Case Study Reflections On Teaching Education Essay Example
Case Study Reflections On Teaching Education Essay Example

Case Study Reflections On Teaching Education Essay Example

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  • Pages: 13 (3512 words)
  • Published: July 26, 2017
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The text below summarizes the literature on the instruction and research link and the related topic of enhancing research-based graduate attributes. It begins by reviewing the literature on teaching-research links, exploring whether these links are integrated into the curriculum and discussing current obstacles. It then explores current policies and practices that aim to incorporate research and learning in a vertical and horizontal manner across programs. The text then narrows its focus to Information and Mathematical Sciences and reflects on personal experiences of how learning and research are linked at both the individual and institutional level.

Introduction to Teaching-Research Nexus

The concept of the instruction and research link as a core element of Higher Education Institutions (HEI's) was clearly outlined in the Magna Carta Universitatum (the constitutional chart of European Universities) in 1988.

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The main objective of the Magna Carta Universitarium was to raise awareness about the responsibilities that universities should adhere to in order to adapt to a changing and increasingly global society. A key principle of the Carta stated that teaching and research in universities should be inseparable in order to keep up with evolving demands, societal needs, and advancements in scientific knowledge. (Marga Carta, 1998). This viewpoint is supported by the belief that what truly sets Higher Education apart is its emphasis on helping students understand how research continuously shapes our understanding of the world and a distinct set of graduate qualities. Ron Barnett (2000) has argued that the world we live in is "supercomplex," where not only knowledge is uncertain, but also how we approach understanding such complexity – for example, soil as a Carbon sink – is subject to debate among different research methods

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and the abundance of information.

According to Barnett (2000), the purpose of Higher Education is to support students and society by helping them navigate complexity. The key to achieving this lies in teachers adopting teaching approaches that reflect the experiences of researchers. In other words, students should learn and be assessed in a way that closely resembles the research carried out by academic staff.

There are also practical benefits to aligning teaching with research. This includes inspiring students about the excitement and challenges of exploration. It is equally important for students to understand the research process itself, as well as the specifics of cutting-edge research in their field, which may be difficult to keep up with or accumulate over time (Land et al 2008).

According to Healey (2005), engaging students in research and inquiry is an effective method to help them develop thinking skills similar to those of scientists or historians, which are essential for graduate level programs in many disciplines. If the concept of a 'knowledge economy' is valid, then undergraduate education should include some understanding of and ability to conduct or use research. By labeling this as undergraduate research and making it clear to students that it can benefit their employability, they can better appreciate the importance of research in university and enhance their future job prospects. Students also benefit greatly in terms of depth of learning and understanding when they actively participate in research activities. These learning experiences associated with research cultivate transferable skills such as the ability to differentiate reliable from unreliable information, the patience to analyze longer arguments, the synthetic ability to identify patterns in unfamiliar contexts, and the flexibility to collaborate across

disciplinary and cultural boundaries in order to generate innovative solutions.According to Barnett (2000), Healey (2005), and the Scots QAA doctrine (Land et al 2008), research and instruction should be interconnected, and this connection is valuable for promoting knowledge and understanding at higher levels of learning.

The question arises of how to incorporate links between research projects and activities into the curriculum to enhance the student learning experience and improve their research abilities. Are teaching and research connections integrated into the curriculum? Many people agree that integrating teaching and research in higher education institutions is beneficial for students, as it helps them adapt to future rapid changes in society, culture, politics, economy, and technology. However, recent policy-focused research in the UK by Gibbs (2001) and JM Consulting (2000) indicates that institutions have not effectively linked teaching and research, or at least have not done so in a purposeful and explicit manner. One proposed reason is that separate funding streams for teaching and research in the UK are driving them apart. Two influential studies of the US higher education system (Boyer 1990) argued that the institutional focus on 'discovery research', i.e.

Research that is eligible for the Research Assessment Exercise (RAE) in the UK has devalued the overall demand for quality instruction, causing a separation between learning and research. Institutional constraints imposed by policies and political drivers, such as The Future of Higher Education published in 2003, emphasized that research should be concentrated at specific universities to achieve international excellence. This led to a divide between learning and research activities. The UK Government has now acknowledged the benefits of student engagement in research-based instruction, indicating the importance of incorporating

it into the curriculum. However, there is ongoing debate on whether learning and research are truly inseparable in higher education. Hattie and Marsh (1996) explored different models of the relationship between research and instruction, concluding that the commonly held belief of their strong connection is an enduring myth. Instead, they suggest that learning and research are only loosely linked.

