Relating Research and Teaching: Learning From Experiences and Beliefs
Relating Research and Teaching: Learning From Experiences and Beliefs
The relationship between research and teaching has possible benefits and inherent tensions. Exploring the potentially beneficial relationship is of interest and possible value to faculty, students, and stakeholders. Much of the existing literature has described approaches using a vocabulary derived from the soft/applied social science fields of study, a view-point which may in some ways be problematic. This paper examines the relationship between research and teaching in the undergraduate curriculum from a perspective of the computing disciplines. It compares and contrasts evidence of the beliefs and experiences of faculty about the relationship between research and teaching. It presents and analyses the result of surveys which gathered data to explore their understandings inter-relationship of research and teaching; in the curriculum; and as it is delivered, and experienced in the lab, seminar room and lecture hall. This research builds on existing work developed in a preliminary study which examined ways in which synergies between research and teaching could be achieved, particularly in the ‘hard/applied’ areas of the curriculum. It analyses data from the ‘research-intensive’ and the ‘teaching-intensive’ institutions. Having identified typical activities in the computing disciplines, it places them in the context of existing theoretical models.
Computer science education, curriculum, research, teaching
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Irons, Alastair
88d60718-e8db-4a65-98d4-1af02a3e8db9
July 2009
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Irons, Alastair
88d60718-e8db-4a65-98d4-1af02a3e8db9
White, Su and Irons, Alastair
(2009)
Relating Research and Teaching: Learning From Experiences and Beliefs.
ACM ITiCSE '09 Annual Joint Conference Integrating Technology into Computer Science Education, Paris, France.
06 - 09 Jul 2009.
Record type:
Conference or Workshop Item
(Paper)
Abstract
The relationship between research and teaching has possible benefits and inherent tensions. Exploring the potentially beneficial relationship is of interest and possible value to faculty, students, and stakeholders. Much of the existing literature has described approaches using a vocabulary derived from the soft/applied social science fields of study, a view-point which may in some ways be problematic. This paper examines the relationship between research and teaching in the undergraduate curriculum from a perspective of the computing disciplines. It compares and contrasts evidence of the beliefs and experiences of faculty about the relationship between research and teaching. It presents and analyses the result of surveys which gathered data to explore their understandings inter-relationship of research and teaching; in the curriculum; and as it is delivered, and experienced in the lab, seminar room and lecture hall. This research builds on existing work developed in a preliminary study which examined ways in which synergies between research and teaching could be achieved, particularly in the ‘hard/applied’ areas of the curriculum. It analyses data from the ‘research-intensive’ and the ‘teaching-intensive’ institutions. Having identified typical activities in the computing disciplines, it places them in the context of existing theoretical models.
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Published date: July 2009
Additional Information:
Event Dates: July 6-9, 2009
Venue - Dates:
ACM ITiCSE '09 Annual Joint Conference Integrating Technology into Computer Science Education, Paris, France, 2009-07-06 - 2009-07-09
Keywords:
Computer science education, curriculum, research, teaching
Organisations:
Electronics & Computer Science
Identifiers
Local EPrints ID: 268205
URI: http://eprints.soton.ac.uk/id/eprint/268205
PURE UUID: 4a231bc3-7e04-470e-9e2e-622697563787
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Date deposited: 13 Nov 2009 12:32
Last modified: 15 Mar 2024 03:03
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Contributors
Author:
Su White
Author:
Alastair Irons
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