Linking Teaching and Research in the GEES Disciplines:
A Guide to Key Reading
This annotated bibliography has been compiled by Mick Healey, LTSN-GEES Senior
Advisor for Geography and Joint Leader of the GEES Linking and Teaching Research
Project. Please send him (mhealey@glos.ac.uk)
details of additional references which can be added to this site.
Contents
General References
Below are a few key generic references on linking teaching and research.
A longer list is available at: www.brookes.ac.uk/schools/planning/LTRC/bibliog/bib-generic.htm.
For a more comprehensive list of references see Jenkins et al (2002).
Boyer, E L (1990) Scholarship Reconsidered: Priorities of the Professoriate.
New Jersey: The Carnegie Foundation for the Advancement of Teaching.
A seminal book which argues that the emphasis in US
universities on 'discovery research', has been at the expense of more integrative
scholarship and connecting research to student learning.
Brew, A (2001) The Nature of Research: Inquiry in Academic Contexts.
London: Routledge Falmer.
A study of the nature of the research and argues for
a much wider perspective as to what is research and discusses the implications
for teaching-research links.
Healey, M and Jenkins, A (eds) (2002) Focus: Linking research and teaching,
Exchange Issue 3
A collection of 10 short articles from some of the
leading authors on the subject, plus some mini-case studies. Available from
November at:
http://www.exchange.ac.uk/.
Jenkins, A, Breen, R, Lindsay, R and Brew, A (2002) Reshaping Teaching
in Higher Education: Linking Teaching and Research. London: Kogan Page
and the Staff and Educational Development Association
Presents a range of strategies with international
examples to strengthen teaching-research links that individuals, course teams,
departments / institutions and national systems can adapt. Also reviews the
research evidence.
Jenkins, A and Zetter, R (2002) Linking Teaching and Research in Departments.
York: Learning and Teaching Support Network Generic Centre.
Suggestions for those with department leadership roles
regarding research and teaching.
The Boyer Commission on Educating Undergraduates in the Research University
(1998) Reinventing Undergraduate Education: A Blueprint for America's
Research Universities. New York: Stony Brook State University of New
York.
Zubrick, A, Reid, I, & Rossiter, P (2001) Strengthening the Nexus
between Teaching and Research. Canberra: Department of Education, Training
and Youth Affairs.
How three contrasting institutions (research elite
University of Western Australia, regional/access led University of Ballarat,
and professionally led Curtin University) formulated strategies to strengthen
the nexus in the context of their particular institutional missions. Available:
http://www.detya.gov.au/highered/eippubs/eip01_2/default.htm.
Earth Science References
Healey, M (2001) Teaching and the RAE: Response to HEFCE (2000) Review
of Research 00/37, Planet Issue 1, 4-6.
This report, endorsed by the LTSN-GEES Subject Centre's
Director, Manager, Senior Advisors and Steering Group, argues that the need
to develop policies and practices for teaching to benefit from research are
largely ignored in the Research Review. Available:
http://www.gees.ac.uk/planet/index.htm#P1.
Lee, C (2001) Problem based learning: a personal view name and locate that
'town' (La Muskalah): A problem based learning (PBL) exercise in environmental
geology, Planet Special Edition 2: Case Studies in Problem Based Learning
(PBL), 10 -16.
Jarrett, O & Burnley, P (2003) Engagement in Authentic Geoscience Research:
Evaluation of Research Experiences of Undergraduate and Secondary Teachers, Journal of Geoscience Education, 50 (1), 85-90
This volume also contains many examples of geoscience research
experiences / partnerships with schools and the public. Although not focused
at HE students there are still many interesting ideas.
Huntoon, J, Bluth, G & Kennedy, W(2001) Measuring the Effects of a Research-Based
Field Experience on Undergraduates and K-12 Teachers. Journal of Geoscience
Education, 49 (3), 235-248
McQueen, K G, Taylor, G, Brown, M C B and Mayer, M (1990) Integration of
teachng and research in a regional geological mapping project, Journal
of Geological Education, 38, 88-93.
Staff and students at Canberra College of Advanced
Education have jointly been working on a regional geological mapping project
in southeastern Australia since 1985. Integration of teaching and research
has resulted in educational and financial benefits and has also produced a
new atmosphere of cooperation and achievement for the department as a whole.
Environmental Sciences References
Alexson, R G and Kemnitz, C P (2001) The World Bank scenario - A problem-based
learning activity in human geography and environmental science, Planet
Special Edition 2: Case Studies in Problem Based Learning (PBL), 25-26.
