How do you connect your research and teaching?

Research experience makes teaching more meaningful, because I can give instances which I encountered during research to make the students realize that practical and subject related issues can be resolved with a viable and appropriate solution. The subject knowledge one gains in course of research work can be shared with students.

It was a nice one hour conversation with Aarti Mam. What a passion in bringing research based projects using cutting edge technologies and mentoring students ! Research based strategies ignite student learning ! Collaborative approaches not just with academia but also with industry can do wonders, Keep up the great work 🙏

I use my research as a tool to enhance my teaching. I do this by presenting my research experience or publications to students as a knowledge base additives or teaching essentials to provide specificities, case studies or theoretical information. I also share my research publications with my students for interactive discussion/debate on its content as an ice breaker prior to actual lectures or as an energizer during classes or as activity towards the end of my classes. In all cases, the objective is always that the research paper enables a better understanding of the subject taught or being taught.

The connection between teaching and research is undoubtedly significant, as it ignites a passion for research in students and learners. When I introduce a model in the classroom, and if I've used a particular version of that model in my own work, I make sure to draw that connection during our discussion. This arises the students' curiosity about how I applied it and what insights I derived from the results. I actively motivate them to take up research-based projects that leverage their knowledge and the latest cutting-edge technologies in the field. This approach fosters a deeper understanding of the subject matter and inspires them to explore further. I have seen students getting benefitted largely through this approach of mine.

In my opinion the best way to connect research and teaching is to highlight the practical implications of research in your field of activity. Research has to be done with a purpose and the purpose is to improve our ability to make conscious decision. Especially in my field is important to analyze data and come up with a conclusion that helps to improve your decision process at any level, even slightly, even 0.1%. Research without a dedicated goal is felt by student as superfluous and meaningless.

Within the graduate-level research methodology course, I consistently observe students actively participating in research endeavors rather than committing course content to memory. In the realm of computer science, I wholeheartedly advocate for the incorporation of project-based learning methodologies in the classroom, emphasizing that students should acquire knowledge through practical engagement in projects throughout their academic pursuits.

Certainly! The flipped classroom and tutorial sessions are one of the best ways to assess and learn from the new perspective of students. I have had some very endearing discussions where the diverse classroom has been my learning ground! The most beautiful aspect of asking students to share their experiences is that it adds perspective to your own research as well as provides them thought for further exploration. Peer group mobilised activities and research projects are also a good way to integrate research and teaching.

Teaching is a way for professors to think intentionally about how to make their research relevant to a broader public. A good litmus test for the relevance of your research is whether you are able to integrate it into one or more of your course outcomes. If you are finding that task difficult, it could mean (1) your research interests and course topics may not be compatible, or (2) your research focus may be too esoteric for non-experts in your field.

It's truely rewarding and win-win if you can connect your research and teaching as well as industry. Being able to engage students using different teaching methods and continuously allowing the students to give feedback during the process make them have a sense of belonging to the process. I've been using a mixture of assessments, group real life projects and kind of 'force' students into self-learning through certifications that are marked. Students do complain but it is rewarding at the end. This does help in bridging gap with industry. Alongside having close collaboration with industry as an integral part of your research does help in bringing new insights. The key question: "What are the skill gaps & competencies you want to build?"

One way that I found so useful in connecting my research and teaching is through aligning learning outcomes with research experiences that provides a practical sense of the theory taught in class.

Teaching is all about exposing the vast field of knowledge to your students. While research attempts to solve a particular problem. To solve a well-defined problem by applying the knowledge gained from learning. The best way to connect is Solve-Learn-Grow. Connecting teaching and research can be done with the help of industry-specific projects. Attempting projects on minor scales and quickly moving towards real complexity. Solve-Learn-Grow becomes quite helpful. This would equip your students with a multitude of skillsets and shorter learning curves.

"During my teaching tenure, I've viewed the classroom as a place for both instruction and research. I've assessed various teaching techniques, notably the incorporation of technology in lessons, leading to increased student engagement. I've also emphasized collaborative learning through group projects and peer reviews, reinforcing that the classroom is an ever-evolving space with continuous opportunities for enhancing student experiences."

In the new master that we've developed we will try various approaches. We invite inspiring researchers to share their work (theory) combined with a tutorial format. We include students in our research projects to collect and make sense of data. We've developed a teaching case based on an impact enterprise that I've studied over the last years. And we do visits to organizations that are part of our research projects. The main benefits that students mention is that they start to recognize how the various modules and lectures are clearly integrated in the practical case that they are confronted with.

One of the most successful—and enjoyable—methods I've used to incorporate simple research and information gathering into my workshops is a DIY concept. I pose the question or issue and send the students out in small groups to explore all aspects of the topic. After the specified time, they come back to report on what they've found and to propose their recommendations or solutions. The combined research is usually greater than the sum of an individual's efforts. The resulting discussion is similarly richer. Working this way also adds an edge of competition to the process that many students enjoy.

My research experiences have enhanced my teaching by providing a unique perspective on how the diverse influences of eastern and western cultures, as well as individual and contextual differences, impact language use. As an educator, I have found that these insights not only make any teaching more meaningful but also enable the students to grasp linguistic concepts and materials with a cross-cultural and contextual perspective. This approach encourages them to interact with linguistic intricacies within a cross-cultural and contextual framework. As a result, teaching becomes a dynamic and enriching experience, equipping students with valuable skills to navigate a multicultural world.

