Linking teaching and research in disciplines and departments

This paper supports the effective links between teaching and discipline-based research in disciplinary communities and in academic departments. It is authored by Alan Jenkins, Mick Healey and Roger Zetter

The research-teaching nexus: A case study of students' awareness, experiences and perceptions of research

This paper presents a case study of students' awareness, experiences and perceptions of research in a 'new' university in the UK. The findings are based on a questionnaire of almost 200 students and five small group interviews. Many of the students participating in this research perceived clear benefits to their learning from staff research, including being taught by enthusiastic staff, enhanced staff credibility, and the reflected glory of being taught by well-known researchers. However, they also perceived disadvantages, particularly with regard to staff availability, and did not believe that staff research should take priority over their needs as learners. They recognised that their awareness of the nature of research and the development of research skills increased most when they were actively involved in undertaking research projects. Several students also perceived benefits for future employment from their participation in research activities. The questionnaire has been used by several other universities around the world to benchmark their practices. © 2010 Taylor & Francis

Discipline-Specific Compared to Generic Training of Teachers in Higher Education

A recurrent theme arising in the higher education sector is the suitability and effectiveness of generic versus discipline-specific training of university teachers, who are often recruited based on their disciplinary specialties to become teachers in higher education. We compared two groups of participants who had undergone training using a generic post-graduate certificate in higher education (PGCertGeneric) versus a discipline-specific course in veterinary education (PGCertVetEd). The study was conducted using a survey that allowed comparison of participants who completed PGCertGeneric (n=21) with PGCertVetEd (n=22). Results indicated that participants from both PGCertGeneric and PGCertVetEd considered teaching to be satisfying and important to their careers, valued the teaching observation component of the course, and identified similar training needs. However, the participants of the PGCertVetEd felt that the course made them better teachers, valued the relevance of the components taught, understood course design better, were encouraged to do further courses/reading in teaching and learning, changed their teaching as a result of the course, and were less stressed about teaching as compared to the PGCertGeneric participants (p<.05). It is likely that the PGCertVetEd, which was designed and developed by veterinarians with a wider understanding of the veterinary sector, helped the participants perceive the training course as suited to their needs

Exploring the potential of using undergraduates’ knowledge, skills and experience in research methods as a proxy for capturing learning gain

Learning gain is a politicised concept within contemporary HE, and as such has been aligned with agendas of teaching excellence and learning outcomes but the extent to which it captures actual learning has yet to be clarified. Here, we report the outcomes of a learning gain study which examines how students’ knowledge, skills and experiences as researchers develops throughout their studies. We examine data from a self-reporting survey administered across a university and college-based HE providers during students’ second year of undergraduate study. The data highlight disciplinary differences in student engagement with research methods and the significance of perceived relevance of research methods to students’ learning. These findings do have a bearing on the development of measures of learning gain as they are demonstrating the complexity of capturing student learning across disciplines. Our findings can be employed to develop a method of capturing learning gain that can be integrated into undergraduates’ research methods education

Pests, diseases, and aridity have shaped the genome of Corymbia citriodora.

Na publicação: Orzenil B. Silva-Junior

Meta-analysis of genome-wide association studies identifies common susceptibility polymorphisms for colorectal and endometrial cancer near SH2B3 and TSHZ1

High-risk mutations in several genes predispose to both colorectal cancer (CRC) and endometrial cancer (EC). We therefore hypothesised that some lower-risk genetic variants might also predispose to both CRC and EC. Using CRC and EC genome-wide association series, totalling 13,265 cancer cases and 40,245 controls, we found that the protective allele [G] at one previously-identified CRC polymorphism, rs2736100 near TERT, was associated with EC risk (odds ratio (OR) = 1.08, P = 0.000167); this polymorphism influences the risk of several other cancers. A further CRC polymorphism near TERC also showed evidence of association with EC (OR = 0.92; P = 0.03). Overall, however, there was no good evidence that the set of CRC polymorphisms was associated with EC risk, and neither of two previously-reported EC polymorphisms was associated with CRC risk. A combined analysis revealed one genome-wide significant polymorphism, rs3184504, on chromosome 12q24 (OR = 1.10, P = 7.23 × 10−9) with shared effects on CRC and EC risk. This polymorphism, a missense variant in the gene SH2B3, is also associated with haematological and autoimmune disorders, suggesting that it influences cancer risk through the immune response. Another polymorphism, rs12970291 near gene TSHZ1, was associated with both CRC and EC (OR = 1.26, P = 4.82 × 10−8), with the alleles showing opposite effects on the risks of the two cancers

Ocean current patterns drive the worldwide colonization of eelgrass (Zostera marina)

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