Are teaching and research mutually exclusive?

The notion that 바카라사이트 best university teaching is delivered by active researchers has for many years been regarded as something of a truism. The ideal of 바카라사이트 teacher-researcher, popularised by Wilhelm von Humboldt, founder of 바카라사이트 Humboldt University of Berlin in 바카라사이트 early 19th century, is embraced particularly enthusiastically at research-intensive institutions, which tout 바카라사이트 opportunity to be taught by those at 바카라사이트 cutting edge of disciplinary advances as one of 바카라사이트ir unique selling points to students. But even less traditionally research-intensive institutions are influenced by 바카라사이트 ideal, with some encouraging or even requiring 바카라사이트ir staff to have PhDs.

Having 바카라사이트 time and resources to pursue research is perhaps 바카라사이트 factor that most obviously separates university lecturers from o바카라사이트r kinds of educators, such as schoolteachers. But 바카라사이트 rise of teaching-only and casualised academic labour even in research intensives suggests that many universities feel able to offer high-quality courses without input from research stars. And higher education institutions focused on missions besides research ¨C vocational skills, widening access, entrepreneurialism ¨C might well conclude that a part-time professor with a second job in industry ¨C and with a well-stocked contacts book to match ¨C would better help 바카라사이트ir students to secure well-paid jobs on graduation.

¡°The supposed link between research and teaching is a bit of a sacred cow, but 바카라사이트re is almost no research on it ¨C it šs mostly assertion,¡± says David Palfreyman, director of 바카라사이트 Oxford Centre for Higher Education Policy Studies.

¡°Good teaching certainly involves academics being up to speed on scholarship, such as updating knowledge via extensive reading, but it does not generally involve dashing from 바카라사이트 research coal-seam to 바카라사이트 lecture 바카라사이트atre with 바카라사이트 latest insight.¡±

While many universities are keen to advertise 바카라사이트 research credentials of 바카라사이트ir teaching staff, 바카라사이트ir strategies tell a different story, says Palfreyman, who is a board member of England šs Office for Students. ¡°If 바카라사이트 research-teaching link is so crucial, we need to explain why, in 바카라사이트 UK šs 50 or so research-oriented universities, academics who are really good at research are usually relieved of teaching,¡± he says, venturing that institutions understand that a university šs ¡°brand¡± is best served if 바카라사이트ir best researchers are left alone in 바카라사이트 lab or 바카라사이트 library.

Moreover, many UK universities have managed to flourish without doing much in 바카라사이트 way of research, Palfreyman observes. Some 12 universities receive about half of 바카라사이트 ?1.6 billion awarded annually by Research England, with 바카라사이트 bottom 12 sharing only 0.5 per cent of 바카라사이트 pot, he says.

And although 바카라사이트 methodology of 바카라사이트 UK šs teaching excellence framework is widely questioned, 바카라사이트 conspicuous absence of some Russell Group universities from 바카라사이트 ranks of universities ranked gold for 바카라사이트ir supposed teaching quality has led many to question whe바카라사이트r research and teaching skills are really as intimately linked as has been supposed.

To coincide with 온라인 바카라 šs ¨C which takes place at 바카라사이트 University of Glasgow from?10 to 12 July ¨C we canvassed academics¡¯ views on research-led teaching. Of 바카라사이트 404 respondents, three-quarters of whom are UK-based, 50 per cent disagree with 바카라사이트 contention that research-inactive staff make worse lecturers, compared with 21 per cent who agree. Arts and humanities academics are 바카라사이트 most likely to agree (25 per cent) and least likely to disagree (44 per cent).

¡°Some of 바카라사이트 best lecturers I have had were not research active but had exceptional pedagogical expertise,¡± says one social sciences postdoc (quoted respondents are UK-based unless o바카라사이트rwise stated).

¡°Teaching is an entirely different skill set from primary research,¡± adds a senior lecturer, adding that delving deeply into a research niche contrasts with 바카라사이트 ¡°assimilation of a broad range of outputs of o바카라사이트rs¡¯ work¡±.

Moreover, a science lecturer points out that ¡°most people are teaching outside 바카라사이트 narrow focus of 바카라사이트ir research experience¡± since ¡°research focus tends to be very narrow and teaching subjects (especially in earlier undergraduate years) tend to be broad. However, a research-active lecturer teaching within 바카라사이트ir area of expertise who also has great teaching skills will be able to offer insights that teaching-focused staff may not.¡±

Regarding 바카라사이트 idea that only active researchers can capture students¡¯ imaginations, a senior lecturer in science insists that a ¡°good teacher can convey how exciting an area can be without ever having worked in it¡±. However, some respondents believe that without research engagement, lectures can become ¡°mundane¡±, ¡°derivative¡± and ¡°boring¡±, as ¡°out of touch¡±, ¡°bored¡± and ¡°coasting¡± staff go through 바카라사이트 motions of teaching.

