Title: Innovations in Undergraduate Research and Honors Education Proceedings of the Second Schreyer National Conference
Abstract: The chapter starts by posing a range of questions re teaching/research relations and, in particular, asks whether such is only for selected students in elite/wealthy institutions. The issues are complex and before considering the evidence some of this complexity is discussed-for our answers to the chapter's central questions depend in part on how we 'define' 'undergraduate research' or 'linking teaching and research.' The arguments, including research evidence that undergraduate research should be for selected students, are then presented, including a major review of the research which concludes that the 'common belief that teaching and research are inextricably intertwined is an enduring myth.' Then such questioning views are countered by arguments and evidence from recent research that suggests more positive relations between teaching and research. Other factors are considered including the view that universities should develop all students' understanding of the 'supercomplexity' of the world being continually reshaped by research. In conclusion I present my current attempts to answer the questions posed in the introduction--in particular, outlining ways and the extent to which research-based learning can be extended to all students (and staff) in higher education. Schreyer National Conference; Innovations in Undergraduate Research and Honors Education: Join the national dialogue on honors education and learn about-integrating Teaching and Research (and) Models ofUndergraduate Research. (Brochure announcing the 2001 Schreyer Conference). We must conclude that the common belief that research and teaching are inextricably intertwined is an enduring myth. At best, research and teaching are very loosely coupled.. The strongest policy claim that derives from this meta-analysis is that universities need to set as a mission goal the improvement of the nexus between research and teaching... The aim is to increase the circumstances in which teaching and research have occasion to meet, and to provide rewards not only for better teaching or for better research but for demonstrations of the integration of teaching and research. Hattie, J. and Marsh, H. W. (1996, pp 529-533) (emphasis added). INTRODUCTION AND CENTRAL QUESTIONS Is student research and research-based student learning for all students at all higher education institutions or are such just for elite students (and elite staff) in selected institutions? This is the central question or rather questions addressed in this paper. For are student research and research-based learning one and the same thing, and can one have research-based learning
Publication Year: 2004
Publication Date: 2004-01-01
Language: en
Type: article
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Cited By Count: 2
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