Conceptualising undergraduate research and inquiry – some starting-points for discussion “Undergraduate research and inquiry: an investigation” University of Gloucestershire, 12 th May 2008 Philippa Levy

2 Inquiry The core of inquiry is the QUESTION – generating a process of exploration, information- seeking and discovery An inclusive concept Towards “a pedagogy of joint discovery” (Barnett, 2007: 159)…?

3 Inquiry-based learning Making inquiry and research central to the undergraduate curriculum Facilitating extra-curricular opportunities for inquiry and research “Modelling the process of research in the student learning experience”

4 IBL: practitioner (staff) perspectives IBL as formal, discipline-based research practice IBL as looser process of questioning, exploration, investigation More strongly teacher-led and more strongly student-led conceptions

5 Designing for IBL Inquiry task at centre of experience Requiring engagement with authentic inquiry practices of the discipline Problems; case scenarios; field-work; experiential learning; small- and large-scale research projects… Activity-sequencing appropriate to an emergent process of exploration and discovery All resources and activities designed to support the inquiry process ‘Process support’ in areas such as information literacy as well as discipline-based methodologies and techniques Academic and learning support staff providing guidance and facilitation

6 Examples of IBL at UoS Risk in architectural learning (Architecture) The Bible and the tragic vision (Biblical Studies) Inquiry in Second Life (Information Studies) Bringing IBL home (History) Dealing with debt in Derbyshire (Sociology) Engaging with contemporary French visual arts (French) Theatre two point oh# (Extra-curricular, student-led) Projects presented at “IBL – the Aftershock!” CILASS Staff-Student Symposium May 2008

7 Two conceptual frames: ‘information’ and ‘discovery’ Student research/inquiry mostly seen and experienced as information-oriented Some examples of discovery-oriented experiences How do Level 1 students understand and experience research and inquiry? Student perspectives

8 Discovery-responsive Students pursue new questions, problems, scenarios or lines of inquiry, as formulated by tutors or others, drawing on the knowledge- base of the discipline (“how can I answer this new question? approach this question in this new way?”) EXPLORING AND ACQUIRING EXISTING DISCIPLINARY KNOWLEDGE PARTICIPATING IN BUILDING DISCIPLINARY KNOWLEDGE Information-responsive Students explore the knowledge-base of the discipline in response to questions, problems, scenarios or lines of inquiry formulated by tutors (“what is the existing answer to this question?”) STAFF-LEDSTUDENT-LED Discovery-active Students pursue new questions, problems, scenarios or lines of inquiry they themselves have formulated, drawing on the knowledge-base of the discipline (“how can I answer my question? approach this question in my new way?”) Information-active Students explore the knowledge-base of the discipline by pursuing questions, problems, scenarios or lines of inquiry they themselves have formulated (“what is the existing answer to my question?”)

9 Much student inquiry is a by-product of conventional teaching approaches Specific IBL experiences most often information- oriented, staff-led (information-responsive) Some are more strongly discovery-oriented Personal participation and contribution Creative, practical, authentic Increased ownership, sense of achievement and empowerment How do Level 1 students understand and experience inquiry-based learning (IBL)?

10 Towards transformation An important role for research and inquiry in intellectual development Discovery-oriented inquiries offer authentic experiences of ‘bounded independence’ – enlarging students’ view of knowledge and themselves as learners Opportunities for inquiry/research that enable students to pursue their own questions and approaches can be especially powerful

11 immersion authentic challenge risk community publishing trust creative sharing competition generosity friction conflict tension commitment ethics practicality hard fun putting something back groups that work open-ended student-led blurred boundaries ambition intensive decentring authority achievement ownership responsibility self-investment confidence liberation (from assessment) impact worthwhile producing Students’ experiences

12 Strengthening the role of inquiry in the undergraduate experience Developing curricular environments Developing practice - design, facilitation, staff-student partnerships in educational development Developing learners - ‘process support’ Developing institutions - policy and strategy Developing extra-curricular environments IBL in extra-curricular activity Research schemes Research and scholarship