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Research informed teaching Dr Phil Porter LTI Teacher/Senior Lecturer in Physical Geography

Dr. Phil Porter, a teacher and senior lecturer in Physical Geography at the School of Life Sciences, believes that research and teaching are essential and intertwined characteristics of a university. This article explores the reasons why research should be integrated into teaching, the different modes of research in higher education, and the barriers to integration. It also discusses strategies for bringing research into the curriculum and developing students' appreciation and skills in research.

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Research informed teaching Dr Phil Porter LTI Teacher/Senior Lecturer in Physical Geography

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  1. Research informed teaching Dr Phil Porter LTI Teacher/Senior Lecturer in Physical Geography School of Life Sciences

  2. Teaching “Research and teaching are essential and intertwined characteristics of a University” dfes Research Forum (2004) Links have to be defined and developed, not left to chance Research

  3. Why integrate research? • Research defines us as a University • Students have a right to expect research informed teaching • Shows real-world relevance/practical application • Teaching students to be enquiring/research based is • essential: • “…the changing world to be faced by today’s students will • demand unprecedented skills of intellectual flexibility, analysis • and enquiry”. Jenkins et al., 2007. • Inspiring and enthusing students

  4. Modes of research in HE RESEARCH-LED: curriculum structured around subject content/staff res. RESEARCH-ORIENTATED: greater emphasis on teaching of specific research skills RESEARCH-BASED: curriculum based around inquiry-based activities RESEARCH-INFORMED: teaching/curriculum draws consciously on inquiry into the teaching and learning process

  5. Do good researchers make good teachers?

  6. Do good teachers make good researchers?

  7. Barriers to integration • Subject complexity • Not research active • RAE? • Polar divide • Time? • Attitude

  8. Bring data and findings from staff research into the curriculum

  9. Time series analysis Cross correlation

  10. Hypothesis testing Example: average monthly gym attendance GROUP 1: 40-60 year olds GROUP 2: 20-39 year olds “Is there a statistically significant difference in average monthly gym attendance between the two age groups over a 6 month period?”

  11. Developing student appreciation of research in the discipline

  12. Development of specific research skills

  13. Using assignments which involve elements of the research process • Use of field instrumentation • Collection of field data • Analysis of field data • Interpretation of results • Application of results to specific research • questions • 6. Discussion of results with reference to • research literature

  14. Teaching & learning methods that stimulate research

  15. Working alongside staff on research projects

  16. Pitch it at an appropriate level!

  17. Make research accessible

  18. Use technology! 2008 Technology in Blended Learning Seminar Thursday 13th November 2008 College Lane LRC

  19. x 2 D = (2wt 2) Sediment diffusivity: W Bore-hole transducer t X Integral transducer

  20. Meltwater flowpaths Snowpack Glacier Degraded permafrost

  21. …& the results are mutually beneficial. RIT enthuses and inspires our students…

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