1. 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

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

3. Research-informed teaching in higher education
Research-led
Research-oriented
Research-tutored
Research-based learning

4. 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)

5. 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

6. 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

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

8. 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

9. 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

10. 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

11. 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

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

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

14. 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

15. Thank you!