Exploring the Civic Curriculum - PowerPoint Presentation

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Exploring the

Civic Curriculum

Dr Raphael Hallett

Director

Leeds Institute for Teaching Excellence

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of or relating to a citizen, a city, citizenship, or civil affairs

CIVIC

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CIVIC

SPACES OF ENGAGEMENT

TH RD SPACES and THIRD

MISS ONS

LIM NALITY

& THRESHOLDS

POROS TY & AUGMENTATION

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CIVIC

ETHICS OF ENGAGEMENT

REC PROCITY &

MUTUALITY

EXPLO TATION or TRUST

R SK and

ASSURANCE?

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ENGAGED IDENTITIES

BELONG NG and LOYALTY

D SRUPTED IDENTITIES SUPPORT & TRANS FORMATION

CIVIC

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of or relating to a citizen, a city, citizenship, or civil affairs

CIVIC

CIVIC

PEDAGOGIES

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The engaged civic university

is

one which provides opportunities for

the society

of which it forms part.

It

engages as a whole with its surroundings,

not piecemeal

; it partners with other universities and colleges; and is managed in

a way

that ensures it participates fully in the region of which it forms part.

While it

operates on a global scale, it realises that its location helps to form its

identity and

provide opportunities for it to grow and help

others.

Goddard (2009, p. 5)

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“…Improve your ‘boundary

spanning’ skills by

focusing on a key challenge

to

mobilise intellectual, political, managerial and community knowledge…”

HEFCE INNOVATION FUND:

“Scholarly Impact & Public Engagement”

University of Leeds Cross-Faculty PGT Module

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Create a new cultural institute with a single

portal for collaborations of international

excellence in student education and research,

connecting the finest creative and most curious

minds in arts, culture and the creative industries

across the region

.

University of Leeds Strategic Plan 2015-20

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OPENING PLENARIES

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A Connected Curriculum for Higher Education

Dilly FungUniversity College London

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A Connected Curriculum for Higher EducationProfessor Dilly FungUCL Arena Centre for Research-based EducationD.Fung@ucl.ac.uk@DevonDilly

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Overview

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There is no contradiction between the imperative of good teaching and the imperative of research which critiques, refines, discards and advances human knowledge and understanding. (McAleese 2013,13)

Research equals education

1. ‘Good’ education: a starting point

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‘Good’ education: a philosophical framing

Drawing on philosophical hermeneutics, education may be defined as:‘self-formation’ and collective advancement through critical dialoguethe widening of horizons (Gadamer, 2004)Education is underpinned by the need for the human mind to remain ‘unsatisfied with what it imagines it knows’ (Fairfield 2010, 3).

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Education is ‘for the global common good’, embodying a ‘shared responsibility for a sustainable future’ (UNESCO 2015, 9)

What is education for?

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Increasing evidence through empirical studies that students learn more effectively through active, enquiry-based learning as long as it is structured with peer collaboration and dialogic feedback.

See for example Blessinger and Carfora eds. 2014; Levy and Petrulis 2012; Spronken-Smith and Walker 2010; Wieman 2016; Wieman and Gilbert 2015; Wood 2010.

‘

Good’ education: an empirical framing

2. Current developments in the sector

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‘[B]eing part of a research-rich culture benefits students by providing them with a range of approaches to knowledge and knowledge production. These relate to the learning that occurs when undertaking the specific academic, cultural and professional practices of particular disciplines and/or of thematic interdisciplinary investigations.

Excellent education in research-rich universities

(Fung, Besters-Dilger and van der Vaart, 2017)

Benefits for students also arise from the intellectual depth associated with engaging in any cutting edge investigations, and from the range of skills associated with independent and collaborative enquiry.

’

(p5)

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Examples of changing practice in Europe

Université Pierre et Marie Curie (UPMC): Guided research workshops strengthen the nexus between research and teaching. Compulsory first year workshops focus on “peer project” teaching methods, encouraging autonomy. Each workshop concerns two fields: students work in small groups to master a scientific topic and work through research-thinking processes to produce results. University of Edinburgh: “Our changing world” is an interdisciplinary first-year course about global challenges, aiming at raising awareness how research and scholarship meet these challenges. Students are expected to address key global issues across disciplines.KU Leuven: Service-learning opportunities created for students, who serve a ‘real world’ community, mobilising their academic knowledge, skills and attitudes.

