|
Example 1
evidence based practice materials
Example 2
building group work skills
Example 3
building research communities
Example 4
project based learning activities
Example 5
research and teaching: an intrinsic link
Example 6
the link between cultural identity and research
Example 7
An inextricable link - theory into practice
Example 8
Teaching connoiseurs of research
Example 9
Exploiting the link in course design
Example 10
innovative practice linking engineering methods and principles to constructing
a winning product
Example 11
research and links to critical pedagogy
Example 12
Four examples to promote the synergy in history
Example 13
Students' perspective on linking research and teaching
Example 14
Two students'
perspectives
|
 I
automatically integrate things especially when I see inefficiencies in
both the teaching and research program
Linda teaches a 3rd year research skills program within the Nutrition
degree, building students' skills so that they may continue on to 4th
year and on. Professional workers in the field also participate in short
term research courses. Her teaching corresponds with her work in the
Smart Food Centre which conducts research at the University.
View Linda's Powerpoint presentation,
deliverd at the Symposium
The links
- Students work as part of a team on actual research projects that
are being conducted within the Smart Food Centre. Students learn how
to work as part of a multi disciplinary team and have the opportunity
to identify themselves as researchers
- Participants' research projects and proposals are based around the
Centre that can then be followed through by Linda and her colleagues
for publication and/or as case studies for teaching purposes
- Students' work is often combined and written up for publications
- Linda uses her own research as examples of research methodologies
- The structure of the courses has generated a lot of PhD students
who now teach/coach/mentor students in the undergraduate program
- The research program provides the funding for the PhD students who
have come this far because of the teaching programs
Difficulties
Linda notes that students are already in 3rd year and have been taught
to learn in the traditional teacher-directed mode so that they find
it hard to learn how to challenge and critique. However, she thinks
that by the end of her course, they do understand that knowledge is
generated in different ways and the different positioning that takes
place.
Teaching philosophy
Learning is an individual experience with her role as facilitator.
She notes that students need to work things out for themselves but they
need structures and examples to support their learning.
The structure
The program is built around two semesters, first students learn how
to write a proposal, then they actually carry out a mini research project.
The skills they learn prepare them for 4th year and postgraduate work.
Skills development
- Work on problem identification
- Complete a literature review to learn how to understand and speak
the scientific language and to see where the gaps are and the kinds
of methods used
- Identify and select appropriate method
- Collect data and write up conclusions and recommendations
- Use PowerPoint to make formal presentations to an invited audience
of professionals
- Write an abstract with the same requirements as for the Dieticians
Association
- Learn mentoring skills as PhD students coach undergraduates
next example
|
