We value learning and teaching that is informed and led by research

Learners should learn in an environment that is informed and led by research, where they learn how to inquire, to investigate problems, make judgments and informed decisions in collaboration with others and to be critical thinkers

Students can work alongside academics as research partners (outside the formal curriculum)

Staff-student partnerships and their benefits to students and staff have been widely reported in the literature. These gains can vary, depending on the individual and collective drivers and motivations behind the creation of partnerships. A study conducted by Huet et al (2016) reveals that pedagogical research partnerships resulted in positive experiences for both staff and students. They infer that students improve their sense of autonomy, responsibility and independence.

Suggestions

  • Encourage your students to take part in the AIM (Achieve, Inspire, Motivate) Project by becoming AIM Tutors.
  • Develop a small research or intervention project around topics related to how the course is designed or to an aspect of their overall university experience they wish to improve

Students can develop research or applied projects based on or informed by academics’ research or research developed by others (as part of the curriculum)

Participating in ‘real research’ stimulates students’ understanding of research approaches, methodologies and methods. Students develop competencies such as information handling, presenting information in different formats appropriate to the audience, as well as cognitive abilities such as evaluation and analysis.

Suggestions

  • Develop a small research project with your students in level 6 allowing them to conduct a small literature review about a topic
  • Design an assessment, or learning materials, that are related with your own research field provided they align with the learning outcomes

Students should learn through authentic enquiry by undertaking learning activities, which reflect the processes of research and be assessed through activities that mirror research processes

Suggestions

  • Organise a seminar or a course conference where students can present their own research/project outputs. You can invite alumni to help review proposals/ presentations or other members of school/college staff
  • Promote peer-reviewing activities where students can contrast what they did with what their peers have done

Students understand the contested nature of knowledge

Suggestions

  • Plan an activity where students should look at different perspectives of a given problem and where they will be able to contrast with the perspective you provided
  • Promote more debate activities in classroom where students are asked to research and defend a given perspective

Curriculum incorporates cutting-edge research and knowledge/evidence-based practice

Suggestions

  • Frequently update the reading list with new research and new learning materials
  • Frequently update the learning materials with new research and new sources. There are areas where knowledge is frequently disputed and is very dynamic

Academics discuss their own research or the research of others within the classroom environment

It’s important for your students to understand that they are being taught by cutting edge researchers or practitioners in the field. They feel more motivated when they are exposed to your experience and your knowledge, provided that you are able to communicate at a level they understand.

Suggestions

  • Signpost the topics you are teaching with the research you are currently doing or with your own professional experience
  • Invite colleagues from the university or from other universities to speak about their own research and signpost how that research can impact the topics you are teaching

Students critique the role of research in society/in their discipline/their future professional practice

A study conducted by Ashford-Rowea et al (2014) provides a framework for an authentic learning activity, suggesting guidelines for the design, development and application of work-relevant assessment. They suggest that assessments should be challenging and that the outcome of the assessment process should be transferable and demonstrable while completing specific tasks.

Suggestions

  • Expose students to research methods and techniques so they understand how knowledge is produced in a research environment

 

Professional development opportunities available under this topic