(Re)Connecting Research and Teaching: Generating New Knowledge and Adopting Changing Pedagogies
July 3rd, 2023 (GMT+1)
- Higher Education
- Teaching and Learning
Dr. Nafhesa Ali is a Lecturer in Sociology at Northumbria University and is an interdisciplinary Sociologist with expertise in the everyday lives of racialized and minority communities. Nafhesa's interest includes ageing, migration, relationships and environmental sustainability. Her forthcoming book titled Older South Asian women's experiences of ageing in the UK: Intersectional feminist perspectives will be published with Palgrave Macmillan in December 2023. Nafhesa's previous publications include two edited books, Storying Relationships (2021) and A Match Made in Heaven: British Muslim Women write about Love and Desire (2020) and journal publications in Sexualities, Ethnicities, Ethnic and Racial Studies and Cultural Geographies.
Motivations for research-led teaching have centered around widening perspectives and encouraging critical thinking, through both theoretical and lived perspectives. With a continued push for Higher Education (HE) to integrate and connect empirical research that informs teaching and learning, this workshop aims to showcase the ways in which lecturers, professors, researchers, and other academics, have adopted research-led teaching in their own practice. The workshop will draw upon examples that include innovative approaches in which empirical and vocational research seeks to inform pedagogy.
The workshop seeks to explore at how empirically informed teaching creates increased space for Equality, Diversity and Inclusion (EDI) in the classroom, and benefits teaching content and learning materials available to students. Discussions around the importance of connecting research and teaching will reify knowledge around the need to advocate research-led teaching that informs, and contributes to, excellence in HE pedagogy and building dialogue between students and educators.
The challenges in teaching and learning, for both educators and learners, in HE is that there is the need to extend sociological and philosophical ideas to one that draws in and connects real world empirical research to allow both teachers and students to generate new knowledge and adapt to the changing environments in which pedagogy takes place.
For many years the challenges in the academy have been that the bodies of thought and perspectives used in education promoted essentialist views of understanding and knowledge. A key example has been the widening of HE curriculums to include optional or compulsory gender, race and ethnicity and/or sexuality modules. Whilst teaching has become more inclusive, and more so in selected areas, and research agendas have extended diversity in scholarship the methods we use as educators need to be examined.
With an increasing demand for academics in HE institutions to perform to the tasks of both teaching and research, the ways in which we teach but also what, and how, we teach can benefit from research-led and/or research-based pedagogy. Moreover, for students to recognise that they are taught be experts in their field adds to teaching excellence institutions can provide to their students.
Scope and Information for Participants
The workshop has two aims. First, to explore the tensions of research-based pedagogy in a panel discussion with academics who are applying research-led teaching (or not) in their own teaching. This discussion will draw attention to the ways in which research and teaching are often seen as separate entities. Here, panel members will look to address both the challenges and benefits of research-led pedagogy. Second, workshop facilitators and participants will actively share their own experiences and reflections of research-led teaching, as students or teachers in a 'speed-dating' style roundtable session. Here, workshops participants will be able to share their own experiences of receiving or facilitating research-based and/or research-led learning. The outcome of the workshop is to bridge anxieties about the connecting research and teaching, but to also engage students in becoming inquisitive learners and give teachers (academics) the confidence to adopt creative ways of teaching, and learning, through research-led pedagogy.
Northumbria University, Sutherland Building, Northumberland Road, Newcastle-upon-Tyne, NE1 8ST, UK
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