Some Queen's examples
Below are some examples of how teaching and research have been linked at Queen’s and how these map on to the Healey and Jenkins (2009b) matrix. If you know of other examples that may be shared with colleagues please contact Linda Ryles, Centre for Educational Development.
In this Level 1 module the coordinator required the students to do the following:
1. Attend a session with the subject librarian (research-oriented).
2. Complete questions that were based on an existing article (research-led).
3. Investigate and present back on issues raised by one article (research-based).
4. Question and debate the issues in the tutorial (research-tutored).
Students are tutored in giving presentations.
This Level 1 module engages students in all four ways:
1. The lectures and tutorial materials provide students with information about current research and knowledge in the subject (research-led).
2. The tutorial online journal entries are expected to identify key themes, arguments and points of interest with controversial or contested points identified. Where popular media is used there should be a contrast of the themes and ideas presented with that in the academic literature. These journal entries are uploaded on QOL for the whole tutorial group to see. Students are expected to talk about their ideas in the tutorial (research-tutored).
3. The week 8 tutorial addresses the broader historiographical issues linked to the ideas explored in the first part of the course. Small groups within each tutorial choose a theme/idea (related to the one of those covered in the lectures) which they can develop into a public history project and presentation. This is followed in week 9 with lectures on developing a project. (research-oriented).
4. Students work on their group projects under the guidance of the tutor. Students develop a project proposal for a public history project. Each group also makes a presentation (research-based).
The Group Project membership is the tutorial groups that students were assigned to in Year 1 with their tutor.
The group project part of this Level 2 module runs in parallel with the methods part (quantitative and qualitative methods). Students are expected to make use of appropriate methods in the analysis of the data collected for the group project (Research-oriented).
Towards the end of Semester 1, the students individually generate ideas for a project. These are presented to the group, the pros and cons of each are discussed and each group decides, with supervisor guidance, which project will be taken forward. They seek ethical approval, generate the data, analyse the data and come to conclusions The work is assessed by a group poster, a group presentation in a student conference, an individual report written as a scientific paper (of up to 5000 words), tutor and peer evaluations. (Research-based).
Throughout Semester 2, groups meet with their tutors at least fortnightly. Students are given lectures on poster design and oral presentations.
This Level 2 project was a partnership between Belfast Healthy Cities, the Centre for Excellence in Interprofessional Education, the School of Planning, Architecture and Civil Engineering and the School of Medicine, Dentistry and Biomedical Sciences. Other external agencies have included the highway authority, City Council and Belfast Hills Partnership (waste management). Project topics varied from year to year.
- Weeks 1 and 2 introduction to the project, site visits, planning and health issues including Health Impact Assessment
- Week 3 discussion of themes, allocation of groups and scoping of research tasks
- Week 4 completion of plan of action, facilitated and individual group work
- Weeks 5 and 6 independent and facilitated group work
- Week 7 interim presentations, progress and resolution of problems
- Weeks 8 to 10 independent and facilitated group work
- Week 11 final preparation and presentation s
- Week 12 conclusion, feedback and evaluation
The assessment for this project is:
- Written report 50%
- Presentation 30%
- Reflective commentary 20%
The presentations were to a group of key stakeholders.
As part of the group work students were required to keep formal minutes with the role of chair and minute taker circulating through the group, thus developing skills in project management and other valauble work-related skills. These could be used to adjust marks if necessary. Further information about this project can be found in Ellis, G et al. (2008) A new concept of Interprofessional Education in Planning Programmes: Reflections on Healthy Urban Planning Project, Journal for Education in the Built Environment 3:2, 75-93
This example would fit into the research-oriented and research-based categories in Healey and Jenkins (2009b).