TBers,
> The posting below presents an interesting perspective on the
> continuing research versus teaching issue. It is from Alan Jenkins of
> the Westminster Institute Oxford Brookes University and the LTSN
> Generic Centre (UK). It draws on Jenkins A , Breen R , Lindsay R and
> Brew (2003) Reshaping Teaching in Higher Education : Linking Teaching
> and Research , London ,Kogan Page and distributed by Stylus in the
> USA. Reprinted with permission.
>
> BREAK AWAY FROM TEACHING VERSUS RESEARCH
>
> "I believe that the main hope for realizing a genuinely student
> centered undergraduate education lies in re re-engineering the
> teaching -research nexus." Paul Ramsden (2001,4) , Pro Vice
> Chancellor, Learning and Teaching, University of Sydney.
>
> In Scholarship Reconsidered Ernest Boyer (1990, X11) challenged US
> higher education to "break away out of the tired old teaching versus
> research debate." Since then scholars and institutions world-wide
> have sought to reshape the potential connections between faculty
> research and student learning . In doing this they have developed our
> understanding of the research evidence; focused on issues of course
> design; and started to reshape institutions in creative ways
>
> Developing Research Understanding
>
> At face value much of the research evidence questions whether there
> is a positive relationship between (faculty ) research and student
> learning. Much research has been statistical, examining mainly at the
> level of the individual academic research 'quality' and teaching
> 'quality'. In a meta analysis of this research, Hattie and Marsh
> (1996, 529) argued that "the common belief that teaching and research
> were inextricably intertwined is an enduring myth". However recent
> research, often using different research methodologies and focusing
> much more on the student experience, does argue for the importance of
> the teaching-research nexus. For example Baxter-Magolda (2001) sees
> involving students in research and research-like activities as
> supporting them in developing more sophisticated conceptions of
> knowledge . In a study of an intensive undergraduate summer research
> programme (at the University of Oxford ,Ohio ), she concluded that
> students who took part in the programme became more confident as
> learners and more capable of thinking independently.. Baxter Magolda
> (1999, 9) sees such research as validating what she describes as
> "constructive development pedagogy Sİ(in which) teachers model the
> process of constructing knowledge in their disciplines, teach that
> process to students, and give students opportunities to practice and
> become proficient at it." Research at Oxford Brookes and the
> University of East Anglia in the UK strongly reinforce the benefits
> students obtain from research in including 'knowledge currency' and
> faculty credibility; but also demonstrate that too often courses and
> overall institutional structures do not support them in realizing
> these potential benefits. (Jenkins , Blackman ,Lindsay and
> Paton-Saltlzberg , 1998 ;Lindsay ,Breen and Jenkins , 2002, and
> Zamorski 2002).
>
> This recent research moves the issue away from the focus on
> individual staff and whether the best researchers are the best
> teachers to reshaping teaching and research to better ensure they
> connect.
>
> Focus on Course Design
>
> Consider this course from the geography department at University
> College London (UK) , in US terms a 'research one university'. In
> term one year one, all students in tutorial groups of about four
> interview a faculty member about their research .
>
> *Individual faculty tutorial groups give tutorial groups their CV and
> three pieces of writing which are representative of their research.
>
> *Before the interview students read these materials and develop an >
> interview schedule, etc.
>
> *On the basis of their reading and the interview, each student
> individually writes a report on a) the objectives of the
> interviewee's research; b) how that research relates to their earlier
> studies c) "how the interviewee's research relates to his or her
> teaching, other interests and geography as a whole".( Dwyer , 2001,
> 366).
>
> Clearly the context is particular , small class sizes and all staff
> involved in high level research .But aspects of it are relevant to
> all institutions; in particular that the nexus is not automatic and
> has to be designed into courses.
>
> Most of the many texts on course design totally ignore how to realize
> the nexus . Here is a model of course design from a student learning
> perspective that supports faculty in realizing the nexus .
> ______________________________________________________________
> Linking teaching and research is achieved when:
>
> *Students learn how research within their disciplines leads to
> knowledge creation.
> *Students are introduced to current research in their disciplines.
> *Students learn research methods
> *Students are motivated to learn through knowledge of and direct
> involvement in research.
> *Students carry out research.
> *Students participate in research conducted by their faculty .
> *Students learn and are assessed by methods resembling research
> procedures in their discipline.
> *Students learn how research is organized and funded. ( Based on
> Jenkins ,Breen, Lindsay and Brew 2003).
> _____________________________________________________________
>
> Departmental and Institutional Structures
>
> One of the limitations of the correlation based research studies is
> that they seldom consider the institutional structures in which
> faculty and students work . Much of the international moves to
> connect staff research and student learning has sought to reshape
> these structures to better ensure fruitful connections . Many
> recognize the faculty are a 'mosaic of many talents'. To highlight
> some initiatives:
>
> *US readers will be aware of the influential Boyer Commission (
> University of Stony Brook 1998, 3) and its clarion call that "The
> research universities have too often failed, and continue to fail,
> their undergraduate populations." Much of the reform movement that
> this report helped stimulate has focused on institutional policies
> with respect to undergraduate research , first year inquiry based
> courses and capstone seminar,s etc. A recent study clearly
> demonstrates the "considerable headway that research universities
> have been making in recent years Sİ(but) that most efforts have been
> directed at the best students ; the challenge Sİis to reach a broader
> spectrum of students" (and institutions) . (Boyer Commission on
> Educating Undergraduates in the Research University, 2002, 2) . US
> organisations such as the Council on Undergraduate Research
> http://www.cur.org/ and the Conference for Undergraduate Research
> http://www.ncur.org/ do invaluable work outside the research elite
> . The Reinvention Center focuses support on research universities
> http://www.sunysb.edu/Reinventioncenter/
>
> *In Canada, institutions such as McMaster University with an
> institutional focus on inquiry in year one and now upper level
> courses, and the University of British Columbia with a major redesign
> of the undergraduate curriculum are reshaping teaching to support the
> links .
