Position statement on Research and Practice Led Teaching

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projects or approach however it would be beneficial to give them a range of suggested options to choose from. It is envisaged that these are introduced at the RPLT event. School/discipline based research/practice-teaching initiatives 6 1. Research Week – projects based around showcasing staff and student research/practice to other students over a week within each School 2. Develop student understanding of the role of academics as researchers through enquiry based learning, research projects, giving students opportunities to work with research centres, practitioners or on research projects. Institutional initiatives 3. Make an extended period of personal research usually in the form of a dissertation or project mandatory in each undergraduate degree programme. 7 This is the current policy in the School of Humanities where all students (including Joint Honours) are required to do a dissertation. However, within other parts of the University it is possible for students to opt out of a dissertation usually if they are studying two subjects. 4. Include a research/practice-led teaching linkage criteria in the Distinguished Teaching Award nomination and selection criteria. 5. Include research/practice-teaching criteria in promotion, probation and performance review, peer review of teaching and peer mentoring 6. Include research/practice-led teaching in the Learning, Teaching and Assessment Strategy and ensure targets (those indicated above in the first year) are included 7. Include research/practice-led teaching in the University’s Research Strategy and Strategic Plan 8. Include research/practice-led teaching in staff training events such as the Teaching in Higher Education Certificate. Quality Assurance and Enhancement 9. Include research/practice-led teaching in Internal Audit, Periodic Review and AMMP 10. Include research/practice-led teaching in module feedback questionnaires and in institutional questionnaires e.g. Omnibus 11. Ensure consideration is given to research/practice-led teaching in the creation of new modules and programmes Action of the Learning and Teaching Committee The Committee is asked to endorse the position <strong>statement</strong>, and in particular the timetable for development of an institutional policy <strong>statement</strong>. Phil Brophy Quality Office January 2009 6 There are a considerable number of examples of linkages in subject areas in Jenkins, Healey and Zetter, Linking teaching and research in disciplines and departments, HEA, April 2007 available to download or order from the HEA - http://www.heacademy.ac.uk/assets/York/documents/LinkingTeachingAndResearch_April07.pdf 7 This is compatible with most subject benchmark <strong>statement</strong>s although most do not require it. 4
Further Reading Alan Jenkins and Mick Healey, Institutional strategies to link teaching and research, HEA, 2005 Alan Jenkins, Mick Healey and Roger Zetter, Linking teaching and research in disciplines and departments, HEA, 2007 Mick Healey and Alan Jenkins, Case Studies of linking discipline-based research and teaching in disciplines, departments, institutions and national systems, May 2008 The University of Sydney policy on research-enhanced learning and teaching, University of Sydney, 2006, http://www.itl.usyd.edu.au/RLT/usydproject/policy.htm Acknowledgements I am grateful for the input of my colleagues to an initial draft of this document. 5
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Position statement on Research and Practice Led Teaching

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