How do you combine research and teaching in higher education?

Today I accepted to coach an extra master student, although actually we had no more places. The reason? My own sons are students, they too need a supervisor who is willing to help them on their first steps in research. We want the researchers of the future to be inspired and skilled. We have learned so much over the years. Is there anything more rewarding than passing some if our lessons to the next generation?

Clear goals are important. Colleagues in academia often possess a creative mindset, and setting clear goals can help with organizing thoughts, decisions, and actions. I recommend utilizing a framework such as the SMART Method combined with the Pomodoro Technique to improve time management and productivity. The SMART Method involves creating Specific, Measurable, Achievable, Relevant, and Time-bound goals. The Pomodoro Technique entails breaking work into focused intervals, typically 25 minutes long, called ‘Pomodoros’, followed by a short 5-minute break. After completing four Pomodoros, it is typical to take a longer break of around 15-30 minutes. YouTube specialized videos with set ‘Pomodoros’ intervals can help a lot.

When doing research with my students I try to identify interests, needs and wishes my students have. These are powerful energies to engage the students to reflect and colaborate in developing the research focus and the research design. In this way the research becomes investigative co-research that is experienced as relevant for those involved. We learn through our reseach experiences. When we meet challenges along the way, we look at how others have solved similar problems or investigate theories that might help us proceed. Studying for the sake of finding solutions is very satifying. It is in many ways research how it should be. We investigate the challenges we are facing and find ways to solving them though rigorous systematic work.

Integrating research findings into teaching makes for rounded learning. Speaking as a faulty in a university in a developing country, most textbooks students interact with does not reflect their lived experience and some of the contents need to be adapted to their environment. When the professor brings up personal research findings in the classroom, it drives home the content easier because of the context that students can relate with. Also, when a professor brings on board students especially undergraduate students, he/she introduces them into the world of knowledge co-creation. The experience stays with the students. Personally, I have found out that nothing teaches students better than incorporating research findings into teaching

Let's not forget that Humboldt formulated the current academic system principles, which can be summed up in his concept of the "unity of teaching and research". According to Humboldt, universities should serve as institutions where research and teaching go hand in hand, forming a symbiotic relationship. Universities should prioritize the pursuit of knowledge and the advancement of scientific understanding. He emphasized the importance of research as a means to acquire new knowledge, expand on existing knowledge, and foster intellectual curiosity. Research, in his view, should not be limited to the pursuit of practical or applied knowledge but should encompass all areas of human understanding, including the arts and humanities.

Integrating research into teaching enriches education. Design courses where students engage with ongoing research questions, methodologies, and outcomes. Offer hands-on projects, case studies, or research assignments. This fosters critical thinking and exposes students to real-world applications. As educators, you contribute to knowledge while nurturing the next generation of researchers and thinkers.

- Reading groups are a great way to advancing the collective understanding of a research area. Participants can take turns presenting papers. -Incorporating code reviews of github repos quoted in papers into course content is a valuable exercise too.

Teaching in higher education means explanation of research findings pertaining to the topic.scientist n his/ her research prompts the content that we teach to our students.we are supposed to help them experiment on their own as well.so research is the feeder n teaching is a consequence. Teacher lacking in research experience may be good in succesful content delivery but will not be knowing the practical intricacies involved .

Engage students in research for a dynamic learning experience. Create opportunities for them to collaborate on projects, assist with data collection, or co-author publications. This cultivates critical skills while exposing them to the research process. Through mentorship, students gain insights, contribute to academia, and build confidence in their abilities.

Apply to a small, local conference and include a student on your panel. Local conferences are a great opportunity to model scholarly community for first-generation students. Give the student a short amount of time to present and help them narrow their content for the conference's specific audience. Show your students how to register, choose which panels to attend, create their presentation, consider accessibility needs with presentation materials, and how to follow-up after the conference is finished.

Engaging and Supervising Students from different levels in research and projects are the best way to continue research activities and engage in up to date technologies and tools. Participating with active research group to engage with interested learners and researchers are also a good venue for research collaborations.

