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![Page 1: Enhancing undergraduate learning through the development of research-teaching linkages: Managing the process across different levels within a programme.](https://reader036.fdocuments.in/reader036/viewer/2022062407/56649e0f5503460f94af9553/html5/thumbnails/1.jpg)
Enhancing undergraduate learning through the development of research-teaching linkages: Managing the process across different levels within a programme Dr Vicky Gunn
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Opening conversation:
• What does ‘enhancing research-teaching linkages’ mean to you?
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A bit of context from the Enhancement Themes
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• General perception – students need to be an audience for the first year or two. Depends on staff conception of ‘research’ and discipline.
• Student research practice feeds into staff and postgraduate research.
• Explicit links need to be made between the academics and the students.
• Importance of involving postgraduates.• Constraints of assessment processes.• Not much discussion of the relevance of technology in
inculcating research-mindedness• Experiences can be lost across the levels of
study.
Reflections from the QAA Quality Enhancement Projects
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Basic typology of links (from Healey, 2005)
There are four main ways of engaging undergraduates with research and inquiry:
• research-led: learning about current research in the discipline
• research-oriented: developing research skills and techniques
• research-based: undertaking research and inquiry
• research-tutored: engaging in research discussions.
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Making the processes of research an explicit experience within a curriculum improves a whole range of skills, not just the ones required to continue as a researcher in the discipline area.
What does this mean in terms of the experiences to which we should expose our students?
Assumption:
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Example practices:
• Designing the syllabus (content) around researchers’ current focus;
• Inviting students to attend research seminars provided by staff throughout the undergraduate programme;
• Refiguring level 1 and 2 materials to include seminars given by staff on their research that tie directly into sections of the course.
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Example practices:
Enquiry-based approaches at course level:
• Redesigning the curriculum to mimic the research process (often implemented through simulations of the research process in levels 1 & 2);
• Redesigning the curriculum to include students as RAs (often in levels 3 & 4);
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Enquiry and application
• Placements as part of practical application of abstract subject
• Simulation of real world issues in classroom
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Problem with the case studies we have:
The problem with most case-studies concerning research-teaching linkages is:
they only provide a snap shot of one or two elements within a whole programme.
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Ways of reviewing whole programmes with research-teaching linkages in mind?
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Healey 2005:
Possible to use as a map of the overall experience?
Use to map the overall curriculum?
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Research-Teaching Linkages (the jargon slide)
Re-configuring disciplinary specific types of outputs as
disciplinary assessment approaches
Re-viewing curriculum to enhance enquiry-based processes that
lead to discipline-common ‘ways of thinking’
Re-situating the learning:
Socio-cultural contexts in which learning takes place
Undergraduate and
postgraduate learning
environments
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Mapping through researcher development frameworks
• The knowledge of the standards, requirements and professionalism to do research
• The knowledge and skills to work with others and ensure the wider impact of research
• The personal qualities and approach to be an effective researcher
• The knowledge, intellectual abilities and techniques to do research
Domain A: Knowledge and intellectual abilities
Domain B: Personal effectiveness
Domain C: Research governance and organisation
Domain D: Engagement, influence and impact
Vitae RDF
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Considerations:
• Structure of undergraduate programmes in terms of when to emphasize what
• Common elements throughout the course
• Elements unique to a given year
• Ways of encouraging coherence, progression from one year to another, meaning-making between different modules in the face of flexibility of provision?
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But what about….
All the other enhancement themes we have to engage with?
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Integrating the themes: basic assumption
Meaningful links between the themes?
(Starting point)
Research-Teaching Linkages
(Back to)
Assessment
(Forward to)
Employability
Knitting the threads together: FEEDBACK & PDP processes
Tinker with one,
inadvertently engage with the others
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• Focus on reflective praxis;
• Encourage self-reliance and resilience;
• Help students make meaning of and in a range of situations (ie broader than the immediate classroom);
• Expose students to unfamiliar settings and assist them through the related anxiety.
Bringing principles of
R&T, assessment &
feedback together
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Making the processes of research an explicit experience within a curriculum improves a whole range of skills, not just the ones required to continue as a researcher in the discipline area.
What does this mean in terms of the experiences to which we should expose our students?
Assumption
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Basic assumptions for curricular review?
Making sense of Higher Education ‘learning for work’
Discipline specific
How to:
do the subject
understand the subject
interact in the classroom
WRL & Employability
adapt what is learned & understood outside the academy
be & act in different places
present self
Careers
find out about jobs;
present self;
reflect on aligning strengths with careers
Extra curricular activities?
Researcher-Mindedness Enhancements?
Opportunities for developing Graduate Attributes for 21st Century
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Recognizing the practicalities
• Valuing reciprocity – where in all of this is the student voice?
• Progression• Standards• Raising awareness of learning contexts• Managing student anxiety• Managing staff anxiety• Time-tabling• Change takes time