Integrating Teaching and Research Robin Barry Joanna Gadsby

Integrating Teaching and Research Robin Barry Joanna Gadsby Stephen Mang Shuyan Sun Sarah Chard Matthias Gobbert John Shumacher Meilin Yu

What does integrating teaching and research mean? Bringing experiential aspects of doing research into educational settings Ensuring students engaged in faculty research receive appropriate instruction

Illustrating course material by describing a study Student research project

Why would faculty want to integrate teaching and research? • Facilitate learning • Provide experiential, hands-on learning • Increase own research productivity or knowledge • Integrate faculty roles: teaching, research and potentially service

Integrating Teaching and Research • Strategies used, challenges faced, shared solutions • Reviewed research and “best practices” • Deliverable: FDC workshop/seminar

Challenges and Answers • I do not have the time » reduce all or nothing thinking, consider bringing research into 1 lecture » may recruit students for lab, giving you more time

Challenges and Answers • I teach a class which has little connection with my research expertise » Involving research may inspire new research ideas related to your expertise

Challenges and Answers • I have too much to cover! Lecture based on text is necessary! » Avoid the tyranny of coverage. Select 1 -3 learning outcomes to students to learn and be successful in a short class period

Concrete Examples and Toolkit • Student-designed research projects as part of laboratory courses – Intermediate assignments • Assign students to create Wikipedia entries for current topics in the field that are too new (or too niche) to have existing pages • Standardize and spell out as much of the independent research experience as possible – Syllabus for independent study experiences that may or may not lead to publication

Annotated Bibliography • Across countries, teaching/research "coupling“ accessible mainly to most advanced, able and privileged students. • Integrating research and teaching is central to constructivist/active learning approaches & preparing students for the "knowledge" economy • Expand teaching that is grounded in research Jenkins, A (2001)

Annotated Bibliography • Students contribution to faculty research output is more likely when curriculum is designed to include inquiry-based processes, instead of pure focus on knowledge acquisition Horta et al. , 2012.

Annotated Bibliography • Research project in a lab-based setting: comparing student project to faculty project • Students felt a greater sense of ownership when they developed their own research project • Student perception of instructor's teaching and expertise was better when students contributed to faculty research project • Learning outcomes did not differ Witesman, 2012