Challenges and opportunities from research-informed teaching Learning and Teaching Conference 2018 Education for life: Celebrating partnership, encouraging innovation Dr. Cindy Lai Yeng, Lee (Assistant Professor) Director of Excellence in Learning and Teaching (DELT) for Newcastle University in Singapore

Overview Research informed learning and teaching Sharing of experiences from Singapore Challenges Opportunities Conclusion Q&A

Research-informed teaching in higher education https://www.heacademy.ac.uk/knowledge-hub/what-does-research-informed-teaching-look Research-led Research-oriented Research-tutored Research-based learning

Research-informed Teaching in Newcastle University Research excellence and Teaching excellence Research active environment with research active staff International presence with research and teaching capabilities in international campuses including London, Malaysia (NUMED) and Singapore (Newcastle University in Singapore)

Singapore Institute of Technology (SIT) Undergraduate Degree Programme Sharing of experiences in Singapore Singapore Institute of Technology (SIT) Newcastle University Undergraduate Degree Programme Chemical Engineering Marine Technology, Naval Architecture, Offshore Engineering Mechanical Design and Manufacturing Engineering Electrical Power Engineering *Food and Human Nutrition

Chemical Engineering BEng (Hons) Sharing of experiences in Singapore Taught modules, coursework and assignments Chemical Engineering BEng (Hons) Laboratory work and report writing Value-added skills (Writing and presentation) Group work and design projects

Institutes of Higher Learning Research and Teaching Institutes of Higher Learning Research Institutes Industry/ Government Research activities Academics Learning and Teaching activities Students

Challenges faced Making the link between the research topic and the module content Designing the learning outcomes for research-informed learning and teaching Positive learning outcomes for students / engaging student’s interest

Making the link between the research topic and the module content Share and discuss research interests with other academics, industry and other researchers Using teaching to inspire research activities Develop and promote your research interests and teaching profile

Designing the learning outcomes for research-informed learning and teaching Introducing research skills as part of the module (E.g literature search, referencing, paper critique) Engage students as partners in open-ended problem-based research topics (E.g design and simulation studies) Developing your own teaching materials (images, videos, etc) for research-informed teaching

Positive learning outcomes for students / engaging student’s interest Providing a conducive environment for research (Access to libraries, research materials, research laboratories etc) Providing opportunities for students to present their ideas and receive feedback from industrialists/ researchers Assessing feedback from students on research-informed learning and teaching activities

Opportunities Multidisciplinary research projects Research publication output Recognition of Student’s abilities and efforts Positive learning experience by students

Institutes of Higher Learning Further opportunities Institutes of Higher Learning Research Institutes Industry/ Government Academics Integrated Work Study Programme (IWSP) Students

Conclusions Environment conducive for research development is very important for both academics and students Adopting a research-informed teaching style provides many opportunities for research development Engaging stakeholders (Students, industries, research partners, public etc.) help to keep our research and teaching relevant

Thank you!