1. Task! Introducing the session … Sit in groups of 2-3
Ensure you have session handout
Private discussion
What do you understand by ‘Research based learning’?
What do you think research reveals about teaching/research relations in universities?

2. Implementing Research Based Learning in your Teaching
Alan Jenkins
Emeritus Professor Oxford Brookes University : advisor to HEA on teaching /research links and QAA Scotland on the Teaching Research Nexus Enhancement Theme

3. Aims
Clarified your view on the current relationship between (staff/faculty ) research and student learning in your current and future role(s), courses, discipline and in your department /institution
Considered a range of discipline based and department wide case studies
Considered how you could develop ‘research based learning in your courses –at undergraduate level/or at postgraduate level
Explored how those relationships could be more ‘effectively’ constructed and/ or ‘managed’.

4. Alan Jenkins
Geography undergraduate at London UK and post grad Madison USA
Schoolteacher Canada and UK
Long taught geography /contemporary China studies mainly UK at undergraduate level outside the research elite institutions
Moved into educational /faculty development and worked on teaching /research relations .

6. Available from the HE Academy http://www.heacademy.ac.uk/rtnexus.htm

7. Developing research-based curricula in college-based higher education
Mick Healey, Alan Jenkins and John Lea
March 2014

8. Teaching and Research :An Ideal view
 “Universities should treat learning as not yet wholly solved problems and hence always in research mode.”
Wilhelm von Humboldt on the then future University of Berlin (1810)

9. Teaching and Research : Two contemporary views
"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." University of Stony Brook (1998, 3) Reinventing Undergraduate Education: Boyer Commission on Educating Undergraduates in the Research University.
In Scholarship Reconsidered Ernest Boyer (1990, X11) challenged US higher education to “break away out of the tired old teaching versus research debate.”

10. Research evidence : ONE summary
Faculty find it hard to balance teaching and research roles
Undergraduate students often unaware of staff /faculty research or its relevance to their concerns
At individual level limited ‘correlation’ staff research and teaching effectiveness
At departmental and institutional levels little effective strategic links between teaching and research
Students learning in active inquiry mode can have significant positive impacts on understandings of knowledge complexity

11. Acting on the Research Evidence
“The aim is to increase the circumstances in which teaching and research have occasion to meet….
Increase the skills of staff to teach emphasizing the construction of knowledge by students rather than the imparting of knowledge by instructors......
Ensure that students experience the process of artistic and scientific productivity."
(Hattie and Marsh, 1996)

12. A ‘Language’ to Help Us Examine What We Do-see handout p 1-2
Research-led: where students learn about research findings, the curriculum content is strongly shaped by faculty research interests/current research in the discipline.
Research-oriented: where students learn about research processes, the curriculum emphasises as much the processes by which knowledge is produced as learning knowledge that has been achieved, and faculty try to engender a research ethos through their teaching; or
Research-based: where students learn as researchers, the curriculum is largely designed around inquiry-based activities, and the division of roles between teacher and student is minimised.
Research tutored ; where students supported by staff in small group discuss current research ( papers) in their discipline.

13. STUDENTS AS PARTICIPANTS
Research-tutored
Engaging in research discussions
Research-based
Students undertaking research and inquiry
Research-led
Learning about current research in the discipline
Research-oriented
Developing research inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE

14. Tasks :Using that typology/language
Consider the case study of geography at University College London , page 4-5
Don’t get lost in is this ‘good’ or ‘bad’ practice ? Let’s see it as ‘interesting practice’
Using the language of the handout page 1- 2 ; what forms of teaching /research links do you see there ? Research led ,research orientated , research based, and/or research tutored.

15. Individually read your case study
Small Group Task : Consider the case studies at course team level on the handout p2-4 (Ignore departmental case studies 4-5)
QUICKLY each of you choose a case study that you think may be suitable for ADAPTING to your practice /perhaps as developing in your project
Individually read your case study
Then share your views on adapting these case studies to your future practice
You have till …..

16. : Course Design-see Section 4 pp 5-6
Which of these approaches might be relevant to your future practice /developing through your project?
Strategy 1: Develop students’ understanding of the role of research in their discipline
Strategy 2: Develop students’ abilities to carry out research
Strategy 3: Progressively develop students’ understanding
Strategy 4: Manage students’ experience of research

17. Considering two Departmental case studies :UCL and Imperial pp 4-5
Just from the case studies :
Discuss what you see are the similarities and the differences in the ways these two departments handle the roles /relationships between teaching and research ?

18. Your conclusions/forward planning
In your groups each of you state
ONE thing I am taking forward ( in my project ) from this session ….

19. My conclusions Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
That requires purposeful action at a variety of levels
In one’s own teaching and to an extent at course team and departmental level one does have some freedom of action to ensure that your research in parts supports your teaching
As you progress in your career then departmental and institutional leaders can do much to ensure some synergies between teaching and research
Bringing your teaching and research more effectively together can help you balance what can be competing demands on your time and attention.

20. How your teaching can support your role as a researcher.
Research led teaching can make the two activities explicitly linked in content .
Research orientated teaching can help you reflect /experiment in research methodologies
Research based teaching can help you see these activities as explicitly linked
Making explicit to students the importance /value of research to them –can help them better appreciate the importance of faculty involvement in research