Discipline based approaches and reflection Mick Healey and Martin Jenkins “… 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)

Discipline-based approaches and reflection 1.Discipline-based case studies 2.Brainstorming ideas 3.Encouraging students to reflect on their experiences of IBL 4.Planning how to engage your students in research and inquiry (continued) 5.Conclusion

The developmental journey of the student ParadigmApproach TeachingTelling students what they need to know LearningEngaging students in learning how to learn; emphasis on learning what they need to know DiscoveryEncouraging students to seek and discover new knowledge Source: Hodge et al. (2007, 3) See Table 6 p6 for application of Baxter Magolda’s ideas to Miami, Ohio

Engaging students with research and inquiry I want you to position yourself on a line according to the extent to which you agree or disagree with the following statements Talk to the person next to you about why you have positioned yourself where you have and as a consequence you may need to ‘move’

Engaging students with research and inquiry: Line-up I believe that my teaching and my research are strongly linked Strongly Strongly agree disagree

Engaging students with research and inquiry: Line-up It is essential that undergraduate students are aware of the research which goes on in their departments Strongly Strongly agree disagree

Engaging students with research and inquiry: disciplinary perspectives A key issue: How may the linkages between research and teaching be developed to enhance the benefit for student learning? In pairs each skim read the abstracts for ONE different group of DISCIPLINES (pp.1-15). Discuss whether any of the ideas may be amended for application in your context 5 minutes

What is research? Breaking new ground; moving forward; exploration and discovery How 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 Students experience of learning in a research environment: Physics Source: Robertson and Blackler (2006)

What is research? Gathering information in the world; answering a question How visible is it? Most visible in the field Where is it located? Out there in the field Who does it? Lecturers and (increasingly over time) students Students experience of learning in a research environment: Geography Source: Robertson and Blackler (2006)

What is research? Looking into; gathering; putting it together; a focus of interest How visible is it? Not tangibly visible but apparent in the dialogue Where is it located? In the library; in the head Who does it? Lecturers and students Students experience of learning in a research environment: English Source: Robertson and Blackler (2006)

Action planning In your group individually write down on post- its your ideas for integrating undergraduate research and inquiry into your programs One idea per post-it “Doing things better versus doing better things” Developing unique selling point Implementing the University Strategy

Action planning In a round each of you should read out one idea and without elaboration or comment add it to the flip chart. Keep going until all the ideas have been added.

Action planning As a group allocate each idea to one of: a)Common and feasible (yellow); b)Innovative and feasible (green); c)Innovative but not yet feasible (red). Discard any ideas you feel are common but not feasible.

Action planning Innovative Not yet feasible Innovative Feasible Not yet feasible Feasible Common Innovative Common Feasible

Action planning Each person should individually use their stickers to choose no more than ONE idea in each category that they would prioritise in their faculty: a)Common and feasible; b)Innovative and feasible; c)Innovative but not yet feasible.

Action planning In a round each team should outline, in no more than 30 seconds, ONE idea (perhaps the one prioritised by the most team members) that they are going to develop in the next year.

The inverse or flipped classroom Source:

=26pxh_qMppE The flipped classroom Flipping the classroom – simply speaking; Penn State University 3:23

The inverse or flipped classroom The experiential flipped classroom model (Source: Gernstein 2012)

Encouraging students to reflect on their experiences of IBL Emphasis on research processes - critical thinking - independent learning - research skills - communication skills Process vs. Product How do we ensure students explicitly develop these skills?

Activity How can tasks and assessments be used to help students make judgements about their own learning and enable future learning? Considering your planned activity, how could students be: provided with opportunities to make judgements about their own learning or performance through review and critique? provided with opportunities to track and analyse their approaches to responding to a problem, issue, situation or performance? provided with opportunities to integrate prior or current feedback into their response? rewarded for the quality of their analysis of metacognitive abilities, rather than just the final product? Encouraging students to reflect on their experiences of IBL Adapted from Crisp, G (2010): Integrative assessment: reframing assessment practice for current and future learning, Assessment & Evaluation in Higher Education, pp1-11

Planning how to engage your students in research and inquiry Using planner tools as a guide. Decide on a key change you want to implement in your practice by yourself and or with immediate colleagues The central idea is … This is so important because … The way that this will be implemented is … The (two) main challenges to implementation are … and how I expect to deal with them … Something else I want to say about this idea is …

Presentations To produce a shareable learning design for a change that you want to implement in your practice. Design must be in a format you think will best communicate your ideas with other participants and with your immediate colleagues. Use planner tools as a guide. Presentations to be organised into two groups: 5 minute presentation + 5 minutes for feedback

Evaluation Please complete the evaluation form

THE END For more pictures of Tess see: