Can we Track the Integration of Research into Teaching? John Hoddinott University of Alberta Edmonton, Alberta, Canada [email protected].

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.

• be intellectually curious and able to sustain intellectual interest

• and seven others

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)

More InformationMore Information

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