Problem-Based Learning (PBL) is a powerful and exciting
form of small-group, self-directed, and self-assessed learning that can be
used in virtually any discipline. This case study details the use of the World
Bank as the scenario for a PBL lesson that has been developed for use in Human
Geography and Environmental Science and could be adapted for use in many other
sub-disciplines. The lesson requires multiple class periods and work outside
of the classroom for acquisition of critical knowledge and development of
team participation skills to address a real world issue. Available:
http://www.gees.ac.uk/planet/index.htm#PSE2.
Belt, S (2001) Problem based learning (PBL) - A case study from environmental
sciences, Planet Special Edition 2: Case Studies in Problem Based Learning
(PBL), 17-18.
The use of case studies in the context of Problem-Based
Learning (PBL) is described. A rationale for the use of a problem-based approach
is given together with some key features that arise. Two case studies are
described briefly in terms of their relevance to an interdisciplinary subject
area (Environmental Sciences), their content, some operational aspects, and
their applicability in the teaching of key skills. Some positive features
of using this style of teaching are discussed with reference to student feedback
and tutor observation. In addition, the impact of using a problem-based approach
on, e.g. time and other resources, is also highlighted. These are considered
to be particularly relevant within the contexts of students' expectations
of teaching and assessment, demands on tutors' subject knowledge, and access
to information sources. Available:
http://www.gees.ac.uk/planet/index.htm#PSE2.
Blumhof, J, Hall, M and Honeybone, A (2001) Using problem-based learning
to develop graduate skills, Planet Special Edition 2: Case Studies in
Problem Based Learning (PBL), 6-9.
Healey, M (2001) Teaching and the RAE: Response to HEFCE (2000) Review of
Research 00/37, Planet Issue 1, 4-6.
This report, endorsed by the LTSN-GEES Subject Centre's
Director, Manager, Senior Advisors and Steering Group, argues that the need
to develop policies and practices for teaching to benefit from research are
largely ignored in the Research Review. Available:
http://www.gees.ac.uk/planet/index.htm#P1.
Hughes, P, Blair, D, Clear-Hill, H, and Halewood, C (2001) Local sustainability
and LA21: a vertically integrated research, learning & teaching activity, Planet, Issue 2, 5-7.
Outlines and evaluates the aims and practice of a local
sustainability project, which brings levels 1, 2 and 3 students on an Environmental
Studies degree at the University of Sunderland in small research groups to
work in collaboration with Sunderland City Council's Local Agenda 21 personnel,
and other local environment and development agencies. Available:
http://www.gees.ac.uk/planet/index.htm#P2.
Geography References
Abler, R, Adams, J S, Booker-Gross, S, Conkley, L, Fernald, E, Griffin, E,
Mercer, J and Moline, N (1994) Reconsidering faculty roles and rewards in
geography, Journal of Geography in Higher Education, 18(1), 7-18.
Report of a task force on the priority faculty accord
to teaching, research and public service.
Alexson, R G and Kemnitz, C P (2001) The World Bank Scenario - A problem-based
learning activity in human geography and environmental science, Planet
Special Edition 2: Case Studies in Problem Based Learning (PBL), 25-26.
Problem-Based Learning (PBL) is a powerful and exciting
form of small-group, self-directed, and self-assessed learning that can be
used in virtually any discipline. This case study details the use of the World
Bank as the scenario for a PBL lesson that has been developed for use in Human
Geography and Environmental Science and could be adapted for use in many other
sub-disciplines. The lesson requires multiple class periods and work outside
of the classroom for acquisition of critical knowledge and development of
team participation skills to address a real world issue. Available:
http://www.gees.ac.uk/planet/index.htm#PSE2.
Barff, R (1995) Small Classes and Research Experience for New Undergraduates:
a first-year seminar programme in a geography department, Journal of
Geography in Higher Education, 19(3), 299-305.
This paper describes the history and evolution of the
First Year Seminar at Dartmouth College and the special qualities that Dartmouth's
programme offers its incoming class. These limited-enrolment classes act as
antidotes to the large class typical of many first-year courses. They also
intensify the intellectual experience of the first few terms at university.
The First Year Seminar provides all incoming students with a course early
in their degree programme that involves independent written research, small-group
discussion, regular and rapid feedback and, frequently, oral presentation.
One of the main aims of this type of seminar is to offer a taste of the demands
and scholarship characteristic of upper-level courses. In terms of Geography,
students often arrive at North American universities ignorant of the discipline.
At Dartmouth, First Year Seminars serve a special function as a first exposure
to geography and as an important entry point into the Geography major.
Birch, W (1977) On excellence and problem solving in geography, Transactions,
Institute of British Geographers NS 2(4), 417-429.