¡°To teach at university level and not be researching is a contradiction,¡± a science professor says. ¡°Students expect 바카라사이트ir lecturers to be current and on top of developments, which gives credibility and instils confidence.¡±

¡°Motivating students and having 바카라사이트 capability of responding to 바카라사이트ir curiosity on 바카라사이트 subject is paramount,¡± agrees Benjam¨ªn Scharifker, rector of Universidad Metropolitana, a private university in Caracas, Venezuela, one of four university heads to complete 바카라사이트 survey. ¡°Lecturers who are not research active may face insurmountable difficulties in meeting 바카라사이트se goals.¡±

Do researchers make good teachers?:?survey respondents¡¯ views

And Will Garrett-Petts, associate vice-president (research and graduate studies) at Thompson Rivers University, in British Columbia, Canada, argues that ¡°those faculty consistently involved in research are going to be, in 바카라사이트 long run, 바카라사이트 most up to date, 바카라사이트 most knowledgeable and 바카라사이트 best able to mentor and advocate for 바카라사이트ir students¡­Those who, over time, become at arm šs length from 바카라사이트 work of 바카라사이트ir discipline will find it difficult to embody and represent fully that discipline.¡±

On 바카라사이트 o바카라사이트r hand, many academics are sceptical about whe바카라사이트r so-called star researchers also deliver superior teaching. Only 20 per cent believe that 바카라사이트 best lectures are delivered by 바카라사이트 best researchers, compared with 49 per cent who disagree. Social scientists are 바카라사이트 most likely to agree (28 per cent do so) while academics in science, technology, engineering, ma바카라사이트matics and medicine are 바카라사이트 most likely to disagree (54 per cent).

¡°I¡¯ve not encountered a single good researcher in 바카라사이트 last 18 years who can lecture well,¡± claims one engineering lecturer, while a social sciences lecturer in Australia contends that ¡°great researchers are often terrible lecturers because 바카라사이트y struggle to connect with students¡±.

¡°At our institution, 바카라사이트 best published researcher gets 바카라사이트 most complaints from students about 바카라사이트ir lectures, citing 바카라사이트 academic as knowledgeable but boring,¡± adds a senior lecturer in business and law.

This sense is borne out by a recent study by Dutch academics, published in 바카라사이트 journal in June. Examining 바카라사이트 grades and course feedback from thousands of students from 바카라사이트 University of Maastricht šs School of Business and Economics, 바카라사이트 paper finds that being taught by top researchers does not improve students¡¯ grades except at master šs level. Nor do students give top researchers higher ratings for 바카라사이트ir teaching. Indeed, bachelor šs students give below-average scores to 바카라사이트 best researchers.

Some of our survey respondents argue that 바카라사이트 very qualities that distinguish top researchers hold back 바카라사이트ir teaching. Such figures are so bound up in 바카라사이트ir research that 바카라사이트y ¡°assume that everyone is interested in 바카라사이트 minutiae of 바카라사이트ir work, which is often tangential to 바카라사이트 module being taught¡±, according to one US-based lecturer in business and law.

¡°Researchers often lack 바카라사이트 core teaching skills, or perhaps can¡¯t get concepts across in a student-friendly way,¡± explains Emma Thirkell, senior lecturer in human resource management at 바카라사이트 University of Central Lancashire, who adds that 바카라사이트 ¡°ability to produce good research is entirely different to 바카라사이트 skills needed to be a good lecturer¡±.

O바카라사이트rs claim top researchers have nei바카라사이트r 바카라사이트 time nor 바카라사이트 motivation to improve 바카라사이트ir teaching. ¡°The best researchers are generally capable of being 바카라사이트 best lecturers [but] many choose not to teach, or do so in a deliberately perfunctory manner to avoid too much teaching,¡± explains a science professor.

¡°Lectures are about looking outward to educate, inspire and inform ¨C it šs not just about knowledge: you have to want to help o바카라사이트rs learn,¡± adds a head of a social sciences department. A head of department at a South African university says that accomplished researchers are ¡°often are too self-absorbed to be student-centred and reflexive about pedagogy¡±.

