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This wiki space contains archival documentation of Project Bamboo, April 2008 - March 2013.

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Connecting Teaching and Research

Definition

Will the traditional divide between teaching and research persist? What can scholars do to connect these two aspects of their work?


 

Name(s)

Institution(s)

Proposed/originated by:

Quinn Dombrowski

University of Chicago

Current facilitator(s)

Facilitator_Name_Here_(optional)

Facilitator_Institution_Here_(optional)


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What tools, standards, organizations, or efforts exist in this area of scholarly practice?

Item

Description - what is it?

URL or other reference

sound_byte_name_or_description (your_name)

summary_description (your_name)

http://www.interesting_thing.org


What tools, standards, organizations, or efforts are missing from this area of scholarly practice?

Item

Description - what is it?

URL or other reference

sound_byte_name_or_description (your_name)

summary_description (your_name)

http://www.interesting_thing.org


What part of this area of scholarly practice is within Project Bamboo scope, and why?

Item

Description - what is it?

Why is it in scope?

sound_byte_name_or_description (your_name)

summary_description (your_name)

explanation_of_why_in_scope (your_name)


What part of this area of scholarly practice is outside Project Bamboo scope, and why?

Item

Description - what is it?

Why is it out of scope?

sound_byte_name_or_description (your_name)

summary_description (your_name)

explanation_of_why_out_of_scope (your_name)


References

References (e.g., material from Workshop 1 notes or flipcharts)

Contributor

  •  can we revise teaching/service/research divides? will that distinction survive? (Ex. 1 scribe notes, 1b-B)
  • Crossover between research and teaching/learning? (Ex. 2 scribe notes, 1c-B)
  • To "smash": boundaries between teaching and research
    • One faculty member described a review letter that warned against
      10 the overlap between his teaching and research that might not be
      11 viewed in a good light by future review committees (Ex. 5 scribe notes, 1b-C)

Quinn Dombrowski

  • Teaching, project-based learning.  Teach your research to your students. (Ex. 2 & 3 flipcharts, 1a-A)
  • Tailor teaching syllabus to complement research. (Ex. 2 & 3 flipcharts, 1a-D)
  • I've had faculty who center on a seminar structure say their research and teaching are inseparable - They teach their research, their teaching informs their research (Ex. 6a scribe notes, 1d-D)
  • Incorporate scholarship into pedagogy (Ex 2 & 3 flipcharts, 1b-C)

Steve Masover

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