1. Designing and Integrating Research and Inquiry Activities into the Curriculum
Mick Healey
HE Consultant and Researcher, UK

2. Designing and Integrating Research and Inquiry Activities into the Curriculum
“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) 2

3. Brief biography
HE Consultant and Researcher; Emeritus Professor University of Gloucestershire (UoG), UK; Visiting Professor University College London, UK; The Humboldt Distinguished Scholar in Research-Based Learning McMaster University, Canada; Adjunct Professor Macquarie University, Australia; International Teaching Fellow, University College Cork, Ireland; Visiting Fellow University of Queensland, Australia
National Teaching Fellow (NTF) and Principal Fellow HE Academy
International Society for the Scholarship of Teaching and Learning Distinguished Service Award 2015
Economic geographer and previously Director Centre for Active Learning UoG
Ex-VP for Europe International Society for Scholarship of Teaching and Learning
International advisor and evaluator to two Australian NTFs on Students as Partners
Co-leader of International Summer Institute on Students as Partners in Learning and Teaching in Higher Education and inaugural senior editor of International Journal for Students as Partners
Research interests: linking research and teaching; engaging students in research and inquiry, students as partners and change agents; scholarship of teaching and learning; bringing about change in curricula 3 3

4. Designing and Integrating Research and Inquiry Activities into the Curriculum
One minute each way
In pairs you each have ONE minute to tell your partner about one experience you have or would like to have of designing research and inquiry based learning activities into the curriculum
The job of your partner is to listen enthusiastically but NOT interrupt. 3 4 7

5. Curriculum design and the research-teaching nexus
STUDENTS ARE PARTICIPANTS
Research-tutored
Research-based
Engaging in research discussions
Undertaking research and inquiry
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
EMPHASIS ON RESEARCH CONTENT
Learning about current research in the discipline
Developing research and inquiry skills and techniques
Research-led
Research-oriented
STUDENTS FREQUENTLY ARE AN AUDIENCE
Curriculum design and the research-teaching nexus
(based on Healey, 2005, 70) 5

6. Begin in the first year
If possible in a different pair, each should skim read one different first year practice (Section 1 pp3-7)
Discuss whether and how any of the ideas might be amended for application here
4 minutes

7. Inquiry-based learning: a conceptual framework
STUDENT-LED
Pursuing
(information-active)
Authoring
(discovery-active)
EXPLORING AND ACQUIRING EXISTING KNOWLEDGE
PARTICIPATING IN BUILDING KNOWLEDGE
Identifying
(information-responsive)
Producing
(discovery-responsive)
STAFF-LED
Inquiry-based learning: a conceptual framework
(Based on Levy, 2009)

8. Engaging a topic & building basic knowledge
Model of the inquiry process
(Justice et al., 2007)
Engaging a topic & building basic knowledge
Taking responsibility for learning
Developing a question
Evaluating success
Anticipating possible answers & determining relevant information
Self-reflection &
Self-evaluation
Communicating new
understandings
Weighing evidence & synthesising understandings
Identifying resources & gathering information
Assessing information 8

9. Forms of IBL
IBL activities may be designed to last over different lengths of time:
A short exercise in a class
A whole class
A whole semester course
A whole program 9

10. Examples of inquiry based learning
In pairs one should read Section 2 case study 1 and the other case study 2 (pp8-10 and pp11-14).
Discuss the similarities and differences. 10

11. Does IBL enhance student learning?
Increasing evidence that shows:
enhanced academic achievement, student perceptions, process skills, analytic abilities, critical thinking and creativity (Prince & Felder, 2006)
deeper understanding, higher degree of reflection, more motivated and achievement of higher order learning (Berg et al., 2003)
higher grades, more Honours, better retention (Justice et al. 2007b) 11

12. Stage of inquiry learning
Upon successful completion of this course a student should be able to:
develop a researchable question and give a rationale for its significance;
choose appropriate research methods to obtain information relevant to answering the question;
critically evaluate the validity and relevance of sources;
communicate a coherent response to the research question and interpret the findings in a wider context;
critically reflect on the learning process.

13. !nquiry planner and flipping the classroom
In a different pair one of you look at
3. Inquiry Planner – (pp15-16)
the other reads:
4. The inverse or flipped classroom (p.17-18)
Discuss ideas which are transferable
Time: 5 minutes

14. Modes of IBL
Importance of scaffolding provided by lecturer and development of independence in learner
Structured – where lecturers provide an issue or problem and an outline for addressing it
Guided – where lecturers provide questions to stimulate inquiry but students are self-directed in terms of exploring these questions
Open – where students formulate the questions themselves as well as going through the full inquiry cycle
(after Staver and Bay, 1987) 14

15. (Spronken-Smith et al. 2009)
This study Spronken-Smith et al. did and published in Assessment and Evaluation in Higher Education.
The research used a survey instrument to determine how student perceptions of learning processes and intended learning outcomes (ILOs) varied in response to courses with different modes and framing of IBL. The survey was completed by 940 students in 15 IBL courses across a range of disciplines and levels.
All types of IBL courses were well rated by students for encouraging learning processes and ILOs congruent with a well designed inquiry experience.
Regarding modes of IBL, there was a clear hierarchy from open (most highly rated) to guided and then structured inquiry.
(Spronken-Smith et al. 2009) 15

16. (Spronken-Smith et al. 2009)16

17. Action planning
Working in groups of 4s identify a curriculum change that ONE of you wishes to introduce to design and integrate research and inquiry activities into the curriculum
The rest should act as critical friends and suggest how you could respond to these issues and how you can enhance the quality of the student learning.

18. Designing and Integrating Research and Inquiry Activities into the Curriculum
If 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)
A cultural change is needed to go beyond compliance 18

19. For more pictures of Tess and Sam and a 1.5 min movie of Tess see:
THE END
For more pictures of Tess and Sam and a 1.5 min movie of Tess see: 19