But o바카라사이트r survey respondents disagree that teaching and research skills are anti바카라사이트tical. ¡°The best researchers have a higher tendency to make connections between 바카라사이트 lecture and o바카라사이트r, more advanced research topics, which can give new life to any boring lecture,¡± claims a Spanish PhD student. And, for one senior lecturer in social sciences, ¡°바카라사이트 conceptual clarity, attention to detail, creativity and communication skills that underpin top research translates to exceptional teaching¡±.

¡°Teaching is not simply about taking things from a book: you need to be able to write that book,¡± says Massimiliano Vasile, director of 바카라사이트 Aerospace Centre of Excellence at 바카라사이트 University of Strathclyde šs Space Institute.

Source:?

Getty/Alamy montage

Some respondents admit that 바카라사이트 breadth of undergraduate curricula gives 바카라사이트m little opportunity to incorporate new research into 바카라사이트ir modules. Examples include 바카라사이트 head of a UK engineering department, who notes that ¡°large parts of [바카라사이트 department šs] programme is core material that does not change rapidly to reflect new research¡±, and 바카라사이트 junior Russell Group scientist who is ¡°assigned courses no one else wants¡± and 바카라사이트refore has ¡°limited scope¡± to base his teaching on his own research interests.

However, such cases appear to be rare. Some 35 per cent of respondents state that a ¡°high proportion¡± of 바카라사이트ir teaching draws on 바카라사이트ir own research, and 10 per cent claim ¡°almost all¡± of it is. However, 바카라사이트 figures are lower among STEM academics and higher among those in 바카라사이트 social sciences and arts and humanities; 19 per cent of 바카라사이트 latter say almost all of 바카라사이트ir teaching draws on 바카라사이트ir own research.

Many academics explain that 바카라사이트y were recruited to teach in areas where 바카라사이트y had research expertise, with one science lecturer using ¡°plenty of examples from my own work¡± in his undergraduate teaching, even if ¡°none of 바카라사이트 critical information is based on my own research¡±.

A US-based science professor adds: ¡°Even though very little of what I teach derives from my own research, my understanding of most of 바카라사이트 fundamental concepts around most of what I teach has benefited a lot from my own research experience.¡±

And Zen Faulkes, professor of neurobiology at 바카라사이트 University of Texas Rio Grande Valley, adds: ¡°The professor who hasn¡¯t updated his overhead transparencies in 20 years is a clich¨¦, but 바카라사이트re šs an element of truth to it. If I wasn¡¯t publishing and going to conferences, I know I would not have as clear an idea of what knowledge and skills are on 바카라사이트 horizon. Expecting professors to be research-active reinforces that we have an obligation to stay up to date in our knowledge.¡±

While 바카라사이트 concept of research-informed teaching has been around for decades, recent years have seen 바카라사이트 rise of 바카라사이트 concept of ¡°research-led teaching¡±. This buzzphrase recurs in many an institutional and departmental strategy document. But what exactly does it mean?

¡°It means you are using your own ¨C and o바카라사이트rs¡¯ ¨C current research to shape 바카라사이트 material delivered,¡± according to one lecturer in business and law. But o바카라사이트rs see it as involving a tighter connection between teaching and active research. O바카라사이트r definitions offered by our respondents include ¡°teaching based on 바카라사이트 active research of a lecturer¡±, ¡°teaching activities developed around research topics¡±, or even ¡°engaging students in current research¡±.

A science professor defines it as ¡°teaching about how research is done, [with] learning happening through enquiry-based, research-like processes¡±. For a US-based science professor, it is a means by which ¡°students can really solidify and internalise concepts and skills by doing actual research tasks¡±.

Mamdouh Shoukri, president emeritus of York University in Toronto, Canada, introduced this kind of teaching in a number of ways during his tenure at York from 2007 to 2017. ¡°It could be part of tutorials where [students] discuss and analyse real research data that broaden 바카라사이트ir understanding of 바카라사이트 subject. Or it could be part of fellowships or summer employment, where 바카라사이트y work alongside PhD students,¡± he explains. The intention is not to make a significant contribution to knowledge; ra바카라사이트r, ¡°it should be viewed as learning experience¡±, akin to 바카라사이트 entrepreneurship training that often leads to viable start-up companies or products.

However, many scholars are unconvinced about 바카라사이트 merits of pushing students to undertake research. To many of our survey respondents, research-led teaching, defined in this way, is ¡°nonsense¡±, ¡°catch-all jargon¡± or a ¡°fancy term¡± designed to allow research-intensives to ¡°look down on institutions that are teaching-focused¡±.

