1. Implementing research-intensive education in the humanities
Mick Healey
“We need to encourage universities and colleges to explore new models of curriculum. … There are several models that we might explore. They should all: … Incorporate research-based study for undergraduates”
(Paul Ramsden, 2008) 1

2. Research intensive education at Amsterdam
“Education directly rooted in research must prepare students for their contribution to the world of tomorrow.”
Strategic Plan Boundless Curiosity p7 2

3. Brief biography
HE Consultant and Researcher; Emeritus Professor University of Gloucestershire (UoG), UK; Visiting Professor University College London, UK; The Humboldt Distinguished Scholar in Research-Based Learning McMaster University, Canada; Adjunct Professor Macquarie University, Australia; International Teaching Fellow, University College Cork, Ireland; Visiting Fellow University of Queensland, Australia
National Teaching Fellow; Principal Fellow HE Academy; Legacy Award for Disciplinary Development; International Society for Scholarship of Teaching and Learning (ISSoTL) Distinguished Service Award
Economic geographer and previously Director Centre for Active Learning UoG
Advisor to Canadian Federal Government ‘Roundtable on Research, Teaching and Learning in post-Secondary Education’ (2006)
Advisor to Australian Learning and Teaching Council / Office of Learning and Teaching Projects / Fellowships on the ‘Teaching-research nexus’ ( ), ‘Undergraduate research’ ( ); ‘Teaching research’ ( ); and ‘Capstone curriculum across disciplines’ ( ); Students as Partners ( )
Advisor to League of European Research Universities (2009)
Advisor to EU Bologna and HE Reform Experts on research-based education (2012)
Research interests: linking research and teaching; scholarship of teaching; active learning; developing an inclusive curriculum; students as change agents and as partners 3 3

4. Implementing research-intensive education
One minute each way
In pairs you each have ONE minute to tell your partner about one way in which you have experience of, or would like to see, research and inquiry embedded in the curriculum.
The job of your partner is to listen enthusiastically but NOT interrupt. 3 4 7

5. Research-intensive education and developing academic literacy
Well-designed ways of engaging students in research and inquiry can implicitly and explicitly contribute to developing academic literacy.
ie include the critical thinking, reading, writing, speaking, and listening skills learned within the academic community 3 5 7

6. Implementing research-intensive education
“At University College London, our top strategic priority for the next 20 years is to close the divide between teaching and research. We want to integrate research into every stage of an undergraduate degree, moving from research-led to research-based teaching.”
(Michael Arthur, President and Provost, UCL, 30 April 2014: 22) 3 6 7

7. UCL’s
Connected Curriculum framework

8. Our argument: a ‘research active curriculum’
“All undergraduate students in all higher education institutions should experience learning through, and about, research and inquiry. … We argue, as does much recent US experience, that such curricular experience should and can be mainstreamed for all or many students through a research-active curriculum. We argue that this can be achieved through structured interventions at course team, departmental, institutional and national levels” (Healey and Jenkins, 2009, 3).

10. 10

11. Implementing research-intensive education
"Postgraduate study is too late to start; research attributes need to be integrated fully into undergraduate courses"
Ian Diamond, Chair Research Councils UK, 2010 3 11 7

12. Implementing research-intensive education
“For the students who are the professionals of the future, developing the ability to investigate problems, make judgments on the basis of sound evidence, take decisions on a rational basis, and understand what they are doing and why is vital. Research and inquiry is not just for those who choose to pursue an academic career. It is central to professional life in the twenty-first century.”
Brew (2007, 7) 3 7

13. Implementing research-intensive education
“Developing the Student as Scholar Model requires a fundamental shift in how we structure and imagine the whole undergraduate experience. It requires, as a minimum, the adoption of the Learning Paradigm in everything from the first introductory course through the final capstone experience. It requires a culture of inquiry-based learning infused throughout the entire liberal arts curriculum that starts with the very first day of college and is reinforced in every classroom and program.”
(Hodge et al. 2007, 1) 3 7

14. Implementing research-intensive education
Different ways of engaging students
Engaging students in the humanities
Strategies for engaging students at the beginning of their course
Strategies for engaging students at the end of their course – capstones and dissertations
Strategies for developing progression in programmes
Action planning 3 14 7

15. Higher Education Conference
13-15 July 2016 at University of Applied Sciences, Amsterdam. Early bird registration ends TODAY!
Includes a four session symposium on Institutional Perspectives on Research Based Education with speakers from Adelaide, ANU, Cork, Humboldt, Leiden, McMaster and UCL 3 15 7