Ten years of teaching experience Geology courses at the university to undergraduate students confirmed that in the introductory and foundation courses, including simplified version of research findings into the course materials, help students to visualize and better understand course contexts. This approach assists them to shift their perspective within Geology, transitioning from a pure science to a tangible and practical context. Additionally, in fields traditionally perceived as male-dominated areas of science, presenting real instances of my researches and field trips as a female researcher helps students develop a sense of inclusivity in the science and STEM area, from the very early stages.

Different components of a research study should be regenerative in nature and if conducted properly, it should be systematic and easily repeatable. By regenerative I mean from one study one should be able to conduct another study or be able to identify a research gap that they can base their research on. As such the entire research focus might not necessarily be relevant to the topics that one is teaching on. What I found useful was the tailor making or customizing the relevant sections of the study to be in line with the curriculum. Contravention with the ideas that are however being presented in the curriculum should not be avoided as they could lead to a much needed paradigm shift and may aid in rhizomatic thinking.

To effectively connect research and teaching while navigating constraints, adapt to your unique context. Tailor your approach to limited time, resources, and diverse student backgrounds. Plan, manage time, secure resources, and understand student needs. Communicate with colleagues, set realistic goals, seek help, and leverage existing networks. Involve students in learning and research. Stay open to opportunities, incorporating findings into teaching and encouraging student participation. This balanced, flexible approach fosters meaningful connections despite constraints.

I find myself in a fortunate position, studying research methodology for my own Masters degree and teaching an introduction to research methodology to my L5 students. My own learning is deepened by delving into research terminology in a new way, to enable my students to access complex ideas in bite size pieces. In turn I am finding their questions are helping me to question more in my classes. The issue of time as a constraint has magically lessened!

Really important in the virtual world. When you are teaching many virtually it is very easy to lose attention through no fault of your own. - Enforce a camera-on policy - find ways to engage the audience through polls, quizzes, an active chat - Have a clear framework to your presentation - Provide the opportunity to get up, stretch legs, have some coffee - Include hands-on through breakout rooms or homework for an ongoing course

One way to gauge if students are taking notice of your efforts to connect your research to your teaching is to see if they cite you in their discussion response papers. When this starts to happen organically, it is a sign that your are on the right track. If this is not happening, it could mean that the alignment between your course topics and your research is not quite as evident to the students as you might have imagined.

I "Hansel and Gretal" techniques. It takes awhile to incorporate new portions of lessons versus falling back on "the old faithfulls." I prefer to introduce new techniques little-by-little. It saves me a lot of stress and I get to keep the lessons fresh, new, and exciting!!!

Quando eu reflito eu posso realmente ver a força ( aspectos positivos e ganhos) e a fraqueza ( aspectos negativos) que devo estar atenta para nas próximas pesquisas não falte nas análises. Isso na verdade não é negativo e um processo de amadurecimento do conhecimento que dará um salto nas próximas pesquisas.

In the end, research can improve the overall quality of teaching and learning by developing the curriculum, assessment techniques, and classroom management strategies.

Ich teile Ergebnisse aus Recherche, Forschung und Praxis offen und transparent meinen Studierenden mit. Auch und vor allem wenn ich damit noch nicht abschließend zu einem Fazit gekommen bin. Das schöne ist, so bleiben sie in den Prozess involviert und durch den Austausch erhalte ich direkt wieder Hinweise, wo es sich lohnt noch etwas tiefer zu graben.

I connected research and teaching when I applied innovative teaching techniques in my class and had a research about its effectiveness from grades and students' perspectives.

When concurrently instructing undergraduate and graduate courses with similar content within a semester, there exist ample opportunities to administer project-based learning tasks. To illustrate, I am currently instructing an Information Retrieval course for undergraduates and an Advanced Information Retrieval course for graduates. Subsequent to the mid-term examination, I have assigned a comprehensive class project involving participants from both cohorts. The project is the detection and analysis of fake news using generative AI. The graduate students are primarily engaged in the research aspects, whereas the undergraduates are concentrating on the developmental facets. Presently, collaborative efforts are underway among all participants.

In my college we started a series of brown-bag lunch gatherings to share our scholarly interests. I was unsure whether my research topic (open access publishing for international students) was going to be of interest to my colleagues, as most of them do not deal directly with this market segment. So I had to perform the mental exercise of making my topic relevant to a general academic audience, which I achieved by placing the focus on inclusive practices in higher education.

Na minha experiência, vejo uma excelente oportunidade de conectar ensino e pesquisa através de bons artigos e temas pertinentes com as aulas ministradas. A pesquisa pode ser um excelente complemento ao período de formação e despertar a inclinação científica dos estudantes. Em ciências sociais aplicadas, especialmente na minha área contábil, o desafio é conectar as disciplinas que apresentam tendências práticas com o despertar do interesse por leituras complementares e pesquisas sobre os temas das aulas. Bons artigos podem ajudar a fomentar a curiosidade, expansão do conhecimento e geram excelente base para tomada de decisão dos futuros profissionais de negócios. Afinal, nada melhor que ter como ponto de partida aquilo que já foi testado.

It is always a good idea to bring in the research undertaken by the graduate students. This allows them to present their work and gain feedback from fresh "eyes" of undergraduate students. This also allows the graduate students to refine their presentation skills and build confidence as they might be the next generation of academics.