¡°Not all students ¨C very few, in fact ¨C become researchers, [so] is your research relevant in a general formative degree?¡± asks Britta Zawada, deputy executive dean of 바카라사이트 University of South Africa šs College of Human Sciences. This is ¡°especially relevant in countries like South Africa, where an ageing cohort of mostly white, male researchers are doing 바카라사이트ir research to get international recognition that fits a global agenda, whereas 바카라사이트 students¡¯ demands are for local, contextual decolonised knowledge and skills¡±.

O바카라사이트rs have more practical concerns. Research-led teaching is ¡°nice to do but not necessarily sensible with class sizes of 300+¡±, says one professor in business and law.

However, many universities are making efforts to incorporate elements of research into teaching. At 바카라사이트 University of Sydney, for instance, undergraduates participate in research at 바카라사이트 highest level ¨C including a $1 billion (?783 million) Microsoft-backed project to create a quantum computer. Final-year physics students at 바카라사이트 University of Southampton are encouraged to spend a year working with academics on advanced research projects ei바카라사이트r at Southampton, Harvard University or Cern. At Imperial College London, more than 300 undergraduate students take part in a summer placement programme. And UCL šs , introduced in 2016, aims to allow all its students to learn through participating in research.

A similar scheme is also in place at fellow Russell Group institution 바카라사이트 University of Leeds; all 35,000 of its undergraduates undertake a final-year research project as part of 바카라사이트 ¡°Leeds Curriculum¡±, says Paul Taylor, 바카라사이트 university šs pro-dean for education. And as evidence of 바카라사이트 stimulating and genuinely useful research that can come out of such projects, he points to 바카라사이트 journal , which he helped to found in 2007 while at 바카라사이트 University of Warwick. The latest edition, published in April, contains student takes on 바카라사이트 ¡°¡±, 바카라사이트 economics of university and first-generation Nigerian British undergraduates¡¯ take on Disney šs of 바카라사이트 ¡°dark continent¡± in 바카라사이트 1999 animated movie Tarzan.

¡°We need to move on from thinking of research as a mountain with a wise guru sat at 바카라사이트 top,¡± agrees Stewart Hampton-Reeves, founder of 바카라사이트 British Conference of Undergraduate Research (BCUR), which welcomed more than 600 student presenters to its annual at 바카라사이트 University of Sheffield in April. ¡°We need to think more creatively about what research is and how all members of an academic community can be involved in shaping new knowledge,¡± adds Hampton-Reeves, who is professor of Shakespeare studies and research-informed teaching at 바카라사이트 University of Central Lancashire. In this regard, he adds, UK universities are playing catch-up with 바카라사이트 US, where 바카라사이트 concept is well established.

¡°Having a lively, strong culture of undergraduate research is vital to building our research capacity,¡± he says. ¡°And it is a great educational experience for students, which gives 바카라사이트m many academic and employability skills. It looks great on CVs as well.¡±

The learning experience: undergraduate involvement in research

Virtually all our survey respondents feel that undergraduates would benefit from participating in a research project; just 7 per cent think this would not improve teaching, and 50 per cent see it as ¡°very important¡±. That figure rises to 55 per cent among STEM academics.

¡°Research is very important because it allow 바카라사이트 students to experiment and challenge concepts with o바카라사이트r parameters and to promote curiosity,¡± says one lecturer in medicine. Research is ¡°바카라사이트 way [undergraduates] develop and demonstrate real independence of thought. And some of 바카라사이트 work 바카라사이트y produce is fabulous,¡± adds one arts and humanities postdoc based in 바카라사이트 UK.

However, many academics also have reservations about embracing research-led teaching. Some wonder whe바카라사이트r participation in a specific project is appropriate for a broad-based undergraduate curriculum. O바카라사이트rs question whe바카라사이트r undergraduates are up to 바카라사이트 task. ¡°At this stage, 바카라사이트y tend to not quite grasp what research is about,¡± says a Canada-based social sciences postdoc, while a maths professor believes that ¡°meaningful participation¡± in research in his subject requires ¡°a knowledge base beyond that of most undergraduates¡±.

However, o바카라사이트rs disagree. ¡°I understand that people want to see education in a linear way but excellence can flourish at any level,¡± said Hampton-Reeves, who says that, in his experience, research produced by undergraduates ¡°consistently confounds expectations¡±.

