it takes a curriculum: preparing students for research and creative work
DESCRIPTION
The shift to the Learning Paradigm and the call for more research-based education have opened exciting new possibilities for higher education. Unfortunately, while the Learning Paradigm has been applied to the whole of higher education, the focus on research has been primarily as an activity on the side, or suitable only for a subset of university students. We argue that especially with the advent of the world wide web, more ubiquitous access to the raw material of scholarship can now be readily available to all students. What is needed is an approach that organizes the entire curriculum around the mindset of a scholar and, just as importantly, incorporates an understanding of where traditionally-aged university students are developmentally. In this keynote, Dr Hodge lays out the rationale for the ‘student as scholar’ mindset, describes the impact of technological advances on the possibilities for original research, relates the ‘student as scholar’ to the core philosophy of a liberal arts and sciences approach, describes the developmental stages of university students as they relate to the students’ research potential, and then demonstrates how individual courses and a curriculum can be constructed with this perspective.TRANSCRIPT
It Takes a Curriculum It Takes a Curriculum Preparing Students for Research Preparing Students for Research
and Creative Workand Creative Work
David Hodge ~ Miami UniversityDavid Hodge ~ Miami UniversityPaul LePore ~ University of WashingtonPaul LePore ~ University of Washington
Kira Pasquesi ~ Colorado CollegeKira Pasquesi ~ Colorado CollegeMarissa Hirsh ~ Miami UniversityMarissa Hirsh ~ Miami University
Bob Barr and Bob Barr and John TaggJohn Tagg
Change Magazine ~ 1995Change Magazine ~ 1995
The Boyer Commission on Educating Undergraduates in the Research University
REINVENTING UNDERGRADUATE EDUCATION:
A Blueprint for America’s Research Universities
Publication date: 1998
Student as Student as ScholarScholar
AttitudeAttitudeIntellectual Intellectual
PosturePostureFrame of Frame of
MindMind
Liberal ArtsLiberal ArtsTraditionsTraditions
\Instructional Instructional
ParadigmParadigm
Telling students what they Telling students what they need to know…need to know…
Learning ParadigmLearning Paradigm
Engaging students in learning Engaging students in learning how to learn what they need to know…how to learn what they need to know…
Encouraging students to seek out Encouraging students to seek out new knowledge…new knowledge…
DiscoveryDiscoveryParadigmParadigm
DiscoveryDiscovery
LearningLearning
InstructionalInstructional
Student as Student as ScholarScholar
Personal Personal DevelopmentDevelopment
Liberal Liberal EducationEducation
Technology as the Enabler Technology as the Enabler of Scholarship of Scholarship
DISCOVERYDISCOVERY
LEARNINGLEARNING
INSTRUCTIONALINSTRUCTIONAL
ACCESSIBLE INFORMATIONACCESSIBLE INFORMATION
ScholarScholar
Active Critical ThinkingActive Critical Thinking
Accepts responsibility for learning (active vs. Accepts responsibility for learning (active vs. passive) passive)
Uses answers as an opportunity to ask moreUses answers as an opportunity to ask morequestions; is not constrained by thequestions; is not constrained by the
specific requirements of a course orspecific requirements of a course orprojectproject
Understands multiple perspectivesUnderstands multiple perspectives
Has the ability to self critiqueHas the ability to self critique
Research SkillsResearch Skills
Lays out appropriate methodologies forLays out appropriate methodologies forscholarship generating or using original scholarship generating or using original materialmaterial
Understands how to work collaboratively,Understands how to work collaboratively,even in a geographically dispersed teameven in a geographically dispersed team
Integrates learning both within and acrossIntegrates learning both within and acrossdisciplinesdisciplines
Self AuthorshipSelf Authorship Is internally motivated, does not need external Is internally motivated, does not need external
pressures (like grades!) to initiate work pressures (like grades!) to initiate work
Believes he/she is capable of authoring new Believes he/she is capable of authoring new knowledgeknowledge
Judges new information based on personal Judges new information based on personal values and belief system, rather than relying values and belief system, rather than relying on on external authoritiesexternal authorities
