How can teaching and research benefit from each other?
What are good practices in facing challenges of professional education relating to innovative content?
How can joint initiatives such as applications for Horizon2020 or Erasmus+ be more successful based on a stronger educational narrative?
These are some of the questions that we would like to explore with you during the CARPE Teacher HUB session on Wednesday, October 23rd. When it comes to professional education the possibilities for collaboration and mutual learning in CARPE are yet to be fully exploited.
During the session, we will focus on the following four levels of combining teaching and research:
A. Research: Students are involved in teachers’ own ongoing or planned research projects, for example as part of a course or a Bachelor/Master’s Thesis. The research project determines the way in which students can be involved (for example, whether they are able to carry out relatively small research projects on their own or take part in the research process by working on defined tasks at certain stages of the research process).
B. “Research Learning”: Courses are designed or developed in such a way that students go through the entire research cycle as independently as possible. Essential steps are selection of topics and questions, design of the research, carrying out the research, interpretation and evaluation of results as well as their publication. Not all steps need to be taken with the same intensity. Teacher can focus on defined process steps. This level fundamentally changes the structure of the course. The research in this context is much less complex than that in level 4.
C. Practicing and reflecting on research: Elements of the research cycle are integrated into existing courses. This allows students to practice and reflect on the use, application, and handling of research questions, methods, processes, and/or results. The research process itself may be the subject of the course, e.g. in a methodology course, or students use thematically appropriate research questions and results in order to work on their own, for example to develop their own scientific questions or write a paper.
D. Addressing research topics: In existing courses, teachers address research questions, methods, processes and/or results by, for example, presenting information or discussing with students. The structure of the course is not changed.
Together we will look for answers e.g. to the following questions:
- How to involve large groups of students in research projects?
- How to get students interested in joining research projects?
- How to help students design their own research?
- How to keep students involved and reduce teacher workload?
- How to divide big research projects into smaller tasks?
We also invite you to share your experiences, learn from others and contribute your questions, practices and perspectives. In addition, we will provide for some unexpected meetings that could spark unforeseen collaborations!
How to apply?
If you are interested in attending the CARPE Teacher HUB session on Wednesday October 23rd, please share your ideas writing an email to the contact person in your university and writing [Teacher Hub] in the subject. In the textbox you can introduce yourself and tell what kind of best/bad experiences you could share with the other participants and/or what kind of questions related to combining teaching and research you would be interested in discussing.
Hamburg University of Applied Sciences: Ellen Pflaum
University of Debrecen: Timea SZUCS
Polytechnic University of Valencia: Jose V. Benlloch-Dualde