When: Wednesday 28 January 2015 (week 4) 12.30-2.00pm [Lunch available from 12.15]
Where: Room HG21, Heslington Hall
Who: Zoe Handley and Lynda Dunlop, Education; Jenny Gibbons, York Law School; Ruth Mewis and Cecilia Lowe, Learning Enhancement Team, Academic Support Office
With a growing emphasis on evidence-based practice and policy across disciplines, the development of strong research skills is becoming increasingly important for undergraduates. It is, however, widely acknowledged that research skills modules are some of the least well-received modules on undergraduate programmes. Research skills can therefore be a challenge to teach.
In response to this, as part of the Higher Education Academy Strategic Enhancement Programmes strand focusing on Engaged Student Learning, a team of tutors in the social sciences with the help of the learning enhancement team are conducting a review of research methods teaching at York and setting up a forum to share practice in this area. In this workshop you will learn about the work we are already doing in this area and our plans for the project. The workshop is also an opportunity to develop your support networks in this challenging area by meeting other staff engaged in research methods teaching from across the university.
In order to facilitate discussions, attendees are encouraged to bring along copies of research skills module outlines.
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When: Monday 17 November 2014 (week 8) 12.30-2.00pm
Where: Room HG09, Heslington Hall
Who: Ted Hewitt, Department of Health Sciences
Engaging students with research has often been difficult particularly in nursing for a number of reasons. Primarily because the starting point has usually been a series of lectures describing the main methods employed in health care research making it difficult for the students to make the links to real research. The recent development of a module required the students to engage with the evidence to answer a clinical uncertainty. This produced a way of making the research relevant and also required the students to develop an evaluative understaning of the research methods used in the evidence they presented.
Within this new module the students were required to find an uncertainty from practice, devise an answerable question (along the lines of a research question), find relevant evidence from a range of sources and synthesise this to answer the questions, offering appraisal of this evidence and the continuing uncertainty that may exist. In doing this the students were supported in seminar groups to develop a poster that would ultimately be presented as the summative assessment for the module.
This workshop will consider ways of engaging students actively in exploring research and evaluation of research methods and the evidence produced. To achieve this, participants will explore the learning expected of their students and how current approaches might be adapted to achieve an active engagement. It is suggested that participants bring along module descriptors or research learning outcomes associated with their programmes to aid this exploration.
The most recent version of the magazine, edited by Paola Zerilli, focusses on Supervising Independent Work. The articles include subjects such as final year projects, Law School Clinics, Group research projects, Becoming a researcher, Supervising international students and Masters students’ views on independent work and supervision.