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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 
2 
Overview
3 
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)
4 
“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? 
6 
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/Developing_research-based_curricula_in_CBHE 
9 
Useful resources
Assessment for learning
11 
•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 
12 
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/ResearchCulture.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 
14 
Useful resources
15 
Any questions? 
Thank-you for contributing 
Follow up blog post via http://blogs.heacademy.ac.uk/ 
Keeping updated – register for Academy Update via https://my.heacademy.ac.uk/

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Students as researchers - Jenni Carr

  • 1. Students as researchers Dr Jenni Carr, Academic Development Officer Higher Education Academy
  • 2. •Curriculum design •Teaching-research nexus •Innovative pedagogies •Assessment for learning •Student transitions •Supporting independent projects 2 Overview
  • 3. 3 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)
  • 4. 4 “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)
  • 6. 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? 6 Teaching-research nexus: debates
  • 7. 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
  • 8. •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
  • 11. 11 •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)
  • 12. •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 12 Useful resources: AfL
  • 14. •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/ResearchCulture.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 14 Useful resources
  • 15. 15 Any questions? Thank-you for contributing Follow up blog post via http://blogs.heacademy.ac.uk/ Keeping updated – register for Academy Update via https://my.heacademy.ac.uk/