16. Implementing research-intensive education: Line-up
It is essential that undergraduate students are aware of the research which goes on in their departments
Strongly Strongly
agree disagree 16

17. Implementing research-intensive education: Line-up
I believe that my teaching and my research are strongly linked
Strongly Strongly
agree disagree 17

18. Curriculum design and the research-teaching nexus
STUDENTS ARE PARTICIPANTS
Research-tutored
Research-based
Engaging in research discussions
Undertaking research and inquiry
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
EMPHASIS ON RESEARCH CONTENT
Learning about current research in the discipline
Developing research and inquiry skills and techniques
Research-led
Research-oriented
STUDENTS FREQUENTLY ARE AN AUDIENCE
Curriculum design and the research-teaching nexus
(based on Healey, 2005, 70) 18

19. Implementing research-intensive education
In pairs, each skim read at least ONE different strategy for engaging students with research and inquiry in the Humanities and related disciplines (pp3-5). .
5 minutes

20. Inquiry-based learning: a conceptual framework
STUDENT-LED
Pursuing
(information-active)
Authoring
(discovery-active)
EXPLORING AND ACQUIRING EXISTING KNOWLEDGE
PARTICIPATING IN BUILDING KNOWLEDGE
Identifying
(information-responsive)
Producing
(discovery-responsive)
STAFF-LED
Inquiry-based learning: a conceptual framework
(Based on Levy, 2009)

21. High Impact Activities
First-Year Seminars and Experiences 
Common Intellectual Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments and Projects
“Science as Science Is Done”; Undergraduate Research
Diversity/Global Learning
Service Learning, Community-Based Learning
Internships
Capstone Courses and Projects
Source: Kuh, 2008 21 21

22. Strategies for engaging students in first and final year courses
In a different pair, each skim read at least EITHER ONE different year one case study ( pp.6-10).
OR ONE different final year and capstone case study (4.1 – 4.7 pp.10-13).
Discuss whether and how any of the ideas may be amended for application in your contexts.
5 minutes

23. “Our argument is that a more flexible but equally robust approach is required to the design and assessment of FYPD [final year projects and dissertations] to meet the needs of students from diverse subject areas and types of institution.” (Healey et al., 2013: 10) 23

24. Inclusivity involves recognising difference, providing flexibility and choice not uniformity and treating everyone identically.
“I cannot think of anything more unfair than … to treat all students as if they are the same, when they so manifestly are not” (Elton 2000: 1).

25. The developmental journey of the student
University curricula need to support student and citizen development from
“absolute knowing [where] students view knowledge as certain; their role is to obtain it from authorities … (to) contextual knowing [where] students believe that knowledge is constructed in a context based on judgement of evidence; their role is to exchange and compare perspectives, think through problems, and integrate and apply knowledge” (Baxter Magolda, 1992, 75).

26. The developmental journey of the student
Developmental Level
Student traits
Reliance on external references
[Foundations]
Knowledge viewed as certain
Reliance on authorities as source of knowledge
Externally defined value system and identity
At the crossroads [Intermediate Learning]
Evolving awareness of multiple perspectives and uncertainty
Evolving awareness of own values and identity and of limitations of dependent relationships
Self-authorship
[Capstone]
Awareness of knowledge as contextual
Development of internal belief system and sense of self capacity to engage in authentic, interdependent relationships
Source: Hodge et al. (2008) 26 26 26

27. Developing progression in programmes
In pairs each skim read the abstracts for ONE different programme ( pp.14-20).
Discuss whether any of the ideas may be amended for application in your context
5 minutes 27

28. Modes of IBL
Importance of scaffolding provided by lecturer and development of independence in learner
Structured – where lecturers provide an issue or problem and an outline for addressing it
Guided – where lecturers provide questions to stimulate inquiry but students are self-directed in terms of exploring these questions
Open – where students formulate the questions themselves as well as going through the full inquiry cycle
(after Staver and Bay, 1987)
At their tables get each of them who has examples to jot down on a post-it and to bring it up to the whiteboard to place in the appropriate box
IF have mix then get about 4 people at tables and an example of each 28

29. Pursuing
Authoring
Identifying
Producing
Information-oriented:
products of research
Discovery-oriented:
process of research
Conceptual model
Darker shading = strengthening of teaching-research links AND enhanced learning outcomes
(Spronken-Smith and Walker, 2009; Spronken-Smith et al., 2009) 29

