Students as researchers
Dr Jenni Carr, Academic Development Officer
Higher Education Academy
• Curriculum design
• Teaching-research nexus
• Innovative pedagogies
• Assessment for learning
• Student transitions
• Supporting independent projects
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Overview
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For the students who are the professionals
of the future, developing the ability to
investigate problems, make judgments on
the basis of sound evidence, take decisions
on a rational basis, and understand what
they are doing and why is vital. Research
and inquiry is not just for those who choose
to pursue an academic career. It is central
to professional life in the twenty-first
century.
(Brew 2007, p. 7)
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“For apart from inquiry, apart from the praxis,
individuals cannot be truly human. Knowledge
emerges only through invention and re-
invention, through the restless, impatient,
continuing, hopeful inquiry human beings
pursue in the world, with the world, and with
each other.”
(Freire, 1968)
Teaching-research nexus
In what ways are teaching, learning and research linked for
mutual benefit in higher education?
How do students benefit from the research character of
universities?
Can the relationships between research, teaching and
student learning be strengthened?
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Teaching-research nexus: debates
Research tutored
Students writing and discussing papers
Research based
Students undertaking research/inquiry based learning
Research led
Learning about current research in
the discipline
Research oriented
Learning processes of knowledge
construction in the subject
Emphasis on
research
processes and
problems
Emphasis on
research
content
STUDENT FOCUSSED
Students as participants
TEACHER FOCUSSED
Students as audience
• Working in pairs
• Outline key aspects of your teaching to your
partner – module or programme level
• Partner maps to the model and then, when
completed, explain their rationale for
mapping
• Reverse roles
Activity 2: Thinking aloud
• http://www.mickhealey.co.uk/resources
• http://trnexus.edu.au/
• https://www.heacademy.ac.uk/resources/detail/heinfe/Dev
eloping_research-based_curricula_in_CBHE
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Useful resources
Assessment for learning
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• Knowledge viewed as certain
• Reliance on authorities as source of knowledge
• Externally defined value system and identity
• Act in relationships to acquire approval
Foundation
• Evolving awareness of multiple perspectives and uncertainty
• Evolving awareness of own values and identity and of limitations of dependent relationships
Intermediate • Awareness of knowledge as contextual
• Development of internal belief system ad sense of capacity to engage in authentic, interdependent relationships
Capstone
Mapping of learning assessment outcomes based on Hodge et al. (2008)
• Reflections on research methods learning and teaching
(HEA Social Sciences strategic priorities – videos and links
to project reports) http://bit.ly/1ttAot3
• Embedding legal research skills into the LLB Curriculum
http://bit.ly/1hUljKb
• Making undergraduate social science count: Engaging
sociology and criminology students in quantitative
research methods http://bit.ly/1iBrVMR
• Teaching research methods in Business and Management
http://bit.ly/1fcTwna
• What are all the issues with assessment and feedback?
http://bit.ly/PFupl0
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Useful resources: AfL
Enabling independent research
• Linking innovative assessment with independent research
http://bit.ly/1nR88AE
• Developing a research culture in the undergraduate curriculum
http://insight.glos.ac.uk/tli/resources/toolkit/resources/alcs/Pages/Rese
archCulture.aspx
• Developing applied research skills through collaboration in extra-
academic contexts http://bit.ly/1Hf54pM
• British Conference of Undergraduate Research (journals)
http://www.bcur.org/research/undergraduate-journals/
• British Conference of Undergraduate Research (YouTube channel)
https://www.youtube.com/channel/UC_vBgmWRwmUqhtz6n45ghbw
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Useful resources
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Any questions?
Thank-you for contributing
Follow up blog post via http://blogs.heacademy.ac.uk/
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