7 Postulates for Radical Teaching  [12.06.19]

Working scientifically instead of reproducing memorized knowledge: This is the basic idea of research-based learning. In Germany, only a few universities are experimenting with this radical didactic approach, which poses great challenges for teachers and learners. The international conference "Focus Undergraduate Research Experiences", which ended today at the University of Hohenheim, assessed the success of the approach. The conference ended with a press conference and the adoption of a memorandum with 7 postulates on the renewal of academic teaching.

 

In research-based learning, students immerse themselves in the world of science and research during their undergraduate studies. To this end, they develop their own strategy and also risk getting lost in the process. They check results and present them in a verifiable and comprehensible manner. Finally, they reflect on the research process and on themselves as researchers.

Students, universities, employers, and society would benefit equally from such a paradigm shift in teaching, explain the participants of the international conference in their "Hohenheim Memorandum for Research-based Learning" (only available in German).

This is also proven, among other things, by a new impact study with over 300 participants. However, the concept was very demanding for all involved. To implement such a strategy, the universities are dependent on better equipment and more academic staff.

Research-based learning benefits teachers, learners, business, and society

" Research-based learning makes an important contribution to the realization of central educational and qualification goals at universities," said Dr. Cornelia Frank, one of the authors of the Hohenheim Memorandum. After all, "researching allows space for initiative and experimentation. However, it also confronts the students with imponderables and open results. This develops skills that are necessary for successful work in academic professions."

But the scientists who taught also benefited, said Prof. Dr. Philipp Pohlenz from the University of Magdeburg as another author. "Research-based learning increases the acceptance of teaching as an integral part of science. A unity of research and teaching practiced in this way increases professionalism in practical teaching."

At the same time, the company benefits, added Prof. Dr. Peter Tremp, another author. "An important part of research-based learning is also the ethical and research-ethical questions arising from the new knowledge. Research-based learning thus contributes to a respectful and careful handling of knowledge and academic education. Students can also play a role as "ambassadors of science" in the increasingly important field of science communication."

Research-based learning places high demands on all actors

However, the concept is also demanding: research-based learning needs freedom. Examinations and understanding of the roles of teachers and learners should be adapted. In addition, it places high demands on curricula, didactics, and the entire university organization.

"Above all, the success or failure of research-based learning depends almost entirely on the supervision," emphasized Prof. Dr. Korinna Huber, Vice President for Academic Affairs at the University of Hohenheim, at the press conference to adopt the memorandum.

What is needed are small groups and a much better supervisor-student ratio - as is already standard, for example, in Switzerland or at Anglo-Saxon universities. "If we look at how much money we have available per student, we are still below the level of the past millennium, despite a slight increase in recent years."

The universities urgently need a trend reversal: "This includes an increase in resources that closes the gap and a permanent inflation adjustment so that the universities can continue to meet the demands that society rightly places on them in the future," said Prof. Dr. Huber.

 

Impact study on Humboldt reloaded

Eight years of practical experience at the University of Hohenheim are proof that the concept works in practice: "Under the name "Humboldt reloaded" we have been offering research-based learning on a voluntary basis since 2010. In 2014, the concept was awarded the Ars legendi Excellence Prize for Teaching," reported Prof. Dr. Martin Blum, initiator and project leader of Humboldt reloaded.

Humboldt reloaded is accompanied by an impact study conducted by the department of Marketing and Business Development under Professor Dr. Markus Voeth.

"The study shows research-based learning promotes research competence, professional competence, and social and personal competence. In addition, it gives the participants a very realistic picture of research at an early stage, which can be decisive for later career decisions," explained M.A. Johanna Sand, project leader of the impact study.

The impact study is based on the evaluation of grades and surveys from around 300 Humboldt reloaded participants. The control group is the comparison with the students from the same degree programs who did not participate in the research-based learning.

These are interim results. The study is to be continued in the coming years.

BACKGROUND: Research-based learning

The paper "Forschendes Lernen - Wissenschaftliches Prüfen" (Federal Assistants Conference BAK, 1970) launched research-based learning in the German-speaking world and continues to shape the discussion to this day. However, the university landscape has changed dramatically since then: The number of students has risen sharply, in addition to trends such as increased competition for third-party funding for research and teaching and for the "best brains".

This means that the concept of research-based learning must be continuously developed. The "focusURE" conference at the University of Hohenheim from 5 to 7 June 2019 discussed the new demands on research-based learning and took stock of the past 50 years.

The Hohenheim Memorandum on Research-based Learning sees itself as a stimulus for further development. The paper takes up the findings of the conference with its interdisciplinary and international group of participants as well as the debates of past years. These resulted in claims which, in different ways, have not yet been wholly fulfilled. The postulates and their described implications are addressed to all actors in higher education.