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Delivering Undergraduate Research for All Students; What Institutions and Educational Developers & Researchers … Can Deliver: Alan Jenkins. Please ensure you have a copy of the 40 side handout Get into groups of 3-4: possibly with people you don’t know?

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Please ensure you have a copy of the 40 side handout

Delivering Undergraduate Research for All Students; What Institutions and Educational Developers & Researchers … Can Deliver: Alan Jenkins

Please ensure you have a copy of the 40 side handout

Get into groups of 3-4: possibly with people you don’t know?

Discuss informally what brings you to this session and what reflections and questions you bring to this session from the plenary /your own practice ….

For the moment these discussions are private


A starter introductions

A starter: introductions

Can we each introduce ourselves individually and state our name, institution and role …


Stating and developing the agenda for this workshop

Stating and Developing the agenda for this workshop

  • An introduction by myself re research evidence and recent perspectives

  • You collectively stating your concerns to shape the workshop

  • Brief consideration of a range of institutional strategies

  • Case studies of institutional strategies

  • Developing an action plan for your role /institution

  • In conclusion


Some difficult research evidence

Some ‘difficult’ research evidence

Loosely Coupled

“Based on this review we concluded that the common belief that teaching and research were inextricably intertwined is an enduring myth. At best teaching and research are very loosely coupled" (Hattie and Marsh, 1996)

At Arms length

Students at “arms length” from the worlds of university research (Brew, 2006)

Research Active

(One UK study …) Increasing the number or proportions of research-active teaching staff in lower RAE-rated contexts is unlikely to affect the quality of student learning. However, the results do suggest that more could be done to help more students to experience the benefits of research-stimulated teaching environments, not between different types of research context, but within each context” (Trigwell 2007) (emphasis added).


More difficult research evidence

More ‘difficult’ research evidence

In view of the central nature of teaching and research in HE… it is surprising how relatively few institutions have … policies to maximise these beneficial synergies. … Some strategies may be having the unintended consequences of driving teaching and research apart”

(JM Consulting 2000, 36)


Developing a research active curriculum

Developing a ‘research active curriculum’

“The United States undergraduate research movement … started by offering research opportunities for selected students in selected institutions. We argue, as does much recent US experience that such curricula experience should be mainstreamed for all students through a research active curriculum. We argue this can be achieved through structured interventions at course team, departmental and institutional level.”

Healey and Jenkins (2009, 3)


Linking research and teaching

Linking research and teaching

"We want all students to access the benefits exposure toteaching informed by research can bring. ... We believe an understanding of the research process – asking the right questions in the right way; conducting experiments; and collating and evaluating information – must be a key part of any undergraduate curriculum.”

Bill Rammell, UK Minister for Higher Education (2006, 3)


Linking research and teaching1

Linking research and teaching

We need to encourage universities and colleges to explore new models of curriculum. …They should all: …Incorporate research-based study for undergraduates (to cultivate awareness of research careers, to train students in research skills for employment, and to sustain the advantages of a research-teaching connection in a mass or universal system)…”

(Ramsden, 2008, 10-11, emphasis added)


Reflections and questions issues

Reflections and Questions/Issues

In your groups appoint

  • as chair person with most hair on their head – to gently steer the group

  • As spokesperson – person with brightest socks /stockings – to speak for the group

    Agree on

  • One reflection from the plenary/introduction that may guide /shape this session

  • One question re the theme of this session – ‘Delivering Undergraduate Research for All Students ; What Institutions and Educational Developers /Researchers …Can Deliver’ - that may shape it


A central challenge

A central challenge

Institutions and departments should “make it possible for every student to participate in at least two high-impact activitiesduring his or her undergraduate program, one in the first year, and onetaken later in relation to the major field. … Ideally, institutions would structure the curriculum and other learning opportunities so that one high-impact activity is available to every student every year.”

Kuh (2008,19-20) emphasis added


Please ensure you have a copy of the 40 side handout

Mainstreaming undergraduate research and inquiry: Institutional strategies

In your groups consider the range of institutional strategies set out as Annex 2 page 39

Discuss which of them seem most relevant to your context and role

Are there other strategies that you consider most relevant to your context ?

Know that next we look at particular strategies


Institutional case studies

Institutional Case Studies

Glance through the institutional case studies pp 29-38 (note the departmental strategies pp 21-9)

Then focus on say two of them that are most relevant to your individual/ institutional contexts

At a time we agree each group will report to the whole group


Reporting back on institutional case studies

Reporting Back on Institutional Case Studies

Each group to:

  • Make a brief general comment from their discussions re the case studies

  • Report their views on ONE of the case studies


Taking forward this agenda in your institution role

Taking forward this agenda in your institution/role

Please go and sit with someone that is not in your subgroup and perhaps someone you don’t know

Get away from other twosomes!

Decide which of you is an A and which a B

When ready look excited and expectant!


Taking forward this agenda in your institution role1

Taking forward this agenda in your institution/role

A speaks for c3minutes

B listens (silently!)

What I am taking forward from these sessions and what I now intend to do is ...

B speaks for c 2 mins – and A is silent

Some wild ideas you might consider are …

A speaks – what I now intend to do is …


Taking forward this agenda in your institution role2

Taking forward this agenda in your institution/role

B speaks for c3minutes

A listens (silently!)

What I am taking forward from these sessions and what I now intend to do is …

A speaks for c2 mins – and B is silent

Some wild ideas you might consider are …

B speaks – what I now intend to do is …


In conclusion going forward

In conclusion: going forward

A round (in a round each person speaks briefly and there is no general discussion until all have spoken)

ONE thing I want to say re (my) taking forward this agenda is …


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