Induction for new interns and workshop for all interns about RIT

1. Graduate Interns:
Research Informed Teaching
@solentlearning
@tansyjtweets
Tansy Jessop, SLTI
24 October 2017

2. Think back to your undergraduate
experience of research
Individually, write down words in response to each question
below (one word per card):
• What words spring to mind when you hear the word
research?
• What feelings does the word research arouse in you?
• Write down your own definition of research
• Think of one example of research you were involved in that
makes you smile (and that you are prepared to share!)

3. A brief history of Research Informed
Teaching

4. Medieval Universities in Europe
(1100 to 1500)

6. It is a peculiarity of the
institutions of higher learning
that they treat learning as
not yet completely solved
problems, remaining at all
times in a research mode…
Schools, in contrast, treat
only closed and settled
bodies of knowledge
(Humboldt's Programme for
University of Berlin 1810)
Birth of the modern university

7. The irony

8. So what is Research Informed Teaching
(RIT)?
Go to www.menti.com and use the code 22 67 04
Write down three phrases or words which sum up
RIT in your mind

9. So what is RIT?
Teachers active
Students activeIt’saboutcontent
It’saboutprocess
Research-tutored
Research-orientedResearch-led
Research-based
(Healey 2005)

10. Example 1: ‘Research-tutored’
https://vimeo.com/214664726

11. Example 2: Research-based
https://vimeo.com/214664656

12. RIT fusion plus:
the virtuous circle
Research informs
teaching
Action research
Scholarship of
teaching
Evidence-informed
practice
Teaching informs
research
Preparation drives
research
Student fire new
questions and angles
Research
assumptions refined

13. 2 x Solent students
Posters in Parliament
17 x students at BCUR
Watch this space:
Sheffield April 2017

14. Jigsaw activity
• In twos each takes one area (I’ll allocate). Together
try to make sense of it with what you know
• I’ll rejig groups for each person to piece together
the jigsaw

15. Why do RIT?
By confronting students with uncertainty, ambiguity,
and conflicting perspectives, instructors help them
develop more mature mental models that coincide
with the problem-solving approaches used by experts.
William Perry 1981

16. Why bother with RIT?
• Self-confidence
• Independence in learning
• Increasing epistemological sophistication
• Entry into discipline research cultures
• Collegial relations with academics
• Improved grades
• Enhanced metacognition
• Increased engagement
• Employability skills
(Levy 2012)
Benefits to students in the following areas:

17. References
Brew, A. 2003. Teaching and Research: New relationships and their implications for inquiry-
based teaching and learning in higher education, HERDSA. 3-18.
Brew, A. 1999. Research and teaching: Changing relationships in a changing context, Studies in
Higher Education, 24:3, 291-301.
Collini, S. 2012. What are Universities for? London: Penguin Books.
Elton, L. 2001. Research and Teaching: Conditions for a positive link, Teaching in Higher
Education, 6:1, 43-56.
Hattie, J. and H.W. Marsh, 1996. The Relationship between Research and Teaching: A Meta-
Analysis. Review of Educational Research, 66(4), 507-542.
Healey, M. and A. Jenkins, 2009. Developing undergraduate research and inquiry.
York: Higher Education Academy.
Healey, M., 2005. Linking Research and Teaching: disciplinary spaces In R. Barnett, ed, Reshaping
the university: new relationships between research, scholarship and teaching. Maidenhead:
McGraw-Hill/Open University Press, 30-42.
Jessop, T and Wu, Q. 2016 Debunking common myths about RIT. Dialogue Journal.