1. Integration of Teaching & Research: Investigating student perception by use of international benchmarking Brad Wuetherick University of Alberta Canada Nancy Turner Royal Holloway University of London United Kingdom

2. Session overview University of Alberta (U of A) context Royal Holloway (RHUL) context Why we are collaborating? How we are collaborating? What have we found out so far? What next?

3. University of Alberta

4. Research Makes Sense for Students – www.ualberta.ca/researchandstudents www.ualberta.ca/researchandstudents Report of the Working Group on Teaching and Research – “Creating a Foundation for an Inquiry-based Life” Celebration of Undergraduate Research Canadian Summit on the Integration of Teaching and Research (Aug 3 – 5, 2005)

5. Royal Holloway, University of London

6. U of ARHUL # of Academic Staff 1750400 # of Undergrad Students 29,0005000 # of Postgrad Students 60001600 # of Faculties173

7. Why are we collaborating? Explore the student perception of research and teaching Importance of benchmarking against other research universities Importance of involving international partners Existing institutional partnership

8. How are we collaborating? Funding from –Canadian-UK University Partnership Program –U of A Institutional Partnership Fund –U of A University Teaching Research Fund Joint site visits by the research teams Student perceptions collected (Cousin, Healey & Jenkins, 2002)

9. How are we collaborating? (2) Statistical analysis being completed (U of A) Plans to develop Professional Development package

10. What have we found out so far? Survey of Undergraduates –RHUL - ~2.5% of undergraduate student population (N=124) –U of A - ~3.2% of undergraduate student population (N=930) Initial descriptive statistics –Quantitative - very interesting comparisons between of the two institutions –Qualitative - common themes have emerged clearly

11. What have we found out so far? (2) Three areas of impact (1) institutional environment (2) academic staff inputs (3) student learning outcomes Positive and negative indicators have been identified in all three Latter two factors fall along a continuum of constructivist to transmissive teaching/learning

12. Model of Academic Staff Inputs

13. Model of Student Outcomes

14. What next? Continued analysis of data –Quantitative –Qualitative

15. Conclusion Premature to discuss the implications Students have an interesting and important perspective on the integration of teaching and research This must be considered in moving the integration of teaching and research forward

16. Questions?