Keynote:  Research-based Teaching as a Central Strategy for Teaching and Learning

Keynote de encerramento da Semana Académica de Formação Pedagógica 2018 (consultar programa)

Simone Belgardt / Katrin Heß (Karlsruhe Institute of Technology)

Resumo:

The Karlsruhe Institute of Technology was founded in 2009 as a merger of the Technical University and the Helmholtz Research Centre Karlsruhe. According to its new slogan‚ The Research University in the Helmholtz-Association’, the KIT has since then been focusing on the strategic fields of research, teaching and innovation.

Consequently, research-informed teaching has been adopted into KIT policy and has been appointed as the central strategy for teaching and learning. The understanding of research-informed teaching at KIT includes all types of research-teaching links based on Healey & Jenkins (2009). Until 2021, the central strategy comprising the different types of research-teaching links is supposed to be put into practice in all courses, modules and classes at KIT in order to foster students’ research expertise.

A successful implementation requires that lecturers, tutors and researchers are sensibilised and qualified to meet the challenges and requirements that accompany student research and research-informed teaching in general. Thus, the Department for Teaching and Learning in Higher Education as part of the Staff Development Department at KIT aims to support the systematical implementation and the progression of research-informed teaching on three levels (Hilb 2009): The individual level (teachings staff members), the level of faculties and departments and the level of the institution as a whole.

Our keynote presents Healey’s & Jenkin’s model of “undergraduate research and inquiry” (2009, p. 7) and focuses on the conditions of a successful implementation process. Furthermore we will discuss the advantages and challenges of defining and implementing a strategy for teaching and learning and the transferability of our approach.