1. Students as Producers: Engaging Students in Research and Inquiry
Mick Healey
“We need to encourage universities and colleges to explore new models of curriculum. … There are several models that we might explore. They should all: … Incorporate research-based study for undergraduates”
(Paul Ramsden, 2008) 1

2. Our argument: a ‘research active curriculum’
“All undergraduate students in all higher education institutions should experience learning through, and about, research and inquiry. … We argue, as does much recent US experience, that such curricular experience should and can be mainstreamed for all or many students through a research-active curriculum. We argue that this can be achieved through structured interventions at course team, departmental, institutional and national levels” (Healey and Jenkins, 2009, 3).

3. Students as producers
"Student as Producer works on more than one level: as a curriculum development project, as a model of institutional change and as a social movement concerned with reinventing the 'idea of the university'." (Neary 2012) 3

5. Brief biography HE Consultant and Researcher
Economic geographer and Director Centre for Active Learning
Director HE Academy projects on ‘Undergraduate research’ and ‘Rethinking final year projects and dissertation’
Ex-VP for Europe International Society for Scholarship of Teaching and Learning
National Teaching Fellow and Senior Fellow HE Academy
Advisor to Canadian Federal Government ‘Roundtable on Research, Teaching and Learning in post-Secondary Education’ (2006)
Advisor to National Academy for Integration of Research, Teaching and Learning (Ireland) ( )
Advisor to Australian Learning and Teaching Council Projects on the ‘Teaching-research nexus’ ( ), ‘Undergraduate research’ ( ), and ‘Teaching research’ ( )
Advisor to League of European Research Universities on research-based teaching (2009)
Honorary Professor University of Queensland; Visiting Professor Edinburgh Napier and University of Wales Newport
Co-Editor International Journal for Academic Development; Joint International Editor Council on Undergraduate Research Quarterly
Research interests: scholarship of teaching; linking research and teaching; active learning; developing an inclusive curriculum for disabled students 5

6. Engaging students in research and inquiry
"Postgraduate study is too late to start; research attributes need to be integrated fully into undergraduate courses"
Ian Diamond, Chair Research Councils UK, 2010 3 6 7

7. Engaging students in research and inquiry
“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) 3 7

8. Engaging students in research and inquiry
“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) 3 7

9. Engaging students in research and inquiry
Different ways of engaging students
Strategies for engaging students at the beginning of their course
Strategies for engaging students at the end of their course
Strategies for engaging students throughout their course 3 9 7

10. 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) 10

11. Mainstreaming undergraduate research and inquiry through the disciplines
In pairs, each skim read at least ONE strategy for engaging students with research in disciplines ( pp 1-6)
Discuss whether and how any of the ideas may be amended for application in your course team or departmental contexts
5 minutes

12. Students experience of learning in a research environment: Physics
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
Source: Robertson and Blackler (2006)

13. Students experience of learning in a research environment: Geography
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
Source: Robertson and Blackler (2006)

14. Students experience of learning in a research environment: English
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
Source: Robertson and Blackler (2006)

15. 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) 15

16. High Impact Activities
First-Year Seminars and Experiences 
Common Intellectual Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments and Projects
“Science as Science Is Done”; Undergraduate Research
Diversity/Global Learning
Service Learning, Community-Based Learning
Internships
Capstone Courses and Projects
Source: Kuh, 2008 16 16

17. Strategies for engaging students at the beginning of their courses
In pairs, each skim read at least ONE different year one case study (2.1 – 2.11 pp 6-9).
Discuss whether and how any of the ideas may be amended for application in your contexts.
5 minutes

18. Different views on undergraduate research
Dimensions of undergraduate research
Student, process centred Outcome, product centred
Student initiated Faculty initiated
Honors students All students
Curriculum based Co-curricular fellowships
Collaborative Individual
Original to the student Original to the discipline
Multi-or interdisciplinary Discipline based
Campus/community audience Professional audience
Capstone/final year Starting year one
Pervades the curriculum Focussed
(Source: Adapted from Beckham and Hensel, 2007) 18

19. Strategies for engaging students in final year and capstone courses
In a different pair, each skim read at least ONE different final year and capstone case study (3.1 – 3.11 pp 10-13).
Discuss whether and how any of the ideas may be amended for application in your contexts.
5 minutes

