Abstract
For many academics in all disciplines, what distinguishes higher education is the student learning about and through research and or inquiry. However, the move to a mass higher education system and the importance attached by national systems and research funders to high-level ‘discovery research’ threatens the close connection between faculty research and (undergraduate) student learning. These developments have prompted a range of inquiries and conceptual understanding that shows how such connections can be achieved in a mass higher education system. This chapter provides a range of strategies that individuals, course teams and departments can adapt to their practices and policies, together with a range of case studies from earth sciences and related disciplines that speak to the particular concerns of faculty and students in these disciplinary communities.
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To Mick Healey, whose work has considerably shaped this chapter.
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Jenkins, A. (2014). Curricula and Departmental Strategies to Link Teaching and Geoscience Research. In: Tong, V. (eds) Geoscience Research and Education. Innovations in Science Education and Technology, vol 20. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6946-5_6
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DOI: https://doi.org/10.1007/978-94-007-6946-5_6
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