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Brad Wuetherick University of Alberta Canada

Integration of Teaching & Research: Investigating student perception by use of international benchmarking. Brad Wuetherick University of Alberta Canada. Nancy Turner Royal Holloway University of London United Kingdom. Session overview. University of Alberta (U of A) context

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Brad Wuetherick University of Alberta Canada

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  1. Integration of Teaching & Research:Investigating student perception by use of international benchmarking Brad Wuetherick University of Alberta Canada Nancy Turner Royal Holloway University of London United Kingdom

  2. Session overview • University of Alberta (U of A) context • Royal Holloway (RHUL) context • Why we are collaborating? • How we are collaborating? • What have we found out so far? • What next?

  3. University of Alberta

  4. University of Alberta • Research Makes Sense for Students – www.ualberta.ca/researchandstudents • Report of the Working Group on Teaching and Research – “Creating a Foundation for an Inquiry-based Life” • Celebration of Undergraduate Research • Canadian Summit on the Integration of Teaching and Research (Aug 3 – 5, 2005)

  5. Royal Holloway, University of London

  6. Why are we collaborating? • Explore the student perception of research and teaching • Importance of benchmarking against other research universities • Importance of involving international partners • Existing institutional partnership

  7. How are we collaborating? • Funding from • Canadian-UK University Partnership Program • U of A Institutional Partnership Fund • U of A University Teaching Research Fund • Joint site visits by the research teams • Student perceptions collected (Cousin, Healey & Jenkins, 2002)

  8. How are we collaborating? (2) • Statistical analysis being completed (U of A) • Plans to develop Professional Development package

  9. What have we found out so far? • Survey of Undergraduates • RHUL - ~2.5% of undergraduate student population (N=124) • U of A - ~3.2% of undergraduate student population (N=930) • Initial descriptive statistics • Quantitative - very interesting comparisons between of the two institutions • Qualitative - common themes have emerged clearly

  10. What have we found out so far? (2) • Three areas of impact (1) institutional environment (2) academic staff inputs (3) student learning outcomes • Positive and negative indicators have been identified in all three • Latter two factors fall along a continuum of constructivist to transmissive teaching/learning

  11. Model of Academic Staff Inputs

  12. Model of Student Outcomes

  13. What next? • Continued analysis of data • Quantitative • Qualitative

  14. Conclusion • Premature to discuss the implications • Students have an interesting and important perspective on the integration of teaching and research • This must be considered in moving the integration of teaching and research forward

  15. Questions?

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