research informed teaching dr phil porter lti teacher/senior lecturer in physical geography school...

Research informed teachingResearch informed teachingDr Phil PorterDr Phil Porter

LTI Teacher/Senior Lecturer in Physical GeographyLTI Teacher/Senior Lecturer in Physical GeographySchool of Life SciencesSchool of Life Sciences

Teaching

Research

““Research and teaching are essential and Research and teaching are essential and intertwined characteristics of a University”intertwined characteristics of a University”dfes Research Forum (2004)

Links have to be defined and developed, not left to chance

Why integrate research?

• Research defines us as a University

• Students have a right to expect research informed teaching

• Shows real-world relevance/practical application

• Teaching students to be enquiring/research based is essential:

“…the changing world to be faced by today’s students will demand unprecedented skills of intellectual flexibility, analysis and enquiry”. Jenkins et al., 2007.

• Inspiring and enthusing students

Modes of research in HEModes of research in HE

RESEARCH-LED: curriculum structured around subject content/staff res.

RESEARCH-ORIENTATED: greater emphasis on teaching of specific research skills

RESEARCH-BASED: curriculum based around inquiry-based activities

RESEARCH-INFORMED: teaching/curriculum draws consciously on inquiry into the teaching and learning process

Do good researchers make good teachers?Do good researchers make good teachers?

Do good teachers make good researchers?Do good teachers make good researchers?

Barriers to integration

• Subject complexity

• Not research active

• RAE?

• Polar divide

• Time?

• Attitude

Bring data and findings from staff Bring data and findings from staff research into the curriculumresearch into the curriculum

Batura glacier temperature & discharge

0

2

4

6

8

10

12

14

16

175.5 176 176.5 177 177.5 178

Decimal day 1999

Tem

per

atu

re (

deg

s. c

enti

gra

de)

21.2

21.4

21.6

21.8

22

22.2

22.4

22.6

22.8

Time series analysisCross correlation

Hypothesis testingExample: average monthly gym attendance

GROUP 1: 40-60 year olds

GROUP 2: 20-39 year olds

“Is there a statistically significant difference in average monthly gym attendance between the two age groups over a 6 monthperiod?”

Developing student appreciation of Developing student appreciation of research in the disciplineresearch in the discipline

Development of specific research skillsDevelopment of specific research skills

Using assignments which involve Using assignments which involve elements of the research processelements of the research process

1. Use of field instrumentation

2. Collection of field data

3. Analysis of field data

4. Interpretation of results

5. Application of results to specific research questions

6. Discussion of results with reference to research literature

Teaching & learning methods that Teaching & learning methods that stimulate researchstimulate research

Working alongside staff on Working alongside staff on research projectsresearch projects

Pitch it at an appropriate level!Pitch it at an appropriate level!

Make research accessibleMake research accessible

Use technology!

2008 Technology in Blended Learning Seminar

Thursday 13th November 2008

College Lane LRC

Sediment diffusivity: D = x 2

(2wt 2)

Integraltransducer

Bore-holetransducer

X

W

t

Meltwater flowpaths

Degraded permafrostDegraded permafrost

Snowpack

GlacierGlacier

RIT enthuses and inspires our students……& the results are mutually beneficial.