Linking research and teaching in Wales: A Swapshop


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Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.

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  • Linking research and teaching in Wales: A Swapshop

    1. 1. Linking research and teaching in Wales: A Swapshop Please sit at tables of three, preferably with people NOT in your institution Appoint one of you as the timekeeper
    2. 2. <ul><li>Aims </li></ul><ul><li>To share interesting TL&A practices and policies for linking research and teaching in your institution </li></ul><ul><li>To discuss how the practices and policies might be even better </li></ul><ul><li>To assess how the ideas could be celebrated, disseminated and developed </li></ul>Linking research and teaching in Wales
    3. 3. Linking research and teaching in Wales <ul><li>Organisation </li></ul><ul><li>1.40-2.15 Swapshop </li></ul><ul><ul><li>You will each have 5 mins to summarise your interesting practice or policy in your institution to your two colleagues and 5 mins to answer their questions </li></ul></ul><ul><li>2.15-2.30 Plenary </li></ul><ul><ul><li>Key lessons, publicising the practices, action planning, evaluation </li></ul></ul><ul><li>Please appoint a timekeeper </li></ul>
    4. 4. Institutional Strategies to Embed Undergraduate Research and Inquiry <ul><li>Please sit in groups of 3 with a different mix of people from outside your institution </li></ul><ul><li>Ensure you each have a copy of the book Developing Undergraduate Research and Inquiry </li></ul><ul><li>Discuss what ideas and experiences you bring to this session on undergraduate research and inquiry; and perhaps in particular your views on this statement: </li></ul><ul><ul><li>“… universities should treat learning as not yet wholly solved problems and hence always in research mode” </li></ul></ul><ul><ul><li>(Humboldt, 1810 translated 1970, quoted by Elton, 2005, 110) </li></ul></ul>
    5. 5. Session structure <ul><li>Exploring your views </li></ul><ul><li>Further research evidence </li></ul><ul><li>Undergraduate research ‘defined’ </li></ul><ul><li>Case studies of mainstreaming undergraduate research and inquiry in institutions </li></ul><ul><li>Conclusion: your perspectives and ours </li></ul>
    6. 6. Undergraduate research and inquiry: Line-up <ul><li>‘ Undergraduate research is for ALL undergraduates’ </li></ul><ul><li>Strongly ------------------------------ Strongly </li></ul><ul><li>Agree Disagree </li></ul><ul><li>ONE observation that came out of our discussion was … </li></ul>
    7. 7. Undergraduate research and inquiry: Line-up <ul><li>It would be easy to ‘mainstream’ undergraduate research and inquiry for all students in my department/institution </li></ul><ul><li>________________________________________ </li></ul><ul><li>Strongly agree Strongly disagree </li></ul><ul><li>ONE observation that came out of our discussion was … </li></ul>
    8. 8. Some ‘difficult’ research evidence <ul><li>“ The research universities have often failed, and continue to fail, their undergraduate populations, thousands of students graduate without seeing the world - famous professors or tasting genuine research.&quot; Boyer Commission (1998: 3). </li></ul><ul><li>“ We found little evidence to suggest that synergies between teaching and research were managed or promoted at departmental or institutional level … There were some attempts to manage teaching and research workloads in departments, partly to allow more time for research. Some strategies may be having the unintended consequence of driving research and teaching apart for some staff.” J M Consulting (2000, 36) </li></ul><ul><li>“ Structural changes: research centres housed staff freed from teaching responsibilities; graduate schools became the arenas for research, leaving departments to organise undergraduate teaching. Each of these (developments) was particular and peculiar, but the trend was gradually of a separation, structurally of research from teaching.” McNay (1999, 196) </li></ul>
    9. 9. Conclusions from QAA Scotland focus on teaching and research <ul><li>“ There would appear to be a range of effective and innovative practice (re research graduate attributes) going on at the university, however there is no apparent systematic approach” (Land and Gordon, 2009, citing one institutional informant) </li></ul><ul><li>“ While there are wide ranging innovative examples of practice and policy in all institutions, much of this is implicit and not systematically developed or supported. While the evidence was strong of effective examples of practice at final year level (e.g. some form of research project), institutions / departments / schools need to ensure that these research attributes are developed systematically through programmes from year one in a structured manner” (Jenkins, 2009) </li></ul>
