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v Linking Teaching and Research in the Earth and Environmental Sciences" Teaching Research

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“NOW I CAN GET A JOB AND EARN LOTS OF $$$$$” “NOW SHE CAN GET A JOB AND STOP SPENDING MY $$$$$” “NOW I CAN SPEND LOTS OF PRIZE $$$$$”

Research on Linking Teaching and Research: 

Research on Linking Teaching and Research Hattie, J. and Marsh, H.W. (1996) “The relationship between teaching and research: A Meta-analysis,” Review of Educational Research, “Universities need to set as a mission goal the improvement of the nexus between research and teaching. ……the aim is to increase the circumstances in which teaching and research have occasion to meet.”

UCL Case Study: 

UCL Case Study Level 1, 1st term all students interview a staff member about their research Staff member provides CV and 3 articles Students write a report on objectives of research, how it relates to earlier studies and how it relates to teaching Discussed in tutorials (with a different staff member)

Research on Linking Teaching and Research: 

Research on Linking Teaching and Research Clark, B R 1993,“ The Research Foundations of Post –Graduate Education”, Higher Education Quarterly, “Research, teaching and study can exist in … isolation, …with full time research staff in one corner, …some teaching staff off in (another) corner …. and students …in another corner, with …text in hand but out of the sight of research activities and peering at distant teachers as if through the wrong end of a telescope.”

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“The LEARNING & TEACHING SUPPORT NETWORK (LTSN) - network of 24 subject centres based in higher education institutions throughout the UK plus a single Generic Centre” LTSN promotes high quality learning and teaching through development of good practices in all disciplines - provide a 'one-stop shop' of resources and information

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There is a protracted debate over the relationship between research and teaching ….”the likelihood that research productivity actually benefits teaching is extremely small, and the two are essentially unrelated” – Feldman (US) …”little or no foundation for a belief in the existence of a positive causal relationship between effective undergraduate teaching and high levels of research activity” – Ramsden & Moses (Aust) ”Separatists” argue …..”the common belief that research and teaching are inextricably entwined is an enduring myth. At best, research and teaching are very loosely coupled” – Hattie & Marsh

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There is a protracted debate over the relationship between research and teaching ….research institutions may have outstanding infrastructure, labs, libraries and computer networks, but feel the need to restrict access by undergraduates …pressure to maintain a research profile may limit student access to excellent researchers …..much first year teaching may be sub contracted to post doctoral teaching assistants or junior staff. …..overall allocating effort to teaching/research simply detracts from the time and energy available for teaching/research!!!! ”Separatists” argue

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There is a protracted debate over the relationship between research and teaching ”Integrationists” argue “We are all researchers now …teaching and research are becoming even more intimately related …in a ‘knowledge society’ all students – certainly all graduates – have to be researchers. Not only are they engaged in the production of knowledge; they must also be educated to cope with the risks and uncertainties generated by the advance of science.” - Peter Scott, VC, Kinston University

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There is a protracted debate over the relationship between research and teaching Employers will increasingly demand that graduates have the skills to conduct appropriate research, the capacity to formulate solutions to problems based on awareness of research evidence, and the ability to critically assess that evidence: in other words knowledge creation and use – Zetter, Oxford …. “if there is a link between the two it operates through that which teaching and research have in common; both are concerned with the act of learning” – Brew & Boud IT’S A KNOCKOOUT!! Integrationist Separatist

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The Guide to “Linking Research and Teaching in the Departments” Explores links between teaching and research in academic departments. the ‘teaching/research nexus’ is central to higher education link is not automatic and has to be developed academic departments are central to linking research and student learning. Shows How?

How to link teaching and research?: 

How to link teaching and research? Policies to encourage or discourage the link? Staff recruitment Programme /course evaluation, monitoring and review Staff development and training Organising staff in the department Departmental culture Case studies for Departments / Disciplines Departmental organisation, structure and culture are important in supporting or threatening the linking of teaching & research

How to link teaching and research?: 

How to link teaching and research? Develop student appreciation of research & research skills Use teaching processes which simulate research (e.g. project-based, dissertations, PBL). Use assignments which involve research process ( literature reviews, bidding for grants, drafting bids or project outlines, analysing existing project data, presenting at a ‘conference’). Students experience consultancy (as an ‘intern’ (IP), as work-based learning, as a consultant assistant or as a supervised consultant). Bringing data/findings from staff research/consultancy into the curriculum. Case studies for staff, courses and course teams

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"An overriding theme is that though we see positive benefits from staff research to student learning that linkage has to be purposefully created at a whole range of levels and by a range of 'actors'. linking teaching and research does not occur automatically - if we value it then it has to be created.