An early article which examines how problem solving
can provide a link between research and teaching. Reference is made to the
debate on excellence in education and it is suggested that there is a need
for a broader, more comprehensive definition of the concept of excellence
within which the most general and basic concern is with problem solving. Some
aspects of the problem structure o geography are then examined and comment
is made on the extent to which we are achieving excellence in the terms in
which it is defined.
Bradbeer, J (1996) Problem-based Learning and Fieldwork: a better method
of preparation?, Journal of Geography in Higher Education, 20(1),
11-18.
This paper suggests that geographers could profitably
employ problem-based learning (PBL) in the preparation of students for field
classes. Following a brief review of recent issues and contributions to teaching
and learning on field classes, the paper examines the characteristics of PBL
and its application in other disciplines, especially medicine. It is argued
that PBL encourages active and deep learning in students and can readily be
applied to fieldwork preparation. A case study of such an application to a
second-year undergraduate field class is given.
Bryson, J R (1997) Breaking through the A-Level effect: a first-year tutorial
in student self-reflection, Journal of Geography in Higher Education,
21(2), pp.163-169.
The A-level experience of geography in the UK is often
structured around carefully written textbooks which provide comprehensive
'maps' to the discipline. Such a structured geography does not encourage sophisticated
critical faculties and results in what might be termed the A level effect.
Many of the learning outcomes of the first year of a degree programme are
designed to remove the impact of this effect. This paper describes a new first-year
tutorial designed to introduce students to techniques of self-reflection constructed
around a critique of their A level experience of geography. The argument is
that the introduction of reflective learning practices to first-year students
has an impact on their performance, transforming many passive student listeners
into proactive, enthusiastic learners.
Butlin, R A (ed) (1999) Teaching and research in Geography: An introduction,
Journal of Geography in Higher Education 23(3), 397-411.
Introduces a symposium on the complementary and conflicting
roles of teaching and research. Argues that a pluralistic view of the combinations
of teaching and research should be favoured and financially rewarded, given
the wide range of sizes, histories and missions of departments of geography
in the UK. Issues needing further debate and understanding include: the degree
of correlation between teaching and research and the role and value of pedagogic
research.
Chappell, A (2001) Challenging the teaching convention in geography using
problem-based learning: The role of reflective practice in supporting change,
Planet Special Edition 2: Case Studies in Problem Based Learning (PBL),
18-22.
Problem-based learning (PBL) is a student-centred learning
strategy that promotes a greater responsibility and motivation for learning
than conventional approaches in Geography. An introspective examination of
the rationale, requirement and implementation of teaching and learning was
conducted by several members of the Geography Division at the University of
Salford. This reflective practice was instrumental in the identification of
several pertinent difficulties that inspired the investigation and development
of a framework in which to tackle some of them. In addition to the importance
of student-centred learning in Geography, the PBL framework is believed to
be useful for reaching a compromise between training and education and to
ensure that fieldwork is integrated into the curriculum. An example of the
implementation of this framework is provided here for a module for level 3
undergraduate students. A brief discussion of the institutional constraints
on implementation is provided. Available:
http://www.gees.ac.uk/planet/index.htm#PSE2.
Cosgrove, D (1981) Teaching geographical thought through student interviews,
Journal of Geography in Higher Education 5(1), 19-22.
Describes a ten-week experimental final-year undergraduate
course on the history of post-war geographical thought. It consisted of student-led
interviews of the geography staff. The advantages and disadvantages of this
method are outlined.
Dwyer, C (2001) Linking research and teaching: a staff-student interview
project, Journal of Geography in Higher Education 25(3), 357-366
Describes a project used in the first-year curriculum
that requires students to interview a member of staff about their research
as a possible model to link research and teaching in the university. Through
a critical evaluation, which draws upon responses canvassed from students
and staff, the value of the project is assessed and its scope for application
within other institutions suggested.
Gardiner, V (1993) Teaching, learning and research - on the separation of
the indivisible, Journal of Geography in Higher Education 17(2),
180-186
Argues the case that the highest quality teaching and
learning cannot be sustained by staff not actively involved in scholarship
and research. Equally teaching and learning do not detract from, and often
enhance, the quality of research.
Hanson, S (2001) Teaching, research and lifelong learning, Journal
of Geography in Higher Education, 25(1), 110-112.
Responds to Jenkins (2000) and explores her belief
that students need to be involved in 'research as enquiry' in the USA.
Healey, M J (1997) Geography and education: perspectives on quality in UK
higher education, Progress in Human Geography 21(1), 97-108
Explores outcomes of the teaching quality assessment
exercise in geography in the UK and its relationship to the declining unit
of resource and the research assessment exercise.