    10. 10. STUDENTS AS PARTICIPANTS EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS STUDENTS AS AUDIENCE Research-tutored Research-based Research-led Research-oriented Curriculum design and linking research and teaching
    11. 11. What is undergraduate research and inquiry? <ul><li>“ An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline” </li></ul><ul><li>(US) Council On Undergraduate Research </li></ul><ul><li>Adopts a broad definition of the undergraduate as researcher to describe student engagement at all levels in research and inquiry into disciplinary, professional and community-based problems and issues </li></ul><ul><li>University of Gloucestershire </li></ul>
    12. 12. What is undergraduate research and inquiry? <ul><li>“ Programmes that seek to encourage or support undergraduate research should: </li></ul><ul><ul><li>Encourage and enable students to learn in ways that parallel or reflect the ways faculty/staff themselves research/learn in their discipline/professional area </li></ul></ul><ul><ul><li>Build research opportunities into the formative processes and summative outcomes of course assessment for students in ways that retrace and register how faculty/staff develop and disseminate their own research/learning in their own discipline/professional area, e.g. through undergraduate research journals, student research conferences, exhibitions …. </li></ul></ul><ul><ul><li>Ensure that the programme is clearly visible and recognised as ‘undergraduate research’ by the university communities (in particular students) and parents, the local community, and possible external sponsors and stakeholders” (Jenkins 2008) </li></ul></ul>
    13. 13. Dimensions of undergraduate research and inquiry Student, process centred Outcome, product centred Student initiated Faculty initiated All students Honors students Curriculum based Co-curricular fellowships Collaborative Individual Original to the student Original to the discipline Multi-or interdisciplinary Discipline based Campus/community audience Professional audience Starting year one Capstone/final year Pervades the curriculum Focussed (Source: Adapted from Beckham and Hensel, 2009)
    14. 14. Developing a ‘research active curriculum’ <ul><li>“ The United States undergraduate research movement … started by offering research opportunities for selected students in selected institutions. We argue, as does much recent US experience that such curricula experience should be mainstreamed for all students through a research active curriculum. We argue this can be achieved through structured interventions at course team, departmental and institutional level.” </li></ul><ul><li>Healey and Jenkins (2009, 3) </li></ul>
    15. 15. Mainstreaming undergraduate research and inquiry: Institutional strategies In groups consider Table 6.1 (pp 80-81) and decide on TWO of the 19 strategies that seem most relevant to your institution Investigate the case studies associated with these strategies and consider how / whether they might be adapted to your institution
    16. 16. Mainstreaming undergraduate research and inquiry: your conclusions <ul><li>What conclusions / observations do YOU now make about the view that all undergraduate students should: </li></ul><ul><ul><li>“ experience the process of artistic and scientific productivity’ (Hattie and Marsh, 1966, 544) </li></ul></ul><ul><li>and in particular that this should be achieved by ‘mainstreaming’ undergraduate research and inquiry </li></ul><ul><li>YOUR observations are … </li></ul>
    17. 17. Mainstreaming undergraduate research and inquiry: Our conclusions <ul><ul><li>Undergraduate Research clearly puts the focus on the student as a researcher; but also challenges the departmental / institutional firewalls between teaching and research; and better enables staff to link / balance teaching and research roles; and potentially provides a distinct curricula for both ‘research-intensive’ and ‘teaching intensive’ institutions </li></ul></ul><ul><ul><li>The phase a ‘research active curriculum’ is one we try to propagate as it challenges the language, values and policies of much of the sector </li></ul></ul>