Interdisciplinary Collaboration: Collaborate with colleagues from different departments or disciplines to develop interdisciplinary courses or research projects. This can provide a broader perspective and encourage innovation. Encourage students to explore interdisciplinary approaches in their research projects. Service-Learning: Engage in service-learning projects where students can apply their research and knowledge to address real community issues or needs. This can create a sense of purpose and connection to the subject matter.

External stakeholders such as employers and extra-departmental academics can provide live briefs which may be part of on-going or future research. By partnering with students to ideate and co-create solutions for real problems, module tutors can engage students on issues of wider societal importance. I have delivered a final-year undergraduate module using a student-staff-stakeholder partnership model over several years in both face-to-face and online learning contexts which has fostered opportunities for innovation and further research.

Collaborating with colleagues enriches both teaching and research. Pool expertise to design interdisciplinary courses or joint research projects. Sharing diverse perspectives enhances learning outcomes and fosters innovative research. Joint publications and workshops showcase collaboration's impact, benefiting students and the institution's scholarly reputation.

One of the major benefits of collaboration, and one which is often overlooked, is transparency. By opening our work to others, whether in teaching, learning or indeed in research, we open ourselves to scrutiny. Co-publishing has become more common in academia as the benefits to this added scrutiny and knowledge sharing have become clear, and the same principles can be applied to teaching and learning. Working in dyads and groups has been shown repeatedly to offer benefits to memory, task completion, category learning and more. Save for the few natural born geniuses who will change the world from their bedroom, the rest of us should hold our our hands.

I would be glad to see more researchers partnering with professional practitioners as collaborators at critical stages in research design and interpretation. The researchers who do this well are less likely to land on improbable conclusions or support unwieldy, inactionable models.

A interface de áreas é fundamental para o ajuste rápido de objetivos específicos de um projeto bem elaborado. O domínio de cada área de atua??o causa um aumento expressivo da assertividade de um planejamento de material e método. Com o aumento de publica??es e as intera??es de processos e tecnologias, a velocidade de planejamento pode ser um excelente momento

Design courses that involve hands-on research experiences. This could include conducting experiments, surveys, or fieldwork. Develop course syllabi that explicitly outline connections to relevant research. Include key research papers, articles, and case studies as part of the required reading to expose students to the current state of the field. Introduce peer review processes in the courses. This not only helps students refine their critical thinking skills but also exposes them to the peer review process that is integral to academic research. Emphasize the societal impact of research. Discuss how research contributes to addressing real-world problems and challenges, making the content more engaging and relevant for students.

Seeking support and resources amplifies the synergy between research and teaching. Tap into institutional grants, fellowships, and professional development opportunities. Collaborate with librarians, technology experts, and research offices for guidance and tools. Adequate funding and access to cutting-edge resources empower educators to create impactful learning experiences enriched by research insights.

Increased support and resources are the primary ways the most vital work gets done. The more academics are engaging in opportunities to increase knowledge and skills, gain the support of others, or share institution-wide resources, the easier it becomes to tackle difficult challenges and barriers that might arise.

Research and teaching in higher education canbe integrated by seeking institutional support and attracting external resources. Sometimes unique innovative projects maybe generated which may focus on introducing a seminal approach to teaching. Students may be encouraged to be partners in these projects. Conferences,Workshops and online resources may be availed to create new niches in research which will enrich teaching. Centres of Excellence and Incubation Centre on the campus may facilitate UG and PG students to embark on cutting edge research ventures and start ups which may be game changers for society. In fact,entrepreneurship and research projects are being increasingly given prominence these days in curriculum in higher education.

?? Connect with Peers: Collaborate, share ideas, and build a professional network. Conferences and events might be a good place to start. Besides those, LinkedIn and Research Gate can also be helpful! Oftentimes you’ll learn about opportunities from your peers. ?? Explore COIL Classes: Embrace global education opportunities for skill development. These could be a great opportunity to collaborate with faculty from other institutions.

