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?
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
Can we each introduce ourselves individually and state our name, institution and role …
“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)
(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).
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)
“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)
"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)
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)
In your groups appoint
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
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
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
Each group to:
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!
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 …
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 …
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 …