This document provides an overview of research informed teaching (RIT). It begins by defining key terms like research and teaching. It then discusses the history of RIT, from medieval universities which focused on training clergy, to modern universities which emphasize a "facts first" approach. The document outlines different models of RIT and dispels three common myths about it. Five compelling reasons for practicing RIT are presented: it develops students' critical thinking, aligns with degree structures, introduces complexity and is exciting/authentic. Strategies for institutions to support RIT are discussed.

1. Research Informed Teaching
Tansy Jessop
2 November 2016
@solentlearning
Demystifying Research Informed
Teaching:
Do R & T occupy parallel universes?
Tansy Jessop
Learning Lunch
University of Winchester
4 April 2017

2. This session
1) Defining the terms
2) A brief history of RIT
3) What is RIT? What does it look like?
4) Three myths about RIT
5) Five compelling reasons for doing RIT
6) Impacts of RIT

3. Words that spring to mind….
1) What is research?
Go to www.menti.com and use the code 91 66 52
2) What is teaching?
Go to www.menti.com and use the code 99 76 07
3) So what is research informed teaching?
Go to www.menti.com and use the code 74 40 75

5. Personal
growth
Citizenship
Social justice
and
transformation
Economy
and jobs
Character
and moral
virtue
Knowledge
and
intellectual
growth
Creativity

6. Looking back in history: medieval
universities
• The main ones: Bologna (1088), Paris, Oxford
(1000s), Cambridge (1209)
• Training for church and civil service
• Law and philosophy
• Men
• Authority of teachers
• Printing press 1440 (Caxton), 1470 (Gutenberg)

7. Medieval Universities in Europe (circa
1100 to 1500)

8. It is a peculiarity of the
institutions of higher learning
that they treat learning as
not yet completely solved
problems, remaining at all
times in a research mode…
Schools, in contrast, treat
only closed and settled
bodies of knowledge
(Humboldt's Programme for
University of Berlin 1810)
Birth of the modern university

9. The Modern University 2016

10. A ‘facts first’ approach prevails…

11. • Knowing is about content
• Acting is about becoming a
historian, actor, psychologist,
or philosopher
• Being is about understanding
yourself, orienting yourself
and relating your knowledge
and action to the world
(Barnett and Coate, 2005)
Knowing
Being
Acting
with ‘knowing’ trumping acting and being…

12. Research informed teaching challenges
facts first

13. So what is RIT?
Teachers active
Students activeIt’saboutcontent
It’saboutprocess
Research-tutored
Research-orientedResearch-led
Research-based
(Healey 2005)

14. Take Five: Post it exercise
• Write down as many examples
of RIT that you have
experienced or led.
• Write down what prevents you
or your colleagues from doing
RIT.
• Populate the matrix nearest you
and the ‘prevent’ chart

15. • Research active staff
• Confidence about doing research
• Great research environment
• Lots of dosh
• Loads of PhD students
Myth 1: RIT works best in research-
intensive universities

16. But does it?
Research
excellence
Teaching
excellence
..but does it?

17. A positive research and teaching link primarily depends
on the nature of students’ learning experiences…rather
than on particular inputs or outcomes…
(Elton 2001, 43 ).

18. Myth 2: You can’t do RIT with first year
undergraduate students

19. Solving a puzzle…
“This course has changed my whole outlook on life.
Superbly taught!”
“This course is falsely taught and dishonest. You
have cheated me of my tuition”

20. This has been the most sloppy,
disorganised course I’ve ever taken.
Of course I’ve made some improvement,
but this has been due entirely to my own efforts!”

21. Intellectual Development of Students
Third Year
Commitment Teacher as endorser
Second Year
Relativism Teacher as enigma
First Year
Dualism Teacher as expert

22. Myth 3: It’s only for bright students
• Intellectual stimulation
• Developing curiosity
• Engaging students with
problems
• It’s not about original
research

23. Five compelling reasons
1. The structure of our degrees demands it
2. It is challenging
3. It introduces students to the complexity of messy
problems
4. It is exciting, authentic and student-centred
5. It develops critical thinking, academic writing and
complex reasoning skills

24. 1. Structure demands it
120 Credits (20 per unit)
120 credits (20 per unit)
120 credits (20 per unit)
1 credit is worth 10 hours of work:
each unit = 20 x 10 = 200 hours of which 40 is contact time

25. 2. It is challenging

26. 3. It introduces students to complex,
messy real-world problems

27. 4. Exciting, authentic and student-
centred
“Research promotes critical and creative thinking, the
habits of mind that nurture innovation; creates a
sense of intellectual excitement and adventure, and
provides the satisfaction of real accomplishment”.
(Ellis, 2006)
“Enquiry-based learning enables students to take
increasing control of their own learning…it views
students as active participants in their learning”.
(University of Birmingham 2007)

28. 5. Develops critical thinking, complex
reasoning and academic writing
• Weighing up evidence
• Putting questions before answers
• Problem-solving mode
• Not text-book
• No ‘settled bodies of knowledge’
• Shared journey

29. Institutional strategies
1. University Strategy and investment in RIT
2. Strategy working group – academics, leaders, students,
luminaries
3. Workshops, the PGCLTHE, CPD
4. TESTA’s new spin…
5. Research on RIT: documentary, interviews with 40
academics
6. Unearthing examples and replaying them
https://youtu.be/crRF51x__jQ

30. References
Arum, R. and J. Roksa. 2011. Academically Adrift: Limited Learning on College Campuses.
London: University of Chicago Press.
Barnett, R. and Coate, K. 2005. Engaging the Curriculum in Higher Education. SRHE.
Brew, A. 2012. Teaching and Research: New relationships and their implications for inquiry-
based teaching and learning in higher education, HERDSA. 3-18.
Brew, A. 1999. Research and teaching: Changing relationships in a changing context, Studies in
Higher Education, 24:3, 291-301.
Collini, S. 2012. What are Universities for? London: Penguin Books.
Elton, L. 2001. Research and Teaching: Conditions for a positive link, Teaching in Higher
Education, 6:1, 43-56.
Hattie, J. and H.W. Marsh, 1996. The Relationship between Research and Teaching: A Meta-
Analysis. Review of Educational Research, 66(4), 507-542.
Healey, M. and A. Jenkins, 2009. Developing undergraduate research and inquiry.
York: Higher Education Academy.
Healey, M., 2005. Linking Research and Teaching: disciplinary spaces In R. Barnett, ed, Reshaping
the university: new relationships between research, scholarship and teaching. Maidenhead:
McGraw-Hill/Open University Press, 30-42.
Jessop, T and Wu, Q. 2016 (forthcoming) Debunking common myths about RIT. Dialogue Journal
Perry, William 1981. Cognitive and Ethical Growth: The Making of Meaning. In Chickering, A.
1981. The Modern American College. San Francisco. Jossey Bass.