Athletic departments and coaches seem to have no trouble finding resources. Same with people in the advancement office while doing "prospect cultivation," whatever that entails. Institutions of higher learning must do more than pay lip service to finding ways to support original research. This may involve course reductions, funds for library resources, or other options. The important thing is that universities should graduate talented researchers who have gained important knowledge during their studies. Having faculty who are well-versed in their field and excellent instructors is beneficial for all parties involved.

In the labs for the undergraduate physics classes I taught, I would come with my printed version of the lab notes. During the session I'd write comments at specific points on the notes where students asked common questions or raised issues about the experiment. Immediately after the session, I would return to my computer to improve the notes for the next time. Fixing these (somewhat) misleading or confusing sections would give future students more clarity on procedural matters, and allowed more time to be spent with students asking more conceptual questions. Over time, each lab session ran more smoothly (procedurally), but more pointedly with deeper questions. To this day, this my preferred means of self-reflection.

Every year new students and their different problems. Now switching from pandemic is more painful for students. They need more attention and love from teachers.

Reflection is a wonderful teaching tool! As an alumnus of Pacific Oaks College in Pasadena, CA, there was so much reflection work and practices combined in the educational courses. As a leader and teacher, I often use reflection opportunities to build on expansion, learning through the mishaps, developing strategies based on the situations or circumstances that did not work, and finding better results through reflection practices. Reflection occurs in small group discussions, review, journaling, and on-going self-examination of communication, and remain dedicated to being a lifelong learner, let ego go, and allow us to change perspectives. Such amazing growth occurs through reflection practices.

Every small development of the research can be reviewed by retrospective session, wherever you need dynamic and very latest things to be incorporated such areas open to students with guidance. Some of the weaknesses will be covered by students strength.

One of the many methods that helped me speak English when I first became interested in learning and later my English fluency as a teenager, was research. I used when the internet was nothing more than a dream, some encyclopedias that were in the library of my parents' old house. I spent many afternoons looking for words and translations in books. It was these searches that helped me to increase and enrich my vocabulary. The search for understanding, in any field, needs to go through research and search. Therefore, as an educator, I always strive not to provide ready-made answers for my students, but to create an environment conducive to research. This is the path of real learning and it will last for a lifetime.

Utilizing The Framework for Teaching (FFT) is central to my approach in higher education and research, especially within the realm of cyber security. Integrating FFT with real-world scenarios stimulates inquiry, critical thinking, and knowledge transfer. This model fosters a symbiotic relationship between research and teaching, ensuring students attain the practical skills essential for true operational capability in cyberspace.

TIME: it is difficult to balance teaching (preparation, delivery, contact hours, assessments, responding to students) and actually conducting the research and writing up the results for publication. I receive some time from my university to conduct research but trying to keep focussed between the teaching tasks and research is difficult. Both research and teaching take so much time and concentration and there is only so much time in a day especially if you have a young family. How do others do this?

Over the past 6 years, I have organized a Scholarship of Teaching and Learning (SoTL) conference in the Swiss Romande part of Switzerland. I attended my first SoTL event in Zurich 7 years ago and was amazed at how a prestigious STEM university could be so interested in the link between their areas of expertise and teaching and learning. I was so inspired that I decided to organize my own conference in Lausanne. Now, six years later, it is still the most exciting conference I attend each year. Moral of the story: Serious academic conferences are great for researchers: SoTL conferences are much more inclusive. They cater to anyone who loves teaching and learning.

I love Carol Dwecks Growth mindset research with students which demonstrates the question here directly. Often overlooked is ways to optimise performance, like flow. Investigating peak performance states in students who could be studying a subject they're brilliant in could unwrap core traits and tendencies. Applying the mindset, attitude, actions and habits of flow could mould methods and procedures to help more kids thrive. What do they do in the mornings, how do they apply confidence to the task and style of enquiry etc.. meaningful insights are all teaching areas that could help take the grind out of careers. Adding more highly motivated individuals to the workforce totally transforms the futue of work, productivity and performance.