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The Teaching and Research Relationship: Developing Institutional Policy and Practice

The Teaching and Research Relationship: Developing Institutional Policy and Practice. Cavendish Conference Centre 8 th November 2005. Publishing and disseminating student research Origin - an institutional case study Professor Jethro Newton and Dr Jac Potter

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The Teaching and Research Relationship: Developing Institutional Policy and Practice

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  1. The Teaching and Research Relationship: Developing Institutional Policy and Practice Cavendish Conference Centre 8th November 2005

  2. Publishing and disseminating student researchOrigin - an institutional case study Professor Jethro Newton and Dr Jac Potter University of Chester www.chester.ac.uk/origin

  3. Structure • Philosophy, context and development • Key features: who publishes? • Student feedback, skills and motivation • Benefits of linking teaching and research through an UG journal • Issues and challenges • Conclusions

  4. Philosophy of Origin • showcase work representative of UG research in Biosciences • offer student authors a realistic experience of publication • disseminate the published work

  5. Context • large amount of UG research effort that yields very little output • broad portfolio of degree programmes with links to PSBs and employers • high proportion of students progress to further discipline-specific study

  6. Development • Origin conceived and developed by Dr Jacqueline Potter • financial support from HEA Biosciences Teaching Development Fund • in-house collaboration between subject departments and central units

  7. Key features • …‘student activity’ and ‘Origin activity’ need to be aligned • outside the curriculum but linked closely to final year project modules and some L1 and L2 modules • inclusive – open to all students completing novel research in the discipline • ‘The Dissertation’: classic example of research-based curriculum… • …student as researcher; student as active participant • …emphasis on research process/problem • …significant component of most disciplines and honours degree programmes

  8. Who publishes in Origin? • 70% of students that register an interest, submit work • Origin publishes 2/3 of work submitted (of c. 36) • Of the unpublished third, 55% of papers are rejected, 45% withdraw during the process

  9. Strategic thinking addition to my CV record of achievement help in considering a career path getting my publication record started Personal reward reward for working hard on initial piece of research seeing work in print after the effort pride factor/having work published confidence boost thought-provoking and stimulating process (of publication) Student feedback: motivation

  10. Student learning skills New • Knowledge of the publication and editorial process Improved • writing technique improved and changed • improved presentation skills for tables and graphics • data analysis • nothing new – but improving on existing skills • improved confidence in expressing ideas and responding to suggestions • time management • knowledge of computer software

  11. Benefits of linking teaching and research through an UG journal (1) Benefits for contributing students • builds on earlier academic work to complete the research experience for (some) undergraduates • builds on skills and further develops relevant research methods and presentation skills • positive, developmental experience of research through supportive mentoring • tangible process and product to incorporate into a CV or PDP • opportunity to reflect on careers in research, publishing and science communication

  12. For postgraduate students… opportunities to review and edit submissions enables reflection on their learning process and progress as young researchers For other undergraduates… model of best practice to strive towards within the assessed curriculum pathway from the assessed curriculum to the research process staff awareness of Origin feeds into the curriculum and encourages creative research projects for all undergraduates Benefits for other students

  13. Benefits for staff/institution encourages development of creative research projects for UGs extends the experience and awareness of non-research active staff in research-related methods and processes promotes achievements of HEI’s undergraduates to prospective students and other external bodies For the community acknowledges links in the community that supported the research endeavour increases awareness of student research and delivers student research into the public domain for wider use Benefits of linking teaching and research through an UG journal (2)

  14. (Staff) conceptions of research definition of research is problematic do we as academics share a definition? (how) do we share that explicitly or implicitly with our students? do our perceptions of research influence how we teach our students about research? Staff conceptions of how students learn about research prior knowledge the environment what students find out staff…formal/informal staff expectations through setting curriculum Some issues and challenges (1)

  15. Issues and challenges (2) Selective or open? • conflict between gatekeeping standards or offering an experience of publication? • submissions that result from confidence rather than competence  Assessment vs. personal development? • issues reconciling assessment needs and developmental process for student authors Ineffective use of time? • Relevance of the experience for students not continuing in research or in publishing/science communication IPR issues

  16. Issues and challenges (3) Models of delivery…reflects rationale for URJ • PDP or curriculum linked? • paper based or electronic? • discipline-specific or School/Faculty/Institution-wide? • run by staff or run by students? • Publication costs borne by authors or by publisher or by sponsor(s)?

  17. Conclusions • illustration of linking teaching and research • enhancing the research experience of undergraduate students • student authors gain much from publishing their work • minimum gains are further research/science communication experience, skills development, self-esteem • many other groups also benefit: un-published students; non-submitting students; staff group; the institution; wider community

  18. The development of Origin Origin was conceived and developed in 2001 by Dr Jacqueline Potter, University of Chester, with financial support from the HEA Biosciences Teaching Development Fund and in collaboration with staff and students of the Biological Sciences Department and support from staff in Psychology, Geography, Sport and Exercise Science, the University of Chester Media and Print Units, Chester Academic Press, and the Centre for Work-Related Studies.

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