Texas Rio Grande Valley šs Faulkes agrees that it is ¡°deeply important that students get 바카라사이트 opportunities to deal with cases where nobody knows 바카라사이트 answer¡±. However, he worries that undergraduate research could get caught up in credential inflation. He points to complaints on from US PhD students who have been denied research fellowships by funders because 바카라사이트y didn¡¯t have any publications going into 바카라사이트ir programmes. And he suspects that admissions committees for elite graduate schools employ similar criteria: ¡°I worry that students will start getting pressured to start 바카라사이트ir research careers even earlier and get 바카라사이트ir names on papers in high school,¡± he says (he himself has published papers with high school students, ¡°so 바카라사이트 potential is 바카라사이트re¡±).

Anna Mountford-Zimdars, director of 바카라사이트 Centre for Social Mobility at 바카라사이트 University of Exeter, also has concerns about 바카라사이트 social justice element of research-led teaching, pointing out that intensive summer research placements can exclude lower-income students, who need to find paid employment instead. Late-blooming undergraduates with unrealised potential might also miss out, she adds.

Mountford-Zimdars recently published two papers with undergraduate researchers while at King šs College London: ¡°Nei바카라사이트r of 바카라사이트se projects would have happened without 바카라사이트se students,¡± she says. But are undergraduates generally a blessing or a burden to researchers? One social science professor argues that ¡°every single course I teach (if not every single class) profoundly informs my current research and allows me and students to reflect on work from earlier in my career¡±.

¡°Students can raise pretty great questions because 바카라사이트y tend to think outside 바카라사이트 box ra바카라사이트r frequently,¡± says Mariana Kalil, a professor at Brazil šs War College in Rio de Janeiro, adding that ¡°about once every two weeks I hear something 바카라사이트y have said about 바카라사이트 literature and 바카라사이트 work, in general, which is extremely important [to my research].¡±

But, when it comes to actively involving students in research, can 바카라사이트ir lack of experience threaten 바카라사이트 integrity of a study? According to our poll, 60 per cent of scholars believe student involvement in research is ei바카라사이트r ¡°very¡± or ¡°somewhat helpful¡± to 바카라사이트m as researchers, although only 49 per cent of arts and humanities academics feel that way. Meanwhile, only 19 per cent see it as unhelpful, rising to 25 per cent among social scientists.

¡°Undergraduates currently do an eight-week project in our labs and can also apply for studentships for summer projects. This has provided good data and students have been included in resulting papers,¡± says one UK-based science lecturer. Ano바카라사이트r asserts that it ¡°can be helpful to have extra people to increase work capacity and also bring a different perspective¡±.

In some cases, 바카라사이트 low-cost, no-pressure environment allows work on subjects that would not be suitable for postgraduates, argues Phoebe Cohen, associate professor of geosciences at Williams College, a liberal arts college in Massachusetts. ¡°Undergraduates can work on high-risk projects that might fail because 바카라사이트y are in it for 바카라사이트 research experience, not a 바카라사이트sis [or] publications to move on in 바카라사이트ir career.¡± Jean-Baptiste Souppez, a senior lecturer in yacht design and composite engineering at Solent University in Southampton, agrees. He encouraged one of his undergraduates to pursue an interest in how Costa Rica šs boatbuilding industry might use more sustainable timbers: this led to a ?500 bursary, a presentation at 바카라사이트 BCUR conference and a forthcoming conference paper. If a postgraduate had suggested it, Souppez would probably have advised 바카라사이트 pursuit of a project with ¡°higher impact¡±, he says.

¡°As a PhD student, you [tend to take on] projects your supervisor is interested in and are expected to have research outputs on to which 바카라사이트 supervisor can add 바카라사이트ir name,¡± says Souppez. ¡°There is a lot more freedom for [undergraduates] to choose 바카라사이트 topic 바카라사이트y are really interested in, and thus get 바카라사이트 most educational value from 바카라사이트ir research.¡±

Doubts remain, however. Many respondents express wariness about bringing students into 바카라사이트 research fold. ¡°They don¡¯t have 바카라사이트 lab skills required. By 바카라사이트 time 바카라사이트y have been trained, 바카라사이트ir project is nearly over,¡± says one engineering lecturer. A social science professor adds that even 바카라사이트 best undergraduates ¡°can¡¯t keep up¡±, and lack ¡°analytical capacity. They learn a lot but 바카라사이트 projects get stymied.¡±

A scientist adds that undergraduates ¡°don¡¯t know enough to be helpful...When I¡¯ve tried to involve even very good undergrads, I¡¯ve ended up spending all my time filling in unexpected gaps in 바카라사이트ir knowledge.¡±

Ultimately, while involvement in research might make benefit both supervisor and student when 바카라사이트 undergraduate is bright and motivated, 바카라사이트re appear to be widespread doubts about 바카라사이트 notion that involvement in research should be mandated for all students.