Sees oneself as a member of a larger communitySees oneself as a member of a larger communityof scholars and looks to peers in order toof scholars and looks to peers in order toshare viewpoints and contribute to the share viewpoints and contribute to the quality of critical dialoguequality of critical dialogue
Liberal EducationLiberal Education and theand the
Student as ScholarStudent as Scholar
LEAPLEAP
Student as Scholar in the Student as Scholar in the Context of Liberal ArtsContext of Liberal Arts
Liberal Education GoalsLiberal Education Goals Student as Scholar LogicStudent as Scholar Logic
Critical inquiry/reasoningCritical inquiry/reasoning Evaluate evidence, test Evaluate evidence, test hypotheses, seek to understand hypotheses, seek to understand unique perspectivesunique perspectives
Written/oral communicationWritten/oral communication Share results, use Share results, use writing to interrogate writing to interrogate understanding, communicate understanding, communicate clearly with respondents clearly with respondents
Ethical judgmentEthical judgment Exercise responsible scholarship, Exercise responsible scholarship,
personal responsibility for resultspersonal responsibility for results
Civic responsibilityCivic responsibility Understand one’s self as the Understand one’s self as the agent of action, analyze personal agent of action, analyze personal biases as it impacts research biases as it impacts research
Student as Scholar in the Student as Scholar in the Context of Liberal Arts Context of Liberal Arts
Liberal Education GoalsLiberal Education Goals Student as Scholar LogicStudent as Scholar Logic Scientific literacyScientific literacy Ability to ask meaningful Ability to ask meaningful
questions and conduct questions and conduct appropriate researchappropriate research
Quantitative analysisQuantitative analysis Determine how to find relevant Determine how to find relevant information and filter out information and filter out unwanted materialunwanted material
Cross-cultural/global learningCross-cultural/global learning Creative thinking inspired by Creative thinking inspired by alternative points of viewsalternative points of views
Collaborative problem solvingCollaborative problem solving Learn to work in teams, develop Learn to work in teams, develop a a sense of peer contributionssense of peer contributions
Integrative learningIntegrative learning Ability to look beyond the Ability to look beyond the obvious obvious boundaries of a boundaries of a problem, think problem, think creatively creatively and expansivelyand expansively
Building the BridgeBuilding the BridgeA Developmental Model of A Developmental Model of
Student LearningStudent Learning
Self-AuthorshipSelf-Authorship
Developmental JourneyDevelopmental Journey of the Student of the Student
Developmental Level Student Traits
Reliance on External References [Foundations]
Knowledge viewed as certainReliance on authorities (e.g., professors, parents) as source of knowledgeExternally defined value system and identityAct in relationships to acquire approval
At the Crossroads[Intermediate Learning]
Evolving awareness of multiple perspectives and uncertaintyEvolving awareness of own values and identity and of limitations of dependent relationships
Self-Authorship[Capstone]
Awareness of knowledge as contextualDevelopment of internal belief system and sense of selfCapacity to engage in authentic, interdependent relationships
Designing Learning Designing Learning Environments to Environments to
Cultivate the Cultivate the Student as ScholarStudent as Scholar
Creating the Student Creating the Student as Scholar as Scholar
ExperienceExperience
Capstone Capstone ExperienceExperience
Intermediate Intermediate LearningLearning
FoundationsFoundations
FoundationsFoundations THE 191~ PSY 111THE 191~ PSY 111
Faculty Guidelines for the Faculty Guidelines for the Foundations StageFoundations Stage
Faculty Role Modeling a Self-Reflective Practicing Scholar
Faculty Expectations Cultivate safe climate for honest exchange Build on students’ knowledge by connecting learning
to their experiences Explore provocative, multidimensional problems and
questions Provide multiple valid perspectives on topics of study Help students analyze experts and to explore how
experts’ views relate to their own views Offer timely feedback, and engage in dialogic
reflection with students.