    18. 18. Mainstreaming undergraduate research and inquiry: Our conclusions <ul><ul><li>Key departmental … institutional challenges include introducing inquiry / research in year one; balancing opportunities for all and for selected students; and holding onto / perhaps rethinking the final year capstone / dissertation </li></ul></ul><ul><ul><li>Departmental and institutional teaching and research policies that in part focus on the student as scholar / researcher are important; and sane national research policies would help. Again US experience is important here. </li></ul></ul>
    19. 19. Mainstreaming undergraduate research and inquiry <ul><li>“ There is growing evidence that – when done well – some programs and activities appear to engage participants at levels that elevates their performance across multiple engagement and desired outcomes measures such as persistence. … They include first-year seminars, common intellectual experiences, learning communities, service learning, undergraduate research, study abroad and other experiences with diversity, internships, and capstone courses and projects.” </li></ul><ul><li>(Kuh, 2008, 14) </li></ul>
    20. 20. Four web sites <ul><li>Adapting US undergraduate research to the UK and other international contexts </li></ul><ul><li>Leading, promoting and supporting undergraduate research in new universities (England) </li></ul><ul><li>Council for Undergraduate Research (North America) </li></ul><ul><li>HE Academy Linking teaching and research </li></ul><ul><li> </li></ul>
    21. 21. Linking research and teaching in Wales Developing a strategy for your institution / role
    22. 22. Taking this agenda forward: Task One <ul><li>First get yourself tea and cakes … </li></ul><ul><li>Walk around the grounds with say 2 other people – probably not from your institution? </li></ul><ul><li>(Please DON’T talk to other groups, check your emails, get something from your room … Just walk, eat, drink, talk and listen!) </li></ul><ul><li>DISCUSS what ideas / strategies you have for taking forward this agenda in your institution / role? </li></ul><ul><li>You have until 4.15, when there will be related tasks to help ‘you’ to ‘solidify’ your provisional ideas </li></ul>
    23. 23. Taking this agenda forward: Task Two <ul><li>Please sit with one other person – NOT from your institution and NOT from the group with whom you have been eating cake … </li></ul><ul><li>Arrange the seating so that you are away from other ‘twosomes’ </li></ul><ul><li>Decide which of you is an A and which a B </li></ul><ul><li>When this is done look excited for the next task </li></ul>
    24. 24. Taking this agenda forward: Task Three <ul><li>Alan is timekeeper </li></ul><ul><li>A speaks; B listens </li></ul><ul><li>The (tentative) ideas I have for taking forward this agenda are … (3 minutes) </li></ul><ul><li>B speaks; A listens </li></ul><ul><li>Having listened to you some (wild) ideas that you might consider are … (3 minutes) </li></ul><ul><li>A speaks; B listens </li></ul><ul><li>What I am taking forward from this ‘discussion’ is … (3 minutes) </li></ul>
    25. 25. Taking this agenda forward: Task Four <ul><li>Alan is timekeeper </li></ul><ul><li>B speaks; A listens </li></ul><ul><li>The (tentative) ideas I have for taking forward this agenda are … (3 minutes) </li></ul><ul><li>A speaks; B listens </li></ul><ul><li>Having listened to you some (wild) ideas that you might consider are … (3 minutes) </li></ul><ul><li>B speaks; A listens </li></ul><ul><li>What I am taking forward from this ‘discussion’ is … (3 minutes) </li></ul>
    26. 26. Mao Dedong sets you a challenge <ul><li>“ On a blank sheet of paper free from any mark, the freshest and most beautiful pictures can be painted.”   Mao Zedong &quot;Introducing a Co-operative&quot; (April 15, 1958) </li></ul>
    27. 27. A strategy for your institution / role <ul><li>Either as individuals or as an institutional group </li></ul><ul><li>Outline on a poster(s), one or more strategies for progressing this agenda in your institution / role </li></ul><ul><li>Your poster should include among other things – institution, title, aims, target audience, implementation strategy, timescale, performance indicators, your concerns </li></ul><ul><li>You have … minutes </li></ul>
    28. 28. A strategy for your institution / role <ul><li>Please tour the room and look at the other posters </li></ul><ul><li>Identify at least ONE idea which you think with adjustment could be developed in your institution. Go and discuss the idea with the author. </li></ul><ul><li>We reconvene at: </li></ul>