Healey, M. (2000) Developing the scholarship of teaching in higher education:
a discipline-based approach, Higher Education Research and Development,
19 (2), 169-189.
Argues that the scholarship of teaching needs to be
developed within the context of the disciplines in which it is applied. Includes
exploration of the complementary nature of teaching and research and undertaking
discipline-based pedagogic research. The arguments are illustrated with respect
to the discipline of geography.
Healey, M (2001) Teaching and the RAE: Response to HEFCE (2000) Review of
Research 00/37, Planet Issue 1, 4-6.
This report, endorsed by the LTSN-GEES Subject Centre's
Director, Manager, Senior Advisors and Steering Group, argues that the need
to develop policies and practices for teaching to benefit from research are
largely ignored in the Research Review. Available:
http://www.gees.ac.uk/planet/index.htm#P1.
Hudson, R (1999) Reconciling the Competing Demands of Teaching and Research:
reflecting on the Durham experience, Journal of Geography in Higher
Education 23(3), 399-403.
Research and teaching can be seen either as competitive
or as complementary. The geography department at Durham can be thought of
as 'a research led department that teaches'. Nevertheless, it is a department
that remains strongly committed to excellence in teaching as well as research
and achieved the highest ratings for both teaching and research quality in
the most recent national assessments. Some of the ways in which teaching and
research have been made compatible and synergies created between them are
discussed in the article.
Jenkins, A (1995) The impact of the research assessment exercises on teaching
in selected geography departments in England and Wales, Geography,
80, 367-374.
Drawing on evidence from geography argues that the
RAE has encouraged the prioritisation of research over teaching and has had
negative impacts on the writing of textbooks and involvement in the Teaching
and Learning Technology Programme.
Jenkins, A (1998) Curriculum design in geography, Cheltenham:
Cheltenham and Gloucester College of Higher Education, Geography Discipline
Network. A HEFCE FDTL Project Guide.
Sets out a range of strategies for individual and course
teams to use when designing courses -including suggestions on how to link
with staff research interests.
Jenkins, A (2000) The relationship between teaching and research: where does
geography stand and deliver? Journal of Geography in Higher Education,
24, 325-351.
Many academics, including distinguished geographers,
believe in the close interdependence of teaching- and discipline-based research.
However, much of the considerable international research evidence questions
this close positive relationship. This research is analysed and then more
recent research reviewed which suggests that there can be productive relationships
between staff research and teaching, if teaching and research are conceptualised
in ways that enable them to be effectively linked, and if staff research is
'managed' to benefit student learning. Hence, geographers should design courses
and organise teaching and research to ensure that students benefit from (staff)
research. Also, as a disciplinary community we should research the nature
of teaching-research relationships in the discipline and the impact of our
practices and policies.
Johnston, R and Cooke, R (2001) Standing and delivering: views from the trenches,
Journal of Geography in Higher Education, 25(1), 113-117.
Responds to Jenkins (2000) and explores why they believe
that high-quality research and teaching are integral, inter-dependent aspects
of the function of a university: the creation and promotion of knowledge.
This is, however, a normative statement and depends on lecturers having sufficient
time and other resources to give to research and teaching, a situation they
accept is not the case now.
Lee, R (1992) Teaching versus research - a tale of the panda and the bread
fruit, Journal of Geography in Higher Education, 16(1), 3-5.
Argues on sociological grounds for a sybiosis between
teaching and research.
Robinson, G M (1999) Using TQA and the RAE as Management Tools, Journal
of Geography in Higher Education 23(3), 403-407.
The impacts of Teaching Quality Assessment and the
Research Assessment Exercises are considered for the School of Geography,
Kingston University, in terms of their role in shaping management strategies
for the development of greater synergy between research and teaching.
Speake, J (1999) Teaching, Learning and Research in Geography at Liverpool
Hope, Journal of Geography in Higher Education 23(3), 407-411.
The geography and environmental studies programmes
at Liverpool Hope were awarded an excellent in the 1995 Higher Education Funding
Council's Teaching Quality Assessment but staff did not enter the Research
Assessment Exercise for 1996. Subsequently the subject has been developing
an agenda for research and scholarship which encompasses subject content and
pedagogy. Tutors are encouraged to be reflective practitioners in their research
and teaching and to disseminate good practice in both.
Winchester, H P M (2001) The relationship between teaching and research in
Australian geography, Journal of Geography in Higher Education
25(1), 117-120.
Tentatively suggests from an examination of the Course
Experience Questionnaire findings used by Australian universities that there
is support for the classic view of the positive feedback loops between teaching
and research.
