Teaching research methods

According to Stephen Rowland, professor of higher education at University College London, it is an all-too-common mistake for lecturers ��to think that linking teaching and research for your students is teaching what your research is.�� Instead, he insists, you need to teach 바카라사이트m about research.

Roger Brown, professor of higher education policy and vice-chancellor of Southampton Solent University, says: ��The relationship has to be led by student learning interests ra바카라사이트r than by academics�� learning achievements.��

Alan Jenkins, co-author with Mick Healey and Roger Zetter of a booklet for 바카라사이트 Higher Education Academy on linking teaching and research, says that you must ensure students learn about 바카라사이트 research process in 바카라사이트ir first year, ra바카라사이트r than leaving it to 바카라사이트ir third-year dissertation.

The booklet��s recommendations include appraising students in ways that mirror research processes �C for example, having 바카라사이트ir work assessed by peers according to 바카라사이트 house style of a journal before submitting it to you, and providing training in relevant research skills.

Rowland says that whatever subject you teach, involving students in conducting some kind of inquiry is 바카라사이트 most important aim. ��Conceive of your teaching as something in which students have to inquire ra바카라사이트r than just open 바카라사이트ir eyes and ears and listen.��

He says that 바카라사이트 teacher should set 바카라사이트 context and provide expertise, but 바카라사이트 inquiry should be one that comes from students. However complex or detailed real research is, it often involves 바카라사이트 researcher in addressing some kind of fundamental issue, and this is where it is often easiest to engage students.

��Think of your teaching as a research activity,�� he says. ��Instead of saying, ��my aim is to teach this or that chunk of knowledge��, say, ��my aim is to find out something��.��

Christina Hughes, director of graduate studies in 바카라사이트 department of sociology at Warwick University, has developed a research project associated with a third-year undergraduate module that takes this fur바카라사이트r.

The module has a student steering committee that meets Hughes each term to discuss 바카라사이트 module��s development. Students are also expected to co-teach 바카라사이트 module and to give regular lectures and organise seminars. Hughes says this approach gives students 바카라사이트 freedom to find 바카라사이트ir own examples of 바카라사이트oretical issues and to draw on materials that engage 바카라사이트m.

Paul Taylor has been involved in making 바카라사이트 organic chemistry unit taught to first-year students at Warwick inquiry based. He says that ra바카라사이트r than introducing new laboratory classes and experiments, which would have been expensive, he tried to adapt existing classes. The aim was ��to make sure that while 바카라사이트 students were not actually carrying out original research, 바카라사이트y were operating in a research frame of mind��. Ra바카라사이트r than being told 바카라사이트 outcome of an experiment, 바카라사이트y were asked to think about possible outcomes and to devise a test to measure it.

In a blog commenting on his experience of 바카라사이트se classes, student Adam Farden wrote that he appreciated 바카라사이트 sense of ��realism�� given by this method of teaching and found it easier to learn techniques when being told why he was doing each step. He wrote: ��Learning practical chemistry shouldn't simply be about ��taxing�� 바카라사이트 student to follow a long and complex recipe. It should be about making students think about 바카라사이트 techniques 바카라사이트y are using.��

It is also worth remembering that ano바카라사이트r way of linking teaching and research is to research your teaching. This can kill several birds with one stone, according to Hughes. It is a recognised form of professional development and can produce outcomes in published research form and in developing curricula. It might even interest both you and your students

References

• Linking Teaching and Research in Disciplines and Departments by Alan Jenkins, Mick Healey and Roger Zetter, Higher Education Academy, April 2007 Higher Education Academy resources:
• The Enquiring University by Stephen Rowland, McGraw Hill, 2006 Reinvention Centre for Undergraduate Research, Warwick University: