The teaching & research relation: The perception of first year students An Verburgh Jan Elen Koen Clays

1. The teaching & research relation: The perception of first year students An VerburghJan ElenKoen Clays Presentation à l’université européénne d’été 2006 ‘La formation par l’action dans l’espace européen’

2. Structure of the presentation • Background • Research questions • Instrument • Results • Discussion • Future Plans • Questions

3. Background • Student perceptions • Why interesting? • Teachers: double role is ‘self evident’ • Assumed positive effect of research on motiviation and student learning • Relation is complex • Build on previous research

4. Research questions • Appreciation: What experiences do students have with research activities and how do they appreciate the link between teaching and research? • Knowledge: What do students know about the research activities at the university and of their teachers?

5. Instrument • Questionnaire • Based on Healey, Jordan, Pell an Short, 2003 • Questions • 16 Likert type scale statements • 33 yes/no questions • 5 other questions • Limitations: no validation • Respondents • N=38 (response rate 95%) • First year students chemistry and bio-chemistry • No statistical tests

6. Examplesof questions (1) • Likert-scale questions • I know that at the K.U.Leuven there are research areas in which the university has an international reputation • I think it is important that my professors and assistants report on their own research during their classes. • Thanks to the involvement of my teachers in research I am more aware of the issues in this discipline.

7. Examplesof questions (2) Yes/no questions • I know that teachers who teach me are preparing scientific publications. • (Which situation have you experienced?) A quest speaker discussed his/her scientific work during a lecture.

8. Results Question 1: Appreciation • Limited experience with research • Positive attitude towards research • Few advantages • Few disadvantages

9. Students’ experiences with research aspects

10. Students' opinions on positive influences of the research involvement of teachers (N=38)

11. Students’ opinions on the negative influences of the research involvement of their teachers (N=38)

12. Results Question 1: Appreciation • Limited experience with research • Positive attitude towards research • Few advantages • Few disadvantages Remarkable: Limited experience with research, • But doing research is the best way to learn • But neutral to involvement in research Remarkable: few advantages • But important to be a researcher and much advantages connected with research involvement

13. Results Question 2: knowledge • Awareness of research at the university • Limited awareness of research by own teachers • Underestimation of research active teachers

14. Students’ awareness of specific research activities undertaken at the K.U.Leuven (N=38) (1 = totally disagree, 2= disagree, 3= neutral, 4= agree, 5= fully agree)

15. Students’ awareness of specific research activities undertaking by their teachers (Percentage positive answers, N= 38)

16. Results Question 2: knowledge • Awareness of research at the university • Limited awareness of research by own teachers • Undererestimation of research active teachers Remarkable: Difference between idea of research at the university and by the teacher

17. Discussion • In accordance with previous research • Awareness but limited • However • Not much advantages and disadvantages, • Despite mentioned importance of research activity • In addition • Difference between research at the university and the own teachers • Possible explanations? • Impact of discipline? Probably not • Research method • Student group

18. Follow up • In may • Adapted questionnaire • 2 student groups: first year – last year • Different teaching method (discussion a research paper) • Next year • Different disciplines In order to know • Effect of experience of students • Effect of teaching method • Influence of discipline

19. Questions?