20. Final year projects and dissertations
Alternative or additional projects, many of which may be employment or community-based, are required to meet the needs of all students regardless of background, discipline or life goals – see invitation p.20. 20

21. The developmental journey of the student
University curricula need to support student and citizen development from
“absolute knowing [where] students view knowledge as certain; their role is to obtain it from authorities … (to) contextual knowing [where] students believe that knowledge is constructed in a context based on judgement of evidence; their role is to exchange and compare perspectives, think through problems, and integrate and apply knowledge” (Baxter Magolda, 1992, 75).

22. The developmental journey of the student
Developmental Level
Student traits
Reliance on external references
[Foundations]
Knowledge viewed as certain
Reliance on authorities as source of knowledge
Externally defined value system and identity
At the crossroads [Intermediate Learning]
Evolving awareness of multiple perspectives and uncertainty
Evolving awareness of own values and identity and of limitations of dependent relationships
Self-authorship
[Capstone]
Awareness of knowledge as contextual
Development of internal belief system and sense of self capacity to engage in authentic, interdependent relationships
Source: Hodge et al. (2008) 22 22 22

23. Engaging students throughout their course
In pairs each skim read the abstracts for ONE different group of DEPARTMENTS ( pp.13-19).
Discuss whether any of the ideas may be amended for application in your context
5 minutes 23

24. 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)
At their tables get each of them who has examples to jot down on a post-it and to bring it up to the whiteboard to place in the appropriate box
IF have mix then get about 4 people at tables and an example of each 24

25. Pursuing
Authoring
Identifying
Producing
Information-oriented:
products of research
Discovery-oriented:
process of research
Conceptual model
Darker shading = strengthening of teaching-research links AND enhanced learning outcomes
(Spronken-Smith and Walker, 2009; Spronken-Smith et al., 2009) 25

26. Scaffolding inquiry throughout a degree
There are essentially two ways to develop research or inquiry skills throughout a degree. The method adopted may depend to a large extent on your teaching context. For example, with large courses it may be impossible to run an open inquiry course at stage 1.
Utrecht chemistry – at stage 1 on day 1 students start with a group lab project – must prepare and characterise a polymer (type of plastic). While the final material to prepare is clearly specified they must find out how to do this themselves. At the end of the first year all 70 students work for 3 weeks in one of the research depts. At stage 2 – students visit and carry out expts in the research depts as well as do a group project – relevant and authentic project; supervised by a senior PhD student. Stage 3 – at the end of the year all students carry out an individual project and they contribute 10 weeks to current PhD projects.
Ecology degree – progressive development
McMaster – spiral degree
1st year
3rd year
3rd year
2nd year
2nd year
1st year 26

27. Inquiry at Miami University
Students in the redesigned courses reported engaging in more inquiry-driven activities (e.g., “working on assignments that require you to build understanding on your own”);

28. Inquiry at Miami University
Students in redesigned courses were more likely to contribute to class discussions and to work with other students during class

29. Inquiry at Miami University
Students in redesigned courses reported less course emphasis on “memorizing facts, ideas, or methods”  and spent significantly more time preparing for the courses

30. Engaging students in research and inquiry
In twos and threes one of you should identify a way in which you propose to engage the students in your course or programme in research and inquiry and the others should act as critical friends.
10 minutes 30

31. International perspectives on undergraduate research and inquiry
Pre-ISSoTL Seminar 19 Oct 2010 Liverpool
Over 50 posters and over 70 delegates
Pre-ISSoTL Seminar 19th Oct 2011 Milwaukee
. Themes:
Research experiences in the first year or senior year;
International undergraduate research collaborations and exchanges;
Curriculum including research and inquiry

32. Mainstreaming undergraduate research and inquiry: conclusions
Getting students to produce knowledge rather than just consume knowledge is a way to re-link teaching and research
The challenge is to mainstream undergraduate research so that all students may potentially benefit
Adopting 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 32

33. Mainstreaming undergraduate research and inquiry: conclusions
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)
There is a need to do more thinking ‘outside the box’ 33

34. Engaging Students in Research and Inquiry
THE END
Thank You 34