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D I Y I M M Students groups prepare major IMM assignment on current journal article Use references plus texts, library, Georef & www Present IMM as Hyperstudio, Powerpoint, Web file Include title screen, introduction, aims, text, annotated graphics/digital photographs, sound?, summary & referenced bibliography Use flair and innovation email (one?) author of one of the papers you read and ask a question about the topic present summary as a seminar

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The LTSN Generic Centre “Linking Research and Teaching in the Disciplines Project This project demonstrates a variety of ways in which discipline-based research and teaching practice may be firmly linked. Involves 5 LTSN Subject Centres developing subject specific material to add to material being developed by the Generic Centre at Oxford Brookes University.

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GEES Develop GEES web pages Prepare an annotated bibliography Collect, edit and publish at least 20 case studies Organise a national conference (June 30/July 1, 2003) Prepare a review essay Publish a special edition of Planet (biannual magazine/journal). Say GEES!

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Royal Court Hotel, Warwickshire Coventry Town Centre 2 Miles south M45 Motorway Jaguar Car Plant 100 yards AND IT RAINED! CONSTANTLY!

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GEES!

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Pedogeophysics in the Adelaide Hills

Publication: 

Publication

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Completing The Research Cycle- What Do Students Learn Through Publication? Jacqueline Potter, Department of Biology, Chester College of Higher Education Origin: an extra-curricula student research journal. Each year, Origin publishes representative papers by Chester College undergraduates. The journal aims: to offer student authors a realistic experience of publication, and to disseminate the published work internally, as examples of best practice for all students, and externally, to acknowledge and encourage collaborative links.

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The Vertical Project Sheena Wurthmann, School of Built and Natural Environment, Glasgow Caledonian University Postgraduate students work on a large scale group project such as catchment management planning or open space audit for a local authority. The Vertical Project uses students at all levels (1-3) of the undergraduate programme to work together on a range of projects. eg point pollution in river catchment & community windfarms

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Peter Hughes et al - University of Sunderland Environmental Studies include integrative ‘Environmental Issues’ modules at each level. Modules bring levels 1, 2 and 3 students together for a ‘local sustainability project’ (LSP) The students work in mixed level small research groups looking at various aspects of sustainable development with Sunderland City Council’s Local Agenda 21 (LA21) personnel, and other local environment and development agencies. Local Sustainability: a vertically integrated, research, learning & teaching activity

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Different of roles Level 3 students - lead project management, Level 2 students -data analysis and data collection strategies, Level 1 students - field work and basic research. Groups were supported with weekly tutorials. After three months each team submits (1) a 5000 word joint report and (2) presents findings at a public conference attended by City councillors, external partners and invited members of the local communities, using posters and presentations. Each student has to present (3) an individual diary and reflective critique of their role and output in the exercise. Sunderland’s Vertical Integration Project “national leaders in the delivery of environmental consultancy to industry”

Linking Teaching and Research: 

Linking Teaching and Research Anita Shah & Emma Treby School of Conservation Sciences Bournemouth University - The Bourne Stream Partnership, a Community Based Project

Bourne Stream: 

Bourne Stream runs from Canford Heath in Poole to Bournemouth Pier typical urban stream, approx 8km long with a drainage catchment of 12km2

Main problem: 

Main problem diffuse pollution (surface drainage, sewer mis-connections) high faecal coliform counts failure of EC Bathing Water Directive guideline standards at Bournemouth Pier

Launch of the Partnership: 

Launch of the Partnership “ The Bourne Stream Partnership has been formed to improve, protect and enhance the green corridor.” www.bwhwater.co.uk/bsp

Digital Structural Mapping: 

Digital Structural Mapping

Meanwhile!!! - Gold Exploration: 

Meanwhile!!! - Gold Exploration

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Department of Earth and Environmental Sciences Integrated teaching and research: the Greenwich-Cyprus initiative Stephen J Edwards

Perceptions of geography and environmental science fieldwork in the light of Foot and Mouth Disease, UK, 2001: What do students really think?: 

Perceptions of geography and environmental science fieldwork in the light of Foot and Mouth Disease, UK, 2001: What do students really think? Ian Fuller1, Steve Gaskin2 & Ian Scott3 1Division of Geography, University of Northumbria 2GEES LTSN, University of Plymouth, 3Healthcare Education Development Unit, City University