Brad Wuetherick University of Alberta Canada
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Integration of Teaching & Research: Investigating student perception by use of
international benchmarking
Brad Wuetherick University of Alberta
Canada
Nancy TurnerRoyal Holloway
University of LondonUnited Kingdom
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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?
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University of Alberta
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University of Alberta
• Research Makes Sense for Students – 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)
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Royal Holloway, University of London
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U of A RHUL
# of Academic Staff
1750 400
# of Undergrad Students
29,000 5000
# of Postgrad Students
6000 1600
# of Faculties 17 3
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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
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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)
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How are we collaborating? (2)
• Statistical analysis being completed (U of A)
• Plans to develop Professional Development package
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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
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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
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Model of Academic Staff Inputs
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Model of Student Outcomes
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What next?
• Continued analysis of data
– Quantitative
– Qualitative
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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
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Questions?