30. Scaffolding inquiry throughout a degree
There are essentially two ways to develop research or inquiry skills throughout a degree. The method adopted may depend to a large extent on your teaching context. For example, with large courses it may be impossible to run an open inquiry course at stage 1.
Utrecht chemistry – at stage 1 on day 1 students start with a group lab project – must prepare and characterise a polymer (type of plastic). While the final material to prepare is clearly specified they must find out how to do this themselves. At the end of the first year all 70 students work for 3 weeks in one of the research depts. At stage 2 – students visit and carry out expts in the research depts as well as do a group project – relevant and authentic project; supervised by a senior PhD student. Stage 3 – at the end of the year all students carry out an individual project and they contribute 10 weeks to current PhD projects.
Ecology degree – progressive development
McMaster – spiral degree
1st year
3rd year
3rd year
2nd year
2nd year
1st year 30

31. Integrating inquiry and academic literacy at different levels
Skim read ONE of the three inquiry and academic literacy courses at different levels at McMaster University, Canada (pp20-23).
What issues do the examples raise and how applicable are the approaches for you?

32. Implementing research-intensive education
On your tables identify ONE possible strategy or practice that you would like to implement in the Faculty of Humanities for engaging students in research and inquiry.

33. Source: Healey, Flint and Harrington (2014)
Conceptual model for partnership in learning and teaching
A new conceptual model (see Figure 2.3) distinguishes four broad areas in which students can act as partners in learning and teaching:
learning, teaching and assessment;
subject-based research and inquiry;
scholarship of teaching and learning;
curriculum design and pedagogic consultancy.
Visually the model is represented as four overlapping circles to emphasise that distinctions between the areas are blurred and inter-relationships are complex and diverse when put into practice. At the centre of the model is the notion of partnership learning communities, which draws attention to the processes by which partnership operates in the four different areas.
Mapping the territory
Partnership in learning and teaching may take many forms, and increasingly students are engaged in areas in which traditionally they have been excluded, such as curriculum and assessment design. Case studies of initiatives from a range of institutions and countries, along with conceptual frameworks drawn from international scholarship in the field, are offered to illustrate the diversity of strategic and sustainable practices in the four areas we identify in our model.
Learning, teaching and assessment - Engaging students in partnership means seeing students as active participants in their own learning and although not all active learning (such as flipped classroom) involves partnership it does mean engaging students in forms of participation and helps prepare them for the roles they may play in full partnership. Engaging students as teachers and assessors in the learning process is a particularly effective form of partnership.
Subject-based research and inquiry – Whether it involves selected students working with staff on research projects or all students on a course engaging in inquiry-based learning there is much evidence of the effectiveness of this approach in stimulating deep and retained learning. As with active learning, not all ways of engaging students in research and inquiry involve partnership, but there are many examples where students have extensive autonomy and independence and negotiate as partners many of the details of the research and inquiry projects that they undertake (e.g. students as partners initiative at Lincoln Univ; ).
Scholarship of teaching and learning - Conducting projects in partnership with students has been suggested as one of the five principles of good practice in SoTL. There are an increasing number of effective initiatives of engaging students as change agents in institutions where they undertake research projects into the learning and teaching they experience with the intention of enhancing the quality of student learning (e.g. University of Exeter students as change agents programme; students as academic partners at BCU).
Curriculum design and pedagogic consultancy - Students are commonly engaged in course evaluations and in departmental staff–student committees, but it is rarer for institutions to go beyond the student voice and engage students as partners in designing the curriculum and giving pedagogic advice and consultancy. Yet where institutions and implemented such initiatives they have seen significant benefits for both students and staff (e.g. Students act as pedagogical consultants at Bryn Mawr College, Pennsylvania; Students act as co-creators of course design at Elon University, North Carolina).
Students as partners operate in many different settings - module/course, programme, department/faculty, institution, and nationally/internationally. Cutting across these settings is the additional dimension of the disciplinary or inter-disciplinary context. 33

34. Implementing research-intensive education: Conclusions
Getting students to produce knowledge rather than just consume knowledge is a way to re-link teaching and research
The challenge is to mainstream undergraduate research so that all students may potentially benefit
Adopting a broader definition of undergraduate research than is currently common is a way forward (Boyer et al.), which should benefit the learning of students in institutions with a range of different missions 34

35. Implementing research-intensive education: Conclusions
If undergraduate research is to be truly integrated into HE then the nature of higher education itself will need to be reconceptualised.
“universities need to move towards creating inclusive scholarly knowledge-building communities. … The notion of inclusive scholarly knowledge-building communities invites us to consider new ideas about who the scholars are in universities and how they might work in partnership.” (Brew, 2007, 4)
There is a need to do more thinking ‘outside the box’ 35