Gibbs (2002) argues that many people, myself included, think that research can benefit teaching. However, in practice, it is evident that, on average, it does not. Gibbs suggests that this is due to the fact that educational institutions have traditionally treated research and teaching as completely independent matters. This is shown by the fact that some institutions only offer teaching positions, which clearly undermines the belief that research is essential for high-quality education (J M Consulting and Associates, 2000).

The current challenge for establishments is to develop policies and patterns that integrate teaching-research linkages into the course of study. One way to develop these linkages is through alumni properties, which are a subset of employability issues. Enhancing research-graduate properties can help develop research-teaching linkages. In the years 2006-2008, the Scottish Sector examined how to enhance alumni properties through research-teaching linkages. They reported on various techniques and learning activities that promoted these linkages, using case studies to illustrate. The work done by QAA HE in evaluating teaching-research linkages in Scottish Universities identified several issues, including a lack of structured approach to developing alumni properties in practice-based curriculum, challenges in delivering research-teaching linkages, and limited student engagement or understanding of the purpose of linking research and teaching.There is a tendency among the research community to not engage in academic advancements

and improvements in education. Having honor constructions does not always foster innovative work in combining research and teaching. The Research Assessment Exercise (RAE) has been detrimental to promoting the connection between research and teaching.

The following text describes the measures that are being implemented to establish stronger connections between teaching and research, in order to address the challenges identified by QAA HE.

Approaches - The Role of Institutions in enhancing research-teaching links

The connection between staff research and student learning is not automatic and requires consistent integration into the curriculum, departmental, institutional, and national planning. In the past, this connection may have been assumed or achieved through small classes, selective student admission, and staff members having time for effective teaching and research. According to Paul Ramsden (2001), the key to achieving a truly student-centered undergraduate education lies in re-engineering the teaching-research link. The term 're-engineer' indicates that although this link may have existed before, it now requires significant reinvention to ensure its effectiveness. Individuals, course teams, departments, institutions, and national systems can undertake various actions to strengthen these connections (Jenkins et al.).

The main focus now is to establish effective research-teaching linkages in order to support the development of research-oriented graduate attributes and enhance academic practices and policies. The institutional approaches for incorporating research-teaching linkages into current practices include procedural and structural measures such as monitoring teaching-research links through class approval procedures. Contractual and rewarding mechanisms, including reward structures and incentives, are implemented to encourage staff to develop teaching research links. New policies and strategies are being driven to encourage and foster the integration of research-teaching linkages. Moreover, efforts are made to enhance graduate properties by developing unique graduate

attributes that align with both teaching and research linkages. The disciplinary cultures within the university play a role in either promoting or hindering the effective development of research-teaching linkages. The University of Abertay has implemented various strategies to establish research-teaching linkages, although the description provided is not exhaustive.The University of Abertay Dundee has developed new policies and schemes, including the White Space undertaking, aimed at raising awareness of education, research, and learning. The goal is to transform the entire University around two key skills: interdisciplinary research and complex systems. From the White Space initiative emerged a new program for instruction and learning that encourages both casual and non-casual interactions between staff and students, teamwork, and exposure to interdisciplinary research through Whitespace studentships. These studentships are designed to ensure genuine creative thinking across various subjects.


Enhancing Graduate properties

The University 's work on alumnus properties has also helped establish the connections between learning, research, and learning schemes to cultivate graduate properties. The University of Abertay Dundee is striving to refine a set of qualities that should be shared among all graduates of the institution, as outlined in Appendix A. The list asserts that Abertay graduates should possess four characteristics: confident minds, determined leaders, adaptable collaborators, and ambitious learners. The ultimate result should be that students acquire the skills to "challenge complexity" in their post-graduation endeavors.

Overcoming Disciplinary cultures

When it comes to disciplinary cultures, particularly in the fields of hard sciences, fostering connections between teaching and research before the fourth year can be difficult due to the cumulative and hierarchical nature of knowledge construction.

Students must have a solid understanding of

constructs and rules before they can engage in research-based activities and fully comprehend the impact of research (Fasli, 2007). This presents a challenge when it comes to incorporating research findings or conducting one's own research in undergraduate courses, especially within the first two years. However, the University of Abertay has implemented initiatives like Project X, a first-year module, to address this issue. Furthermore, individuals also play a significant role in fostering connections between teaching and research, which will be discussed below.


