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Can we Track the Integration Can we Track the Integration of Research into Teaching?of Research into Teaching?
Can we Track the Integration Can we Track the Integration of Research into Teaching?of Research into Teaching?
John HoddinottUniversity of Alberta
Edmonton, Alberta, [email protected]
The Integration of Teaching and Research at the U of AThe Integration of Teaching and Research at the U of A
• Conducted an environmental scan of campus, using the Associate Deans (Research) as our faculty contacts, to determine what was being done to integrate teaching and research– Boyer Commission (1998) and
Jenkins et al. (2003) as framework
The Integration of Teaching and Research at the U of AThe Integration of Teaching and Research at the U of A
• Working Group submitted report – “Integrating Research and Teaching at the University of Alberta: Creating a Foundation for an Inquiry-Based Life”– Conceptualizing the Integration– Developing the Curriculum– Facilitating the Integration
Association of American Colleges and UniversitiesAssociation of American Colleges and Universities
• Practicing Liberal Education: Formative Themes in the Re-invention of Liberal Learning.
1. Inquiry and Intellectual Judgment2. Social Responsibility and Civic
Engagement3. Integrative and Culminating
Learning
Sydney Graduate Attributes
Sydney Graduate Attributes
• Research and Inquiry • Information Literacy • Personal and Intellectual
Autonomy • Ethical, Social and
Professional Understanding • Communication
Research and InquiryArts – Sydney
Research and InquiryArts – Sydney
• Graduates of the Faculty of Arts will be able to create new knowledge and understanding through the process of research and inquiry.
• possess a body of knowledge relevant to their fields of study, and a firm grasp of the principles, practices, and boundaries of their discipline;
• be able to acquire and evaluate new knowledge through independent research;
• and three others
Research and InquiryArts – Alberta
Research and InquiryArts – Alberta
• All professors regularly bring their ongoing research interests and activity as well as their research results into the classroom. In addition, faculty members holding research grants (mostly from SSHRC, but sometimes from NSERC or CIHR) use their grants to hire students as research assistants. Most often those hired are graduate students, but undergraduates have had limited possibilities to work with researchers, especially during the summer.
Information LiteracyFine Arts - Sydney
Information LiteracyFine Arts - Sydney
• Graduates of the Sydney College of the Arts will be able to use information effectively in a range of contexts.
• be able to effectively source information and images within the framework of their research plan timeframe.
• and four others
Information Literacy(Fine) Arts - AlbertaInformation Literacy(Fine) Arts - Alberta
• Data from Arts - no Fine Arts references.
• (PHIL 365 and PHIL 366) employ lots of computer resources—MOOs and the like—and the PHIL 101 supersection has students writing journals, engaging in discussions, etc., as well as getting course materials from web pages.
Personal and Intellectual Autonomy: Music – SydneyPersonal and Intellectual
Autonomy: Music – Sydney
• Graduates of the Sydney Conservatorium of Music will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges.
Personal and Intellectual Autonomy: (Arts) Music – Alberta
Personal and Intellectual Autonomy: (Arts) Music – Alberta
• No references in any Arts Faculty material
Ethical, Social and Professional Understanding: Business – Sydney
Ethical, Social and Professional Understanding: Business – Sydney
• Graduates of the Faculty of Economics and Business will hold personal values and beliefs consistent with their role as responsible members of local, national, international and professional communities
• Display a deep respect for others and integrity in all aspects of their personal, professional and life as a global citizen.
• and four others
Ethical, Social and Professional Understanding: Business – Alberta
Ethical, Social and Professional Understanding: Business – Alberta
• ACCTG 311 Students do financial analyses of listed companies and write papers on controversial issues such as business ethics
• in BUS 201 (a second-year course with an enrolment of 400+), students are asked to prepare a business plan in groups
CommunicationScience – SydneyCommunication
Science – Sydney
• Graduates of the Faculty of Science will recognise and value communication as a tool for negotiating and creating new understanding, interacting with others, and furthering their own learning.
• An ability to explain and present ideas to different groups of people in plain English.
• and six others
CommunicationScience – AlbertaCommunication
Science – Alberta
• (Research) course involves research experience with a faculty member and requires approximately 8 hours/week. It is taken in the final year of the program. In addition, this research course involves a written report and a final oral presentation that is given to an audience of undergraduate students, graduate students and academic staff. Instruction is given to the students to help them prepare for the oral presentation.
• A number of upper level undergraduate courses involve a component in which reports are written or oral presentations are made based on a review of the chemical literature.
Institutional ContextsInstitutional Contexts
• Scholarship of Teaching and Learning
• University of Sydney (PIPPI)– Philosophy– Institution-wide– Power– Performance– Incentives
National Commission on Accountability in Higher Education
National Commission on Accountability in Higher Education
• Accountability for Better Results (2005)
1. A better system of accountability will put more emphasis on successful student learning and high quality research.
2. Faculty and students are responsible for teaching, learning, research, and service.
Student Engagement Questionnaire
Student Engagement Questionnaire
• Explores dimensions of faculty/student and student/student interactions
1. I developed a valuable rapport with a member of academic staff.
2. I felt encouraged to creatively explore ideas.
ReferencesReferences
• Asmar, C. Innovative Higher Education. 29(1): 49-66 (2004)
• Boyer, E. Reinventing Undergraduate Education (1998)
• Coates, H. Quality in Higher Education 11(1):25-36 (2005)
• Jenkins,A., et al. Reshaping Teaching in Higher Education. (2003)
ReferencesReferences
• NCAHE Accountability for Better Results (2005)
• Schneider, G. Practicing Liberal Education (2003)
• Sydney Graduate Attributes (2005)
• University of Alberta Report (2004)