University of Worcester Worcester Research and Publications
 
  USER PANEL:
  ABOUT THE COLLECTION:
  CONTACT DETAILS:

Strengthening the Links Between Research and Teaching: Cultivating Student Expectations of Research-informed Teaching Approaches

McLinden, M. and Edwards, C. and Garfield, Joy and Moron-Garcia, S. (2015) Strengthening the Links Between Research and Teaching: Cultivating Student Expectations of Research-informed Teaching Approaches. Education in Practice, 2 (1). pp. 24-29. ISSN 2057-2069

[img] Text (Strengthening the links between research and teaching)
11800 Teaching Journal St4.pdf - Published Version
Restricted to Registered users only

Download (745kB) | Request a copy

Abstract

This article contributes to the pedagogical literature in drawing on findings from an institutional survey exploring perceptions of research-informed teaching, to examine how links between research and teaching can be suitably strengthened. Whilst the integration of research and teaching in higher education can provide valuable ways of enhancing the student learning experience, establishing such integrative links can be complex and problematic given different practices and levels of understanding. Definitions of ‘research-informed’ teaching indicate variations with respect to the active involvement of students in research that can be compounded by disciplinary traditions. The survey provided an indication of the extent to which research-informed teaching was practised at the University of Birmingham and thus an insight into understanding and practices. In particular, it offered insights into the ways in which research-informed teaching relationships were interpreted and embedded within disciplines, the barriers/difficulties to linking research and teaching and the perceived impact on the student learning experience. The findings suggest that understanding with respect to research-informed teaching was variable, with a lack of understanding among students of precisely what it constitutes identified as being a key issue. In this paper we discuss the type of approaches that could support more active student engagement in the curriculum and call for the sharing of more curriculum examples from within the disciplines.

Item Type: Article
Additional Information:

The full-text can be accessed via the official URL.

Uncontrolled Keywords: research, teaching, learning, Higher Education, student expectations, research-informed teaching, learning
Subjects: L Education > L Education (General)
L Education > LF Individual institutions (Europe)
Divisions: Academic Departments > Worcester Business School
Related URLs:
Copyright Info: Open Access journal
Depositing User: Joy Garfield
Date Deposited: 12 Feb 2016 14:51
Last Modified: 12 Feb 2016 14:51
URI: https://eprints.worc.ac.uk/id/eprint/4146

Actions (login required)

View Item View Item
 
     
Worcester Research and Publications is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.