Students as researchers

Dr Jenni Carr, Academic Development Officer

Higher Education Academy

• Curriculum design

• Teaching-research nexus

• Innovative pedagogies

• Assessment for learning

• Student transitions

• Supporting independent projects

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Overview

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For the students who are the professionals

of the future, developing the ability to

investigate problems, make judgments on

the basis of sound evidence, take decisions

on a rational basis, and understand what

they are doing and why is vital. Research

and inquiry is not just for those who choose

to pursue an academic career. It is central

to professional life in the twenty-first

century.

(Brew 2007, p. 7)

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“For apart from inquiry, apart from the praxis,

individuals cannot be truly human. Knowledge

emerges only through invention and re-

invention, through the restless, impatient,

continuing, hopeful inquiry human beings

pursue in the world, with the world, and with

each other.”

(Freire, 1968)

Teaching-research nexus

In what ways are teaching, learning and research linked for

mutual benefit in higher education?

How do students benefit from the research character of

universities?

Can the relationships between research, teaching and

student learning be strengthened?

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Teaching-research nexus: debates

Research tutored

Students writing and discussing papers

Research based

Students undertaking research/inquiry based learning

Research led

Learning about current research in

the discipline

Research oriented

Learning processes of knowledge

construction in the subject

Emphasis on

research

processes and

problems

Emphasis on

research

content

STUDENT FOCUSSED

Students as participants

TEACHER FOCUSSED

Students as audience

• Working in pairs

• Outline key aspects of your teaching to your

partner – module or programme level

• Partner maps to the model and then, when

completed, explain their rationale for

mapping

• Reverse roles

Activity 2: Thinking aloud

• http://www.mickhealey.co.uk/resources

• http://trnexus.edu.au/

• https://www.heacademy.ac.uk/resources/detail/heinfe/Dev

eloping_research-based_curricula_in_CBHE

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Useful resources

Assessment for learning

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• Knowledge viewed as certain

• Reliance on authorities as source of knowledge

• Externally defined value system and identity

• Act in relationships to acquire approval

Foundation

• Evolving awareness of multiple perspectives and uncertainty

• Evolving awareness of own values and identity and of limitations of dependent relationships

Intermediate • Awareness of knowledge as contextual

• Development of internal belief system ad sense of capacity to engage in authentic, interdependent relationships

Capstone

Mapping of learning assessment outcomes based on Hodge et al. (2008)

• Reflections on research methods learning and teaching

(HEA Social Sciences strategic priorities – videos and links

to project reports) http://bit.ly/1ttAot3

• Embedding legal research skills into the LLB Curriculum

http://bit.ly/1hUljKb

• Making undergraduate social science count: Engaging

sociology and criminology students in quantitative

research methods http://bit.ly/1iBrVMR

• Teaching research methods in Business and Management

http://bit.ly/1fcTwna

• What are all the issues with assessment and feedback?

http://bit.ly/PFupl0

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Useful resources: AfL

Enabling independent research

• Linking innovative assessment with independent research

http://bit.ly/1nR88AE

• Developing a research culture in the undergraduate curriculum

http://insight.glos.ac.uk/tli/resources/toolkit/resources/alcs/Pages/Rese

archCulture.aspx

• Developing applied research skills through collaboration in extra-

academic contexts http://bit.ly/1Hf54pM

• British Conference of Undergraduate Research (journals)

http://www.bcur.org/research/undergraduate-journals/

• British Conference of Undergraduate Research (YouTube channel)

https://www.youtube.com/channel/UC_vBgmWRwmUqhtz6n45ghbw

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Useful resources

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Any questions?

Thank-you for contributing

Follow up blog post via http://blogs.heacademy.ac.uk/

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