Invites Scholars Seminars – Mick Healey – 2006


Mick HealeyLinking research and teaching is a contentious topic of international interest. The links may take many different forms and vary by the nature of the discipline and institution of higher education. The main aim of this seminar/workshop is to explore interactively the complexity and contested nature of the research-teaching nexus. It is argued that the relationship depends on how the terms ‘research’ and ‘teaching and learning’ are conceptualised. It is suggested that undergraduate students are likely to gain most benefit from research in terms of depth of learning and understanding when they are involved actively, particularly through various forms of inquiry-based learning. The development of such research-based curricula provides challenges to staff across the sector, not least because they may lead to finding new ways for staff and students to work together. It is argued that such ‘research’ experiences should be available for all undergraduate students and not restricted to an elite few. The session will be illustrated with mini-case studies from a range of different disciplines and higher education institutions in Australia, Canada, Denmark, New Zealand, United Kingdom and United States.

Mick Healey is Professor of Geography at the University of Gloucestershire, UK. He is the Director of the Geography Discipline Network and the Centre for Active Learning in Geography, Environment and Related Disciplines, a Higher Education Funding Council for England (HEFCE) funded Centre for Excellence in Teaching and Learning. He is also Vice-President (Europe) for the International Society for the Scholarship of Teaching and Learning. He is an experienced presenter. In the last 10 years he has given over 150 educational workshops, seminars, keynotes and conference presentations in Australia, Canada, Denmark, Hong Kong, New Zealand, Singapore, South Korea, Sweden, UK, and United States. He has over 100 publications on various aspects of teaching and learning in higher education. His main current interests include developing the scholarship of learning and teaching, linking research and teaching, active and inquiry-based learning, and disabled students’ learning. In 2000 he was awarded a National Teaching Fellowship and in 2004, he was awarded the Taylor and Francis Royal Geographic Society Award for ‘contributions to the promotion of learning and teaching in Higher Education.’

Mick is visiting UBC following giving a keynote presentation at the 2nd Annual Canadian Summit on the Integration of Research, Teaching and Learning, Edmonton in May 2006. He is an advisor to the Canadian Federal Government’s Policy Roundtable on ‘Research, Teaching and Learning in post-Secondary Education’ to be held in Ontario in April 2006.

Relevant publications

  • 2000 Developing the scholarship of teaching through the disciplines, Higher Education Research and Development 19 (2), 169-189
  • 2002 Research and teaching, Exchange 3, Focus Section pp 6-30 (Healey, M and Jenkins, A eds)
  • 2005 Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning, in Barnett, R (ed) Reshaping the university: new relationships between research, scholarship and teaching McGraw-Hill/Open University Press
  • 2005 Linking research and teaching to benefit student learning, Journal of Geography in Higher Education 29(2), 183-201
  • 2005 Institutional strategies to link teaching and research. York: The Higher Education Academy (Jenkins A and Healey M)
  • 2005 Supporting research informed teaching, HERDSA News 25(3), 6-9 (Healey M and Jenkins A)
  • 2006 Strengthening the teaching-research linkage in undergraduate courses and programmes, in Kreber, C (ed) Exploring research-based teaching, New Directions in Teaching and Learning, San Francisco: Jossey Bass/Wiley (forthcoming) (Healey M and Jenkins A)
  • In submission The research-teaching nexus: student experiences of research and consultancy Studies in Higher Education (Healey M, Jordan F, Pell B and Short C)

Selected Advisorships

  • Member of Economic and Social Research Council (ESRC) Human Geography Panel Evaluating Applications for Postgraduate Studentships and Advanced Course Bursaries (1997-99)
  • Advisor to Higher Education Funding Council for England (HEFCE) on treatment of pedagogic research in the Research Assessment Exercise (RAE) (1999)
  • Member of Higher Education Funding Councils’ Advisory Group advising on development and selection of Learning Teaching Support Network (LTSN) Subject Centres (1999-00)
  • Collegial Consultant to 2003 cohort of National Teaching Fellows
  • Member of HEFCE Centres for Excellence in Teaching and Learning Assessment Panel (2003-04)
  • Advisor to LTSN (now The Higher Education Academy) on Linking Teaching and Research (2004-)
  • Advisor to LTSN on Pedagogic Research (2004-)
  • Member of ‘Expert Panel’ advising HEFCE on ‘Development of research-informed teaching environments’ (2005)
  • International Advisor and Team member in US National Science Foundation Geography Faculty Development Alliance project ‘Improving teaching and learning geography in HE’ (2001-06) Principal Investigator: Foote K
  • International Advisor on US National Science Foundation project CCLI-EMD: An online center for global geography education (2003-06) Principal investigator: Solem M
  • International Advisor on HERDSA project for Carrick Institute of Learning and Teaching in Higher Education, Australia on Discipline based teaching (2005-06). Principal Investigator: Debowski S
  • International Reviewer Griffith University Institute for Higher Education, Australia (2006)
  • International Policy Advisor to Canadian Federal Government on ‘Research, Teaching and Learning in post-Secondary Education’ (2006)

Presentation Materials

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