Research-based learning:
Innovative teaching needs freedom, equipment, and more staff [07.06.19]
International conference "focus Undergraduate Research Experience" at the University of Hohenheim advocates more radical teaching / Hohenheim Memorandum lists 7 points
Students should be actively involved in research from the very beginning, instead of just reproducing memorized knowledge: This is the central postulate of the international conference "focus Undergraduate Research Experiences (focusURE)," which is taking place today at the University of Hohenheim in Stuttgart. Students, universities, employers, and society would benefit equally from such a paradigm shift, explain the participants in their "Hohenheim Memorandum for Research-Based Learning". Evidence of this can also be found in a new impact study with over 300 participants. However, the concept is very demanding for all involved. For implementation, the universities need better equipment and more scientific personnel. More information: humboldt-reloaded.uni-hohenheim.de/focus-ure or #focusUREconf on Twitter/Instagram.
"Learning through research is challenging, but it is worth it" - this is the key summary of the conference and the Hohenheim Memorandum for Research-Based Learning. The basic idea of the concept: Students immerse themselves in the world of science and research during their undergraduate studies.
To this end, they develop their own strategy at the risk of going off course. They check results and present them in a verifiable and comprehensible manner. Finally, they reflect on the research process and on themselves as researchers.
Research-based learning benefits teachers, learners, business, and society
"Research-based learning makes a significant contribution to the realization of central educational and qualification goals at universities," stated Dr. Cornelia Frank as one of the authors of the Hohenheim Memorandum. After all: "The researcher creates space for personal initiative and experimenting. However, it also confronts the students with imponderables and open results. This develops skills that are necessary for successful work in academic professions."
The teaching scientists also benefit, however, according to 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 teaching."
Society also benefits, added Prof. Dr. Peter Tremp as 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 from certain constraints. Examinations and understanding of the roles of teachers and learners need to be adapted. It also 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, despite a slight increase in recent years, we are still below the level of the last millennium."
Here the universities urgently need a trend reversal: "This includes an accumulation of 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
Example "Humboldt reloaded" at the University of Hohenheim: Impact study proves exceptional success
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 head of the Humboldt reloaded project.
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 that 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 a very early stage, which can be decisive for later career decisions," reported M.A. Johanna Sand, head 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 placed 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.
The memorandum is available at www.uni-hohenheim.de/en/presse
Text: Klebs
Contact for press:
Prof. Dr. Martin Blum, University of Hohenheim, Director of Humboldt reloaded project
T 0711/459-22255, E martin.blum@uni-hohenheim.de
Prof. Dr. Korinna Huber, University of Hohenheim, Vice President for Academic Affairs
T 0711/459-23998, E korinna.huber@uni-hohenheim.de
Dr. Cornelia Frank, University of Hohenheim
T 0711/459-22522, E cornelia.frank@uni-hohenheim.de