Possible Activities to Assign Academic, self-reflective journal Role-playing exercises Multidisciplinary panels Debates and dialogues Brainstorming sessions Concept maps Analyses of scholarly work
Intermediate Intermediate LearningLearning
Moving from Foundations Moving from Foundations to Majorsto Majors
The Inverted ClassroomThe Inverted Classroom
OrganicOrganic ChemistryChemistry
Faculty Guidelines for the Faculty Guidelines for the Intermediate StageIntermediate Stage
Faculty Role Reciprocal Teacher and Scholar
Faculty Expectations Offer students opportunities to practice authentic research and discovery methods and tasks.
Allow students to make decisions about the learning environment and activities.
Teach student to function productively in research and discovery teams.
Assist students in processing their own problems and generating their own solutions.
Possible Activities & Assignments Structured, team-based research or creative projects
Data interpretation Sampling or sample preparation Research proposal Mini-ethnography Peer mentoring and review Annotative bibliography, review essay
The Capstone The Capstone ExperienceExperience
Integrating Learning and Integrating Learning and Original ResearchOriginal Research
Engineering CapstoneEngineering Capstone
MUITDC Guidelines
Objective This contest fosters interdisciplinary development research by providing an opportunity for teams of undergraduate students to develop and demonstrate a technology at the laboratory scale, to provide fiscal projections that indicate a financial viability, and to identify policy issues that incorporate esthetic and societal concerns.
Academic Year 07-08 TopicGiven the Ohio Governor's interest in energy and particular alternative energy, the topic for academic year 07-08 is “Biomass: Promising Energy and Chemical Raw Material Supply Industry.”
Miami University Interdisciplinary Technology Development Challenge (MUITDC)
OFFICE OF THE ADVANCEMENT OF RESEARCH AND SCHOLARSHIP
Faculty Guidelines for the Faculty Guidelines for the Capstone StageCapstone Stage
Faculty Role Colleague, Research Advisor, Mentor
Faculty Expectations Create climates akin to graduate seminars Empower students to design, implement and
reflect on their own inquiries Help students base their decisions upon their
internal belief system Encourage students to apply lessons learned
to future inquiries and career goals Invite students to integrate ideas and insights
from multiple disciplines and domains to address problems and questions
Possible Activities & Assignments Conference presentation Published article Action-based research or community
engagement project Faculty-student co-authored work Portfolio Thesis Personal statement
The Student as The Student as ScholarScholar
A Framework forA Framework forUndergraduate EducationUndergraduate Education
The Student as ScholarThe Student as Scholar Places scholarship at the center of the Places scholarship at the center of the undergraduate experienceundergraduate experience Allows faculty to shape the curriculum from the Allows faculty to shape the curriculum from the
very first class through the capstone very first class through the capstone experienceexperience Incorporates models of student development that Incorporates models of student development that
foster a student’s own internal motivation foster a student’s own internal motivation and and capabilities to produce original knowledgecapabilities to produce original knowledge Draws from and adds to how a liberal education Draws from and adds to how a liberal education
shapes how students understand the world shapes how students understand the world and position themselves in that worldand position themselves in that world
Impact of Student As Scholar Impact of Student As Scholar on American Higher Educationon American Higher Education
• Provide better educated students for a fluidProvide better educated students for a fluid worldworld
• Framework for setting goals across theFramework for setting goals across the curriculum with a better understanding of curriculum with a better understanding of what is needed to achieve those goalswhat is needed to achieve those goals
• Fusion of learning reduces boundariesFusion of learning reduces boundaries between teaching, research, and between teaching, research, and
serviceservice
ChallengesChallenges Constructing a complete curriculumConstructing a complete curriculum
Deeper faculty understanding of studentDeeper faculty understanding of studentdevelopmentdevelopment
Melding of the curricular and the co-curricularMelding of the curricular and the co-curricular
Linking student as scholar model to the Linking student as scholar model to the broader values of a liberal arts educationbroader values of a liberal arts education
Next StepsNext Steps