Strengthening the role of research in teaching is central to this module. The guiding question to which you formulate an answer during the module is 'How can I foster student awareness of research in my current teaching?'
- Target group
Research can promote student learning when university teachers explicate research through teaching (e.g., Healey & Jenkins, 2009). Teachers can explicate research in teaching in multiple ways. For example, by creating student motivation for research, incorporating current research in teaching, modelling critical reflection on research findings or providing students with a research experience (Visser-Wijnveen, van der Rijst, & van Driel, 2016). Strengthening the role of research in teaching is central to this module. The guiding question to which you formulate an answer during the module is 'How can I foster student awareness of research in my current teaching?'
Guiding principle of the module
The module aims to foster university teachers’ awareness of the role of disciplinary research in their teaching. Therefore, we focus on individual research questions formulated by participants based on your their personal learning needs by using an inquiry approach to learning. In the context of this module inquiry refers to a feasible, descriptive, small-scale and mainly qualitative educational research study conducted in teaching practices. During the meetings you will define a research question, choose appropriate instruments and share forthcoming insights with other participants under guidance of the trainer. Examples of research questions are:
- How do I motivate students to complete their thesis?
- How to create research subjects or academic skills practical that are appealing to students?
- How can I use my own research in lectures and work groups to promote student learning?
- How can I let students do research in my course?
The module will consist of three afternoon sessions during 10 weeks.
Meeting 1: Clarifying the research question
Participants formulate their research question based on existing student evaluations, student results, personal experiences and / or experiences of colleagues. In preparation for the first meeting, participants gather available information on this from various sources, including students. During the meeting we will define the questions and participants will receive literature suggestions and ideas for a research design. Participants help each other in small groups by sharing their insights on the brought material and by asking clarifying questions.
Meeting 2: Plan of action
The aim of the meeting is to create a plan of action regarding (1) the way in which participants gain deeper insight into the role of research in their teaching (data collection; which sources or instruments can you use?); (2) how they will analyze the data and (3) how they will share the insights they have gained with colleagues on the basis of a product (video, poster, presentation). After the meeting, participants work out their plan including the required materials. They receive written feedback from the trainer before they start collecting data.
Meeting 3: Analysis of the results
Participants take the collected data and preliminary results to the meeting. They share and learn from their experiences in small groups and start working on further analysis and interpretation of the data. They also make their plan for dissemination even more concrete.
After meeting 3: Disseminate findings
After meeting 3, insights are shared with the other participants, the trainer and colleagues within their own department or institute on the basis of products (poster, video, report, etc.). In addition, participants inform each other and the trainer about how the dissemination went on the basis of their answer to the following questions:
- How did the dissemination to colleagues go?
- What were the most important insights for you and your colleagues?
- How can you change your education based on your findings?
- Participants formulate a research question aiming to strengthen the role of research in teaching based on their learning need or a problem in teaching practices.
- Participants formulate an answer to this research question by reflection on course materials and student experiences which teachers collect in their own practice.
- Participants share gained insights with colleagues in the module and beyond, for example, in their department, online, during a meeting with teachers or educational conference.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York, UK: Higher Education Academy.
Visser-Wijnveen, G.J., van der Rijst, R. M., & van Driel, J. H. (2016). A questionnaire to capture students’ perceptions of research integration in their courses. Higher Education, 71, 473-488.
- For Leiden University and LUMC staff: €375
- For other participants: €525