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The research teaching nexus in the computing disciplines: a comparative survey

The research teaching nexus in the computing disciplines: a comparative survey
The research teaching nexus in the computing disciplines: a comparative survey
Many institutions make claims in strategy documents and official publications that students will receive an education which is research-led, research-informed, or guided by the scholarship of teaching and learning. Academics who teach regularly experience at first-hand the sometimes conflicting demands of research, teaching and supporting learning. Curricula guidelines are unlikely to help in developing any sophisticated understanding of ways in which research and teaching can be symbiotically applied, since such guidelines most typically deal with the content rather than the educational process experienced by our undergraduates. For these reasons an academic’s understanding of the research teaching nexus is more likely to be informed by their own workaday experience of designing and delivering educational experiences than from an analysis of the students’ perspective. If academics in the computing disciplines are to effectively deliver on their institutional missions to be scholarly, research-led or research-informed in their educational approaches, a clearer understanding of the possible meanings and implications of these terms in the context of the typical computing curricula would be of assistance. This paper presents and analyses the results of a survey conducted at two Universities which sought to identify how far their undergraduate curriculum was informed by research. This data is presented alongside qualitative data gathered from academics which explores their attitudes towards, and understanding of, the various terms commonly used to describe a research-informed approach to education in the computing disciplines.
CS Curricula, CS Education, Research-Informed Curriculum, Research-Led Teaching, Research Teaching Nexus
White, Su
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Irons, Alastair
88d60718-e8db-4a65-98d4-1af02a3e8db9
Kefalas, Petros
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Sotiriadou, Anna
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McGettrick, Andrew
e1db2f5d-8c41-4a1a-a1b2-101717ed33f4
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Irons, Alastair
88d60718-e8db-4a65-98d4-1af02a3e8db9
Kefalas, Petros
27fe6e38-5908-4ce2-bf78-d9109b845af1
Sotiriadou, Anna
00ec72f1-5cf0-46d5-95a1-ae844d240547
McGettrick, Andrew
e1db2f5d-8c41-4a1a-a1b2-101717ed33f4

White, Su and Irons, Alastair (2007) The research teaching nexus in the computing disciplines: a comparative survey. Kefalas, Petros, Sotiriadou, Anna and McGettrick, Andrew (eds.) IEEII07 Informatics Education Europe II, Thessaloniki, Greece. 29 - 30 Nov 2007.

Record type: Conference or Workshop Item (Paper)

Abstract

Many institutions make claims in strategy documents and official publications that students will receive an education which is research-led, research-informed, or guided by the scholarship of teaching and learning. Academics who teach regularly experience at first-hand the sometimes conflicting demands of research, teaching and supporting learning. Curricula guidelines are unlikely to help in developing any sophisticated understanding of ways in which research and teaching can be symbiotically applied, since such guidelines most typically deal with the content rather than the educational process experienced by our undergraduates. For these reasons an academic’s understanding of the research teaching nexus is more likely to be informed by their own workaday experience of designing and delivering educational experiences than from an analysis of the students’ perspective. If academics in the computing disciplines are to effectively deliver on their institutional missions to be scholarly, research-led or research-informed in their educational approaches, a clearer understanding of the possible meanings and implications of these terms in the context of the typical computing curricula would be of assistance. This paper presents and analyses the results of a survey conducted at two Universities which sought to identify how far their undergraduate curriculum was informed by research. This data is presented alongside qualitative data gathered from academics which explores their attitudes towards, and understanding of, the various terms commonly used to describe a research-informed approach to education in the computing disciplines.

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More information

Published date: November 2007
Additional Information: Event Dates: 29-30 November 2007
Venue - Dates: IEEII07 Informatics Education Europe II, Thessaloniki, Greece, 2007-11-29 - 2007-11-30
Keywords: CS Curricula, CS Education, Research-Informed Curriculum, Research-Led Teaching, Research Teaching Nexus
Organisations: Electronics & Computer Science

Identifiers

Local EPrints ID: 264913
URI: http://eprints.soton.ac.uk/id/eprint/264913
PURE UUID: b7d5f0f3-9104-4f48-9afb-dc34b9ec623e
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275

Catalogue record

Date deposited: 03 Dec 2007 14:40
Last modified: 24 Sep 2020 01:34

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Contributors

Author: Su White ORCID iD
Author: Alastair Irons
Editor: Petros Kefalas
Editor: Anna Sotiriadou
Editor: Andrew McGettrick

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