Moving Forward Together: Engaging Students through Research and Inquiry

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Moving Forward Together: Engaging Students through Research and Inquiry. Mick Healey University of Gloucestershire, UK. universities should treat learning as not yet wholly solved problems and hence always in research mode (Humboldt, 1810 translated 1970, quoted by Elton, 2005, 110). - PowerPoint PPT Presentation


<ul><li><p>Moving Forward Together: Engaging Students through Research and Inquiry Mick HealeyUniversity of Gloucestershire, UK universities should treat learning as not yet wholly solved problems and hence always in research mode(Humboldt, 1810 translated 1970, quoted by Elton, 2005, 110)</p></li><li><p>Long history at Brookes:Research projects, including those by Blackman, Breen, Durning, Jenkins, Lindsay, Patton-Saltzberg, Zetter2002-3 all undergraduate and taught postgraduate courses were redesigned with the requirement that they demonstrate how the linkages between research and teaching and learning are realised in the formal curriculum and the wider student experience FDTL Project - 'Linking teaching with research and consultancy in the Built Environment HEFCE funded CETL Reinvention Centre (with Warwick University) including national undergraduate research journalGEOverse - national undergraduate research journal in geography</p><p>Engaging students through research and inquiry at Brookes</p></li><li><p>There will be evidence of how LTC paper 07/014 Developing Undergraduate Research at Oxford Brookes University ... has been integrated into the programme The Academic Progression Initiative (API), Nov 2008</p><p>an excellent opportunity to create a new unique selling point. Namely, an undergraduate student learning experience where all students are encouraged and are afforded the opportunity to develop a strong set of research skills and expertise that complement their academic course content and facilitate the development of high level independent learning, analytical, communication and critical skills.LTC paper 07/014, p2Engaging students through research and inquiry at Brookes</p></li><li><p>Economic geographerDirector Centre for Active Learning Director HE Academy project on Undergraduate research in new universitiesGeography Advisor to HE Academy Subject Centre for Geography, Earth and Environmental Sciences Until 2008 VP for Europe International Society for Scholarship of Teaching and LearningNational Teaching Fellow and Senior Fellow HE AcademyResearch interests: scholarship of teaching and learning; linking research and teaching; active learning; developing an inclusive curriculum for disabled studentsBrief biography</p></li><li><p>Linking research and teaching </p><p>For the students who are the professionals of the future, developing the ability to investigate problems, make judgments on the basis of sound evidence, take decisions on a rational basis, and understand what they are doing and why is vital. Research and inquiry is not just for those who choose to pursue an academic career. It is central to professional life in the twenty-first century. Brew (2007, 7)</p></li><li><p>Linking research and teaching </p><p>Developing the Student as Scholar Model requires a fundamental shift in how we structure and imagine the whole undergraduate experience. It requires, as a minimum, the adoption of the Learning Paradigm in everything from the first introductory course through the final capstone experience. It requires a culture of inquiry-based learning infused throughout the entire liberal arts curriculum that starts with the very first day of college and is reinforced in every classroom and program. (Hodge et al. 2007, 1)</p></li><li><p>Linking research and teachingDifferent ways of linking research and teachingDifferent views on undergraduate research and inquiryIssues in mainstreaming undergraduate research and inquiryConclusion</p></li><li><p>Different ways of linking R&amp;TLearning about others research Learning to do research research methodsLearning in research mode enquiry based Pedagogic research enquiring and reflecting on learning </p></li><li><p>Linking research and teaching: different viewsTopic on linking research and teaching has generated much debate, some of it fairly emotive and polarised (Table 4 p4)Many people hold the view that a key characteristic of universities is where research and teaching are brought togetherSome claim that the best researchers are usually the best teachers (e.g. Cooke, 1998)Others dispute this claim (e.g. Jenkins, 2000); many refer to examples of excellent researchers who are poor teachers and vice versa</p></li><li><p>Linking research and teaching: different conceptions of research</p><p>Source: Brew (2003, 6)</p></li><li><p>Linking research and teaching: different conceptions of teachingInformation transfer / teacher focused approach</p><p>Conceptual change / student focused approachProsser and Trigwell (1999)</p></li><li><p>Linking research and teaching: Conceptual compatibilitiesTrading view of research and information transmission approach to teaching</p><p>Journey view of research and conceptual change approach to teaching</p><p>Trowler and Wareham (2007)</p></li><li><p>Linking research and teaching: Knowledge transfer and public scholarshipKnowledge transfer, knowledge exchange, third stream activities association with enterprise, knowledge economy, vocationalism, professional education and performativity</p><p>Public scholarship engaging in reciprocally beneficial ways with communities at local, national and international level (Krause, 2007, 5); develops from Boyers scholarship of engagement</p></li><li><p>STUDENTS AS PARTICIPANTSEMPHASIS ON RESEARCH CONTENTEMPHASIS ON RESEARCH PROCESSES AND PROBLEMS </p><p>STUDENTS AS AUDIENCEResearch-tutoredResearch-basedResearch-led Research-orientedCurriculum design and the research-teaching nexus (based on Healey, 2005, 70)</p></li><li><p>Mainstreaming undergraduate research and inquiry: discipline and department strategiesHow might undergraduate research and inquiry be mainstreamed into courses and departmental programmes?