rde frw tp

Research driven education

Dr. Koos Winnips

Are we educating professional investigators or investigative professionals?

“… experience the thrill when you understand it, when you solved the issue...”

“They [students] have to weight all information they receive, not only from literature, but also the results from their own experiments…

“… are passionate about a subject to a certain extent, and trying to understand issues by themselves …

Quotes: Van der Rijst, 2007

http://www.flickr.com/photos/richardoyork/

inclination to understand

inclination to criticise

http://www.flickr.com/photos/vintagedept/

http://www.flickr.com/photos/astrolondon/2057259307/

inclination to achieve

http://www.flickr.com/photos/e06158/2272739708/

inclination to share

http://www.flickr.com/photos/wildetukker/

inclination to be innovative

http://www.flickr.com/photos/dkuropatwa/

inclination to know

Vision>Idealistic: Via-veritas-vita>Functional view:

university’s role in society

(Simons & Elen, 2007)

Idealistic view Functional view

University Finding truth Educating professionals for knowledge society

Faculty/policy Research is in itself a kind of education

Research-teaching can be stimulated

Academics One role: “teach” as researchers

Researcher and teacher roles

Student Part of community of research

Acquire research competences

> Implications

>For a course: decisions

Research-tutored

Curriculum emphasises learning focused on students writing and discussing papers or essays

Research-based

Curriculum emphasises students undertaking inquiry-based learning

Research-led

Curriculum is structured around teaching subject content

Research-oriented

Curriculum emphasises teaching processes of knowledge construction in the subject

STUDENT-FOCUSED

STUDENTS AS PARTICIPANTS

EMPHASIS ON RESEARCH CONTENT

EMPHASIS ON

RESEARCH PROCESSES AND PROBLEMS

TEACHER-FOCUSED

STUDENTS AS AUDIENCEHealy, 2005

>Lead to: staff profiles (Visser-Wijnveen et. al., 2010) teach research results make research known show what it means to be a researcher help to conduct research provide research experience

>Similar to profiles developed for FEB (2011)>Each programme scores different on those

profiles (Elen, 2009)

Conclusions>By working on research-teaching we can improve

reality: generate new (public) knowledge>Implications for programme TP:

Connection to (“leerlijnen”):- Algemene planologie- Ruimtelijk ontwerpen- Methodologie- Geografie en Algemeen vormend- WiM

What is already in your course? What to add/enhance?

Questions (from Visser-Wijnveen, 2010)>Orientation: are you research of teaching

focused?>Approach: ‘learning about research’ and

‘participation in research’>Curriculum: focus on research content, or

research process? Your own research, or generic research?

>Teacher role: tutor, expert, guide, motivator, partner, role model, developer, manager and confidant

> This talk: http://www.slideshare.net/KoosWinnips/research-driven-education> Sources

Elen, J. (23 september 2009). Verwevenheid van onderzoek en onderwijs: door Leiden geinspireerde Leuvense gedachten. Lezing, Universiteit Leiden: http://weblectures.leidenuniv.nl/mediasite/Viewer/?peid=5dd0ad0a3fe14414bea0ad9c1394703f

Goedhart, M. J., Finlayson, O. E., & Lindblom-Ylänne, S. (2009). Research-based teaching in higher level chemistry education. In I. Eilks & B. Byers (Eds.), Innovative methods of teaching and learning chemistry in higher education (pp. 61-84). Cambridge: RSC publishing.

Healey, A., & Jenkins, M. (2005). Institutional strategies to link teaching and research. The Higher Education Academy. http://www.heacademy.ac.uk/assets/documents/research/Institutional_strategies.pdf

Rijst, R. van der, Driel, J.H. van, Kijne, J.W., Verloop, N. (2007). Exploring Scientific Research Disposition from the Perspective of Academics. Conference paper, EARLI, 2007. http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=11&supportId=2000

Rijst, R. van der. (2009). De zes aspecten van een wetenschappelijk onderzoekende houding. Online: http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=12&supportId=2000

Simons, M. & Elen, J. (2007). The ‘research–teaching nexus’ and ‘education through research’: an exploration of ambivalences, Studies in Higher Education, 32:5, 617-631 Online http://dx.doi.org/10.1080/03075070701573781

Visser-Wijnveen, G. J. , Van Driel, J. H. , Van der Rijst, R. M. , Verloop, N. and Visser, A. (2010) 'The ideal research-teaching nexus in the eyes of academics: building profiles', Higher Education Research & Development, 29: 2, 195 — 210. Online: http://hdl.handle.net/1887/16233

>Research skills (Goedhart et. al. 2009)>Information skills>Collaboration skills>Inquiry skills>Communication skills>Reflective skills

Questions (from Visser-Wijnveen, 2010)>Orientation: are you research of teaching

focused?>Approach: ‘learning about research’ and

‘participation in research’>Curriculum: focus on research content, or

research process? Your own research, or generic research?

>Teacher role: tutor, expert, guide, motivator, partner, role model, developer, manager and confidant