Rde frw tp
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Research driven education
Dr. Koos Winnips
Are we educating professional investigators or investigative professionals?
“… experience the thrill when you understand it, when you solved the issue...”
“They [students] have to weight all information they receive, not only from literature, but also the results from their own experiments…
“… are passionate about a subject to a certain extent, and trying to understand issues by themselves …
Quotes: Van der Rijst, 2007
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http://www.flickr.com/photos/richardoyork/
inclination to understand
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inclination to criticise
http://www.flickr.com/photos/vintagedept/
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http://www.flickr.com/photos/astrolondon/2057259307/
inclination to achieve
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http://www.flickr.com/photos/e06158/2272739708/
inclination to share
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http://www.flickr.com/photos/wildetukker/
inclination to be innovative
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http://www.flickr.com/photos/dkuropatwa/
inclination to know
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Vision>Idealistic: Via-veritas-vita>Functional view:
university’s role in society
(Simons & Elen, 2007)
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Idealistic view Functional view
University Finding truth Educating professionals for knowledge society
Faculty/policy Research is in itself a kind of education
Research-teaching can be stimulated
Academics One role: “teach” as researchers
Researcher and teacher roles
Student Part of community of research
Acquire research competences
> Implications
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>For a course: decisions
Research-tutored
Curriculum emphasises learning focused on students writing and discussing papers or essays
Research-based
Curriculum emphasises students undertaking inquiry-based learning
Research-led
Curriculum is structured around teaching subject content
Research-oriented
Curriculum emphasises teaching processes of knowledge construction in the subject
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON
RESEARCH PROCESSES AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCEHealy, 2005
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>Lead to: staff profiles (Visser-Wijnveen et. al., 2010) teach research results make research known show what it means to be a researcher help to conduct research provide research experience
>Similar to profiles developed for FEB (2011)>Each programme scores different on those
profiles (Elen, 2009)
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Conclusions>By working on research-teaching we can improve
reality: generate new (public) knowledge>Implications for programme TP:
Connection to (“leerlijnen”):- Algemene planologie- Ruimtelijk ontwerpen- Methodologie- Geografie en Algemeen vormend- WiM
What is already in your course? What to add/enhance?
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Questions (from Visser-Wijnveen, 2010)>Orientation: are you research of teaching
focused?>Approach: ‘learning about research’ and
‘participation in research’>Curriculum: focus on research content, or
research process? Your own research, or generic research?
>Teacher role: tutor, expert, guide, motivator, partner, role model, developer, manager and confidant
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> This talk: http://www.slideshare.net/KoosWinnips/research-driven-education> Sources
Elen, J. (23 september 2009). Verwevenheid van onderzoek en onderwijs: door Leiden geinspireerde Leuvense gedachten. Lezing, Universiteit Leiden: http://weblectures.leidenuniv.nl/mediasite/Viewer/?peid=5dd0ad0a3fe14414bea0ad9c1394703f
Goedhart, M. J., Finlayson, O. E., & Lindblom-Ylänne, S. (2009). Research-based teaching in higher level chemistry education. In I. Eilks & B. Byers (Eds.), Innovative methods of teaching and learning chemistry in higher education (pp. 61-84). Cambridge: RSC publishing.
Healey, A., & Jenkins, M. (2005). Institutional strategies to link teaching and research. The Higher Education Academy. http://www.heacademy.ac.uk/assets/documents/research/Institutional_strategies.pdf
Rijst, R. van der, Driel, J.H. van, Kijne, J.W., Verloop, N. (2007). Exploring Scientific Research Disposition from the Perspective of Academics. Conference paper, EARLI, 2007. http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=11&supportId=2000
Rijst, R. van der. (2009). De zes aspecten van een wetenschappelijk onderzoekende houding. Online: http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=12&supportId=2000
Simons, M. & Elen, J. (2007). The ‘research–teaching nexus’ and ‘education through research’: an exploration of ambivalences, Studies in Higher Education, 32:5, 617-631 Online http://dx.doi.org/10.1080/03075070701573781
Visser-Wijnveen, G. J. , Van Driel, J. H. , Van der Rijst, R. M. , Verloop, N. and Visser, A. (2010) 'The ideal research-teaching nexus in the eyes of academics: building profiles', Higher Education Research & Development, 29: 2, 195 — 210. Online: http://hdl.handle.net/1887/16233
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>Research skills (Goedhart et. al. 2009)>Information skills>Collaboration skills>Inquiry skills>Communication skills>Reflective skills
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Questions (from Visser-Wijnveen, 2010)>Orientation: are you research of teaching
focused?>Approach: ‘learning about research’ and
‘participation in research’>Curriculum: focus on research content, or
research process? Your own research, or generic research?
>Teacher role: tutor, expert, guide, motivator, partner, role model, developer, manager and confidant