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