staff profiles (Visser-Wijnveen et. al., 2010) </li></ul><ul><ul><li>teach research results </li></ul></ul><ul><ul><li>make research known </li></ul></ul><ul><ul><li>show what it means to be a researcher </li></ul></ul><ul><ul><li>help to conduct research </li></ul></ul><ul><ul><li>provide research experience </li></ul></ul><ul><li>Similar to profiles developed for FEB (2011) </li></ul><ul><li>Each programme scores different on those profiles (Elen, 2009) </li></ul>
  12. 12. <ul><li>Conclusions </li></ul><ul><li>By working on research-teaching we can improve reality: generate new (public) knowledge </li></ul><ul><li>Implications for programme SG&P: </li></ul><ul><ul><li>What is already in your course? </li></ul></ul><ul><ul><li>What to add/enhance? </li></ul></ul>
  13. 13. <ul><li>Sources </li></ul><ul><li>Elen, J. (23 september 2009). Verwevenheid van onderzoek en onderwijs: door Leiden geinspireerde Leuvense gedachten. Lezing, Universiteit Leiden: http://weblectures.leidenuniv.nl/mediasite/Viewer/?peid=5dd0ad0a3fe14414bea0ad9c1394703f </li></ul><ul><li>Goedhart, M. J., Finlayson, O. E., & Lindblom-Ylänne, S. (2009). Research-based teaching in higher level chemistry education. In I. Eilks & B. Byers (Eds.), Innovative methods of teaching and learning chemistry in higher education (pp. 61-84). Cambridge: RSC publishing. </li></ul><ul><li>Healey, A., & Jenkins, M. (2005). Institutional strategies to link teaching and research. The Higher Education Academy. http://www.heacademy.ac.uk/assets/documents/research/Institutional_strategies.pdf </li></ul><ul><li>Rijst, R. van der, Driel, J.H. van, Kijne, J.W., Verloop, N. (2007). Exploring Scientific Research Disposition from the Perspective of Academics. Conference paper, EARLI, 2007. http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=11&supportId=2000 </li></ul><ul><li>Rijst, R. van der. (2009). De zes aspecten van een wetenschappelijk onderzoekende houding. Online: http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=12&supportId=2000 </li></ul><ul><li>Simons, M. & Elen, J. (2007). The ‘research–teaching nexus’ and ‘education through research’: an exploration of ambivalences, Studies in Higher Education, 32:5, 617-631 Online http://dx.doi.org/10.1080/03075070701573781 </li></ul><ul><li>Visser-Wijnveen, G. J. , Van Driel, J. H. , Van der Rijst, R. M. , Verloop, N. and Visser, A. (2010) 'The ideal research-teaching nexus in the eyes of academics: building profiles', Higher Education Research & Development, 29: 2, 195 — 210. Online: http://hdl.handle.net/1887/16233 </li></ul>
  14. 14. <ul><li>Research skills (Goedhart et. al. 2009) </li></ul><ul><li>Information skills </li></ul><ul><li>Collaboration skills </li></ul><ul><li>Inquiry skills </li></ul><ul><li>Communication skills </li></ul><ul><li>Reflective skills </li></ul>
  15. 15. <ul><li>Questions (from Visser-Wijnveen, 2010) </li></ul><ul><li>Orientation: are you research of teaching focused? </li></ul><ul><li>Approach: ‘learning about research’ and ‘participation in research’ </li></ul><ul><li>Curriculum: focus on research content, or research process? Your own research, or generic research? </li></ul><ul><li>Teacher role: tutor, expert, guide, motivator, partner, role model, developer, manager and confidant </li></ul>

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