>
> *In Australia a government sponsored research study revealed how
> three very different institutions have sought to develop the nexus:
> the 'sandstone' research rich University of Western Australia , the
> more technology professional based Curtin University and the regional
> access focused Ballarat. (Zubrick ,Reid and Rossiter 2001) .
> Sydney University has a strategic plan to bring teaching and research >
> together, and is experimenting with performance funding for
> departments to 'encourage' the link .
>
> *In the UK there have been a range of initiatives including the
> research on the student experience described above. See
> http://www.exchange.ac.uk/issue3.asp Many institutions are making
> awareness of the nexus and course design to deliver it a central
> component of the ( compulsory ) courses for new academics that are a
> significant part of the UK scene . The accrediting body for such
> courses, the Institute for Learning and Teaching is requiring
> established faculty seeking accreditation to demonstrate how 'you
> draw on your subject research, scholarly activities or other
> professional activities in the support of teaching and learning.' At
> Oxford Brookes University a major redesign of the undergraduate
> curriculum is requiring all courses to demonstrate how they link
> teaching and research.
>
> *National and international disciplinary associations can also play
> key roles in supporting the nexus. UK national funding has initiated
> two such projects -the materials of which are available world wide:
> Project Link
> http://www.brookes.ac.uk/schools/planning/LTRC/index.html and Linking
> Teaching and Research in the Disciplines
> http://www.ltsn.ac.uk/genericcentre/index.asp?id=17221.
>
> *In New Zealand in 2000-2001 all universities were audited nationally
> for the extent to which they were linking teaching and research
> .This stimulated much effort to achieve the nexus.
>
> Conclusion
>
> Internationally, faculty and institutions are moving away from
> teaching versus research and succeeding to link them creatively. We
> have still much to learn as to how to effect these links . We often
> face evident problems of under-funding, the failure of institutions
> worldwide to really value teaching, and the dominance of discovery
> research that is not connected to other university roles. But we have
> moved forward and our (potential ) students and society need our best
> efforts to build on this good work.
>
> References
>
> Baxter Magdola, M B (1999) Creating Contexts for Learning and
> Self-Authorship, Vanderbilt University Press, Nashville, Tenn.
>
> Baxter Magdola, M B (2001) Interview with Alan Jenkins, April
>
> Boyer, E L (1990) Scholarship Reconsidered: Priorities of the
> professoriate, Carnegie Foundation for the Advancement of Teaching,
> New Jersey.
>
> Boyer Commission on Educating Undergraduates in the Research
> University. Shirley Strum Kenny, Chair .University of Stony Brook (
> 2002) Reinventing Undergraduate Education : Three Years After the
> Boyer Report , University of Stony Brook , University of Stony Brook.
> http://www.sunysb.edu/pres/0210066-Boyer%20Report%20Final.pdf
>
> Dwyer, C (2001) Linking research and teaching: a staff-student
> interview project, Journal of Geography in Higher Education, 25, pp
> 357-76.
>
> Hattie, J and Marsh, H W (1996) The relationship between research and
> teaching: a meta-analysis, Review of Educational Research, 66 (4), pp
> 507-42.
>
> Jenkins A , Breen R , Lindsay R and Brew (2002) Reshaping Teaching in
> Higher Education : Linking Teaching and Research , London ,Kogan Page
> and distributed by Stylus in the USA.
>
> Jenkins, A , Blackman, T, Lindsay, R O and Paton-Saltzberg, R (1998)
> Teaching and research: student perceptions and policy implications,
> Studies in Higher Education, 23 (2), pp 127-41.
>
> Lindsay R , Breen R and Jenkins A ( 2002) "Academic Research and
> Teaching Quality: the views of undergraduate and postgraduate
> students, Studies in Higher Education, 27,(3), 309-327.
>
> Ramsden, P (2001) Strategic management of teaching and learning, in
> Improving Student Learning Strategically, ed C Rust, OCSLD, Oxford,
> 1-10.
>
> University of Stony Brook (1998) The Boyer Commission, Reinventing >
> Undergraduate Education: A blueprint for America's research
> universities, Stony Brook, New York.
>
> Zamorski B ( 2002) Research-led Teaching and Learning in Higher
> Education; a case. Teaching in Higher Education, 7 (4) , 411-427.
>
> Zubrick , A ,Reid I and Rossiter P ( 2001) Strengthening the Nexus
> between Teaching and Research , Canberra , Department of Education
> ,Training and Youth Affairs.
> http://www.detya.gov.au/highered/eippubs/eip01_2/default.htm
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