Interventions - Individual Contribution to Teaching Research Linkages.

In the following section, I will share and reflect upon several personal experiences where I have attempted to utilize research to enhance the student experience and promote deeper and more comprehensive learning.

I strive to encourage a research-oriented mindset in my teaching. I believe that students at any stage of their program can benefit from connections between teaching and research, although the type of interaction should be appropriate for their level. To guide this interaction, I have utilized a model developed by Healey (2005b) and expanded upon by Levy (2007) (see Fig 1). We can classify the instructional activities that enhance the teaching-research connection based on the research process and the student interaction. Generally, as students advance from level 7 to level 11, there should be a transition from being led by research to being based on research.

The research-tutored manner involves a tutorial approach where students are guided through recent publications and encouraged to discuss their understanding of the topic. Research-led teaching focuses on current research and exposes students to concepts and developments in the survey field. Research based learning is similar to inquiry-based learning, where students are

given a task that requires them to use and develop skills (such as practice and understanding) that are equivalent to those used in real research.

Finally, the text discusses the benefits of incorporating research activities in learning processes and highlights the specific example of the MSc Computer Games Technology Project Execution, which is a research-oriented project in the field of Computer Games Technology.

Students are encouraged to think creatively and come up with a research question for their final project. Initially, I provide guidance by referring them to recent articles related to their area of interest. Additionally, I ensure that the graduate students are aware of the current research being conducted at the University, which helps them connect their learning to real-life projects. Moreover, I offer advice and assistance throughout the research process.

The UAD alumnus properties that may be developed include: a thorough understanding of their main field and its construction; knowledge influenced by current developments in the country; the ability to initiate and manage creative processes; and the capacity to work flexibly and effectively in situations of ambiguity, uncertainty, and error.
MSc. in Interdisciplinary and Systems Approach to Environmental Challenges (ISAEC) (research based)
I am part of the program team for the new ISAEC program, scheduled to launch in 2011. The program revolves around three themes: Interdisciplinary and Systems Approach to Environmental Challenges. Given the complex nature of the environment, it is essential to adopt an interdisciplinary and systems approach in order to address contemporary environmental challenges.

The ISAEC programme aims to introduce students to a wide range of scientific subjects related to environmental science. These subjects demonstrate how they can be integrated to gain a better understanding

of problems and develop practical solutions. The programme focuses on the fundamentals of Environmental Science, including the importance of basic ecological principles, proper scientific research and analysis, the use of modeling techniques, and the application of technology advancements to address contemporary issues. Students will also learn about ecology principles, research methods, statistics and modeling, as well as technological advancements relevant to this interdisciplinary field. The programme adopts a problem-based learning approach.

Instead of using traditional lectures, the ISAEC program will teach students through a problem-based learning approach. This approach involves groups conducting extensive and in-depth analyses of modern environmental challenges. By taking this approach, students will develop independent research and teamwork skills that are essential for addressing future challenges, even after the knowledge and skills they learn at university become outdated. One of the study projects I have developed is based on recent research I conducted in collaboration with Aitkens Global, who were commissioned by the UKWIR to investigate management options (intercessions) for phosphate at water treatment facilities. The case study I have designed focuses on current issues in environmental science and addresses the three topics mentioned earlier. This is how the problem would be presented to the student team, who will work in groups to come up with a solution that they will present orally and in the form of a written report.

The lack of sufficient levels of phosphorus in agricultural soils restricts crop growth and productivity in multiple countries. The practice of applying phosphorus has been ongoing for many years, and contamination of land water, rivers, lakes, estuarine, and coastal waters is now acknowledged as a significant environmental issue. The management of phosphorus within

the environment presents a substantial challenge for regulators and industrial practitioners. Considering the regulatory challenges involved,

The text discusses the need for reviewing the phosphoric life cycle and suggesting effective ways to manage phosphorus for long-term regulatory compliance in order to maintain environmental quality standards. The study's findings can be used to provide guidance to the Water Industry on managing phosphorus in the long run. The study will address several areas and questions regarding the management of phosphorus across Scottish landscapes and river systems, including the impact of human activities on natural environments, pollution, sustainability, and the ecological effects of phosphorus in rivers. It will also explore various research methods, sampling techniques, and monitoring approaches required to understand and regulate phosphorus levels in the environment. Additionally, the study will focus on modeling and statistics for predicting phosphorus fate in rivers with different sources and on advancements in technology for monitoring phosphorus in river systems. The communication and visualization of the study's outcomes to stakeholders, including UKWIR, will also be addressed.

