Discipline based approaches and reflection

1. 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)

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

3. The developmental journey of the student Source: Hodge et al. (2007, 3) See Table 6 p6 for application of Baxter Magolda’s ideas to Miami, Ohio

4. 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’

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

6. 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

7. 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

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

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

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

11. 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

12. 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.

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

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

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

16. 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.

17. The inverse or flipped classroom Source: http://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped

18. The flipped classroom Flipping the classroom – simply speaking; Penn State University https://www.youtube.com/watch?v=26pxh_qMppE 3:23

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

20. 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?

21. Encouraging students to reflect on their experiences of IBL • 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? Adapted from Crisp, G (2010): Integrative assessment: reframing assessment practice for current and future learning, Assessment & Evaluation in Higher Education, pp1-11

22. 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 …

23. 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

24. Evaluation Please complete the evaluation form

25. THE END For more pictures of Tess see: www.mickhealey.co.uk