Engaging students in research and inquiry
“We need to encourage universities and colleges to explore new models of curriculum. … There are several models that we might explore. They should all: … Incorporate research-based study for undergraduates” Paul Ramsden (2008)
“Postgraduate study is too late to start; research attributes need to be integrated fully into undergraduate courses” Ian Diamond (2010)
For an interview about research-based learning at TUHH, Hanover, Germany see https://twitter.com/ZLL_TUHH/status/1170992393065238528
The argument of this workshop can be simply stated: all undergraduate students in all higher education institutions should experience learning through and about research. My interest in developing students as researchers originated through explorations into ways to enhance the linkage between teaching and discipline-based research. The conclusion to arise from that work is that one of the most effective ways to do this is to engage our students in research and inquiry; in other words, to see them as producers not just consumers of knowledge. Many undergraduate research programmes are for selected students and may well be outside the formal curriculum, e.g. in summer enrichment programmes. Here it is suggested that the key to mainstreaming undergraduate research and inquiry is to integrate it into the curriculum. The workshop will explore the variety of ways in which undergraduate research and inquiry based learning are undertaken using numerous mini case studies from different disciplines, departments and institutions in Australasia, Europe and North America.
What did you find most useful in today’s session?
“Definitions of terms, examples given in handouts, setting out of a framework that clarifies research-based learning”
“Mick Healey’s keynote”
“We all learned a great deal from the masterly presentation”
“Your seminar today was very good indeed”
“Mick’s presentation was insightful, rigorous and enjoyable”
“Mick Healey’s case study examples, some great ideas”
“This excellent workshop for senior staff in the Faculty has initiated a strategic review of teaching and research links in the Faculty. A stimulating and highly relevant session.”
“Useful, stimulating and enjoyable”
“The opportunity to come together with colleagues to discuss the topic as well as learn from an esteemed leader in the field of higher education research. The working in pairs on examples was great.”
“The real world implemented examples were a fantastic tool for stimulating ideas and validating innovation.”