The alumnus properties addressed in this teaching-research linkage activity include: interpreting and reacting to changing group dynamics; defining and developing individual roles in teams of various formation and purpose; investigating and reflecting; abstracting, refining, driving, and synthesizing; having the ability to identify the current boundaries of their field of study, a willingness to push past them, and the knowledge to work within them; and being able to work flexibly and effectively with ambiguity, uncertainty, and mistakes. The 3D Graphics Programming Module at the University of Abertay focuses on research-led applied 3D graphics.

The country's significant research status attracts many visitors, including seminar speakers and industrial partners.

It also hosts national conferences, providing a context for the ideas explored in the faculty. The students are well aware of this and it stimulates their thinking. The research conducted by SIMBIOS and White Space on visualizing complex systems informs the application of the 3D graphical techniques discussed in the talks. Students are encouraged to attend relevant seminars and are kept updated on opportunities within the group. As part of their assessments, students are required to develop a specific technique or outcome in 3D graphics. They can choose this based on a game screenshot they like or a new technique recently published in the SIGGRAPH or EuroViz journals, which I discuss in the talks.

The alumnus attributes that can be developed by undertaking this activity include: Having a comprehensive understanding of their primary field and its structure; Being able to initiate and manage creative processes; Being able to abstract, refine, drive, and synthesize information; Being able to work flexibly and effectively with ambiguity, uncertainty, and mistakes; Being aware of the provisional nature of knowledge and how knowledge is created, advanced, and renewed, and experiencing the excitement of changing knowledge.

Nuffield project (Research-oriented)

During the summer, I supervised a Nuffield student project that investigated the use of an emerging technology, augmented reality, in Urban Planning. At the start of the 6-week project, I discussed my research interests with the student and we came up with several experiments to evaluate whether augmented reality could be used in urban planning using specific hardware. Once all the hardware and software was set up, the student conducted the experiments.

Although the student was in 5th year at school, she felt involved in the research

process as we discussed and decided together what experiments to conduct. I believed this was an important step in engaging the student with the research from the beginning. However, I was initially unsure about this approach as it could have been overwhelming depending on the student's confidence. Fortunately, it worked well in this case. Possible outcomes of this approach include: being informed by current developments in the field, understanding the provisional nature of knowledge and how it evolves, and experiencing the excitement of changing knowledge. It also fosters problem-solving skills, the ability to analyze and address issues using evidence-based solutions, and proficiency in analysis and inquiry techniques. To engage primary 7 and 1st-year students in Math and Computing, I dedicate one hour to stimulating their interest by focusing on real-world problems that they can relate to.

How can we accurately represent gestures and movements of objects in computer video games? I utilize various visual aids and discuss the challenges we must address in the near future, relating this to my ongoing research and its potential impact in fields like environmental sciences.

Concluding Remarks

Implementing learning and research in the curriculum faces several barriers. I have outlined potential institutional measures to address this issue, including new policies, enhancing graduate attributes, and overcoming disciplinary cultures. Additionally, I have shared my personal efforts to integrate teaching and research at all levels of my education. Overall, I believe in fostering stronger links between learning and research at both individual and institutional levels.

I do this for the students' rational development, but it's also important for me to be interested and excited about what I'm learning. Being aware of the latest developments in my

field is crucial. It may be easier for me to create connections between my research and teaching because I am actively involved in research. However, the quality of instruction is not solely determined by the amount of research a teacher does. A recent study by Prosser et al (2004) found that the overall conceptualization of the subject matter is what influences the quality of learning. "It's not about how active you are as a researcher, but rather what your research is focused on."

One drawback is that I don't spend enough time making the teaching-research connections clear to the students. When I look at my teaching-research activities and compare them to the quarter-circles shown in Figure 1, it is evident that I don't engage in research-informed activities. I hadn't really considered this type of teaching-research activity before, but it could be helpful in various teaching contexts. Since most of my teaching is at a level 9 or higher, I don't encounter the known challenges associated with incorporating teaching-research activities at levels 7 and 8 (Fasli, 2007).

However, I recognize that effort is needed to establish a meaningful teaching-research relationship, and it is necessary to ensure that the nexus is effectively communicated.

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