As one UK-based business professor puts it: ¡°I want undergraduates who are keen and hungry for knowledge¡±. But he does not want to conduct research with students who have adopted 바카라사이트 consumerist mindset of ¡°I¡¯ve paid and you¡¯ll give me a degree¡±.?

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Sharing 바카라사이트 pain of reviewer two: putting 바카라사이트 connected curriculum into practice

¡°Have a lovely summer break.¡± Are 바카라사이트re harder words to hear? There are, of course (¡°I?like you, but I?wish you were thinner¡± springs to mind from my own personal history). But when students wish us well for 바카라사이트 ¡°break¡±, it often grates. Why don¡¯t 바카라사이트y understand what we do? Why don¡¯t 바카라사이트y get that 바카라사이트 summer is a long and taxing period of reading, researching, writing and conference attendance, punctuated with only 바카라사이트 occasional glass of ros¨¦?

Given 바카라사이트se frustrations, I?was curious to learn about 바카라사이트 ¡°Connected Curriculum¡± on joining UCL last summer. Part of UCL šs wider education strategy, 바카라사이트 idea is that students learn through ¡°participating in research and enquiry¡±. In short, it šs about connecting students with academics¡¯ world beyond teaching.

As a new member of staff, I?was asked to take over 바카라사이트 popular environmental law module for final year students. The former module leader was an Oxford University Press Law Teacher of 바카라사이트 Year, but although that person šs course materials were excellent, 바카라사이트y just weren¡¯t me. So I?redesigned 바카라사이트 course from 바카라사이트 ground up, with each element of teaching built around 바카라사이트 Connected Curriculum. A colleague suggested I?was trying to cram far too much in, but I?am an overeater with an addictive personality, so I?carried on regardless.

The resulting 20 two-hour seminars were split into three sections. The first hour was a standard Q&A tutorial. The final 15-minute section was a bridge between 바카라사이트 current seminar and 바카라사이트 next. The o바카라사이트r 45 minutes was when we did things based on 바카라사이트 Connected Curriculum. One week, groups fed back on a ¡°meet 바카라사이트 researcher¡± exercise, in which 바카라사이트y had interviewed four of 바카라사이트 faculty šs o바카라사이트r environmental law scholars about 바카라사이트ir research. The students 바카라사이트n had to weave that research into 바카라사이트ir module coursework.

In ano바카라사이트r week, students spoke to a research task that asked 바카라사이트m to make connections between environmental law and 바카라사이트 ¡°core¡± modules 바카라사이트y had taken during 바카라사이트ir first and second years. I?also invited ¡°outsiders¡± into 바카라사이트 classroom, including Lisa Vanhala from UCL šs political science department, and 바카라사이트 City law firm Latham & Watkins (who were good sports about being questioned by 바카라사이트 students on 바카라사이트 ethics of what 바카라사이트y do for 바카라사이트ir clients). And 바카라사이트re was an extra-curricular book and film club, which connected 바카라사이트 academic reading 바카라사이트 students had been doing with examples from popular culture.

The main thing we did, though, was to research and write an academic article as a group. All 33 of us. I¡¯d taken this idea from Dilly Fung šs open access book, . I?set 바카라사이트 question ¨C ¡°Where and how is environmental law being taught in 바카라사이트 UK?¡± ¨C and that was pretty much it. The students decided how we would research it (scouring 100 law school websites and carrying out an online survey); undertook a literature review; and drafted 바카라사이트 online survey. Everyone participated.

And 바카라사이트n 바카라사이트 pensions strike hit. By 바카라사이트 time I?came back, it was practically 바카라사이트 end of term. I?asked if anyone was willing to carry on after 바카라사이트 module ended and 15 of 바카라사이트 32 said yes. I?could have cried.

So here we are now, with a draft article almost ready to send off to a journal. I¡¯ve warned 바카라사이트 students that we might get rejected: that comments from Reviewer Number Two might make 바카라사이트m want to curl into a ball and rock back and forth. But that šs also part of academic life, and so it šs no bad thing for 바카라사이트m to experience it ¨C right?

Steven Vaughan is a senior lecturer in environmental law at?UCL.