</p><p>In pairs each skim read at least ONE different disciplinary case study (pp 12-24) OR at least ONE different department case study (pp 25-32). 5 minutes</p></li><li><p>Students experience of learning in a research environment: Physics Source: Robertson and Blackler (2006) </p><p>What is research?Breaking new ground; moving forward; exploration and discoveryHow visible is it?Laboratories and machinery (ie tools) but often behind closed doors Where is it located?Out there; at a higher level Who does it? Lecturers </p></li><li><p>Students experience of learning in a research environment: GeographySource: Robertson and Blackler (2006) </p><p>What is research?Gathering information in the world; answering a questionHow visible is it?Most visible in the fieldWhere is it located?Out there in the fieldWho does it? Lecturers and (increasingly over time) students</p></li><li><p>Students experience of learning in a research environment: English Source: Robertson and Blackler (2006) </p><p>What is research?Looking into; gathering; putting it together; a focus of interestHow visible is it?Not tangibly visible but apparent in the dialogueWhere is it located?In the library; in the headWho does it? Lecturers and students</p></li><li><p>Different views on undergraduate researchDimensions of undergraduate researchStudent, process centred Outcome, product centredStudent initiated Faculty initiatedHonors students All studentsCurriculum based Co-curricular fellowships Collaborative IndividualOriginal to the student Original to the disciplineMulti-or interdisciplinary Discipline basedCampus/community audience Professional audienceCapstone/final year Starting year one Pervades the curriculum Focussed(Source: Adapted from Beckham and Hensel, 2007)</p></li><li><p>Different views on undergraduate research and inquiryOur working definition includes Boyers (1990) scholarships of discovery, integration and application (engagement) and is characterised by breadth:</p><p>undergraduate research describes student engagement from induction to graduation, individually and in groups, in research and inquiry into disciplinary, professional and community-based problems and issues, including involvement in knowledge exchange activities Childs et al., 2007</p></li><li><p>Mainstreaming undergraduate research and inquiry: institutional perspectivesHow might undergraduate research and inquiry be mainstreamed into universitiesIn pairs each skim read at least ONE different institutional case study (pp33-41) 5 minutes</p></li><li><p>Issues in mainstreaming undergraduate research and inquiryIs research and inquiry primarily for honours and graduate students?Is research and inquiry for all students or a highly selected group?How are students prepared to undertake research and inquiry? What are students perceptions of research?</p></li><li><p>Students perceptions of researchA comparison of over 500 final year students perceptions of research in three universities CanRI; UKRI; and UKLRI (Table 5): Students agreed that being involved in research activities is beneficialStudents do not perceive the development of their research skillsCommunication is one of the issues that we need to address language used can exclude</p></li><li><p>Students perceptions of research:About three-quarters of the items followed our hypothesis (particularly about the awareness of research)Those where the hypothesis did not hold up were mainly in the experiences with doing research, where there were no significant differencesRegardless of institution, there is the perception amongst students that learning in an inquiry or research-based mode is beneficial</p></li><li><p>Students awareness of research</p><p>U of A History FacultyU of A Student DataResearch seminars46%75%Books, articles or other research output46%68%Notice boards advertising research opportunities23%59%Existence of Research Centre or Institute18%72%Areas with national or international reputations 18%60%Faculty are writing for publication73%79%Faculty are supervising research students46%81%Faculty are undertaking funded research36%77%Faculty are supervising UG research assistants18%60%</p></li><li><p>Students experiences with research</p><p>U of A History FacultyU of A Student DataStaff discuss research96%85%Reading research paper by staff86%60%Undertaking independent project as part of course77%43%Undertaking undergraduate dissertations59%*7%Being subject of research23%47%Development of research techniques59%27%Attending research seminar32%27%Contributing to research project outside of class14%17%Attending research conference27%19%</p></li><li><p>Mainstreaming undergraduate research and inquiry: conclusionsGetting students to produce knowledge rather than just consume knowledge is a way to re-link teaching and researchThe challenge is to mainstream undergraduate research so that all students may potentially benefitAdopting a broader definition of undergraduate research than is currently common is a way forward (Boyer et al.), which should benefit the learning of students in institutions with a range of different missions </p></li><li><p>Mainstreaming undergraduate research and inquiry: conclusionsIf undergraduate research is to be truly integrated into HE then the nature of higher education itself will need to be reconceptualised. universities need to move towards creating inclusive scholarly knowledge-building communities. The notion of inclusive scholarly knowledge-building communities invites us to consider new ideas about who the scholars are in universities and how they might work in partnership. (Brew, 2007, 4) There is a need to do more thinking outside the box</p></li><li><p>THE END </p><p>Thank YouMoving Forward Together: Engaging Students through Research and Inquiry</p><p>*****73*73*73*********************</p></li></ul>