(Fung et al. 2017)

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The Connected Curriculuminitiative atUniversity College London

3. The Connected Curriculum framework

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Commitment

At University College London, our top strategic priority for the next 20 years is to close the divide between teaching and research. We want to integrate research into every stage of an undergraduate degree, moving from research-led to research-based teaching.” (Michael Arthur, President and Provost,UCL, 30 April 2014)

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The

Connected

Curriculum

F

ramework

See Fung, D. (2017a)

A Connected Curriculum for

Higher Education

UCL Press: London

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The core principle: learning through research and enquiry

What

is

research in our subject(s)? What principles, practices and values underpin

our

research?

In what ways, and when, are our students already engaging in forms of enquiry and/or their own investigative research?

Do our approaches to student assessment promote authentic enquiry?

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Connecting with research and researchers

Are students introduced to and inspired by the latest research in the field, including that undertaken by the department?

Do their courses and the wider activities and events in their department enable them to meet, learn from and even challenge researchers and scholars?

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A

‘throughline’ as part of programme design

Is there a connective storyline of enquiry, e.g. in the pattern of learning/research activities and assessments, which helps students to build their own coherent learning narrative?

Is there a clearly constructed sequence of enquiry-based activities across the years of study that enables students to go beyond accumulating knowledge and develop themselves reflectively as critical, creative people?

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Outward looking, interdisciplinary connections

Can students connect outwards from their immediate subject(s) of study and learn to tackle multi-layered challenges using different

‘

knowledge lenses

’

?

In doing this, can they build understandings of and links with appropriate external communities and organisations?

Are they encouraged to analyse their ethical bearings through developing research integrity, social responsibility and global citizenship?

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Workplace connections

Are students developing a range of professional attributes, such as leadership, project management, creativity, communication and problem-solving skills?

Can students make and articulate conceptual and practical connections between their academic learning and the lifelong learning needed for employment and for their future lives?

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Students as producers: outward-facing assessments

Are some assessments of student learning outward facing, directed at an identified audience, giving students a voice beyond the class?

Can students demonstrate an ability to use a range of digital media effectively, as well as different modes of writing, visual and oral communication, as they express their insights and arguments to others, both within and beyond the institution?

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Human connections

Are students explicitly invited into an inclusive research and learning community?

Are there opportunities for them to meet, mentor and work collaboratively with their fellow students across year groups?

Are alumni actively engaged in the learning and research community, e.g. by enriching the curriculum with their expertise, contributing to mentoring schemes or working with departments to enhance their educational provision? 

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Connected

Curriculum

F

ramework

(Fung 2017, 5)

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‘[H]igher education curriculum is not just for the benefit of individual students, enabling them to succeed personally in a competitive, economy-driven world, but for the benefit of wider society. Connecting education more readily with research can enable students to work in partnership with universities to develop even stronger societal and global missions. Breaking down longstanding divisions between research and education can also build stronger bridges between research, education, professional practice and society. As these boundaries are crossed, so older hierarchical distinctions become less powerful, and new kinds of conversations and collaborations become possible.’ Fung (2017, 156)

4. Conclusions

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A Connected Curriculum for Higher EducationDilly Fung

@UCLConnectedC@DevonDilly

Discussion

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Blessinger, Patrick and Carfora, John M. Eds. 2014. Inquiry-Based Learning for the Arts, Humanities and Social Sciences: A Conceptual and Practical Resource for Educators: 2. Innovations in Higher Education Teaching and Learning. Bingley, UK: Emerald.Fairfield, Paul ed. 2011. Education, Dialogue and Hermeneutics. London: Continuum.Fung, Dilly. 2017. A Connected Curriculum for Higher Education London: UCL PressFung, Dilly, Besters-Dilger, Juliane and Van der Vaart, Rob. 2017. Excellent education in research-rich universities. League of European Research Universities (LERU) Position Paper. http://www.leru.org/files/publications/LERU_Position_Paper_Excellent_Education.pdf

References (1)

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Gadamer, Hans-Georg. 2004.Truth and Method (Second, Revised ed.). (J. W. Marshall, Trans.) London and New York: Continuum.Levy, Philippa and Petrulis, Robert. 2012. ‘How do first year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning?’ Studies in Higher Education 37 1:85-101. http://dx.doi.org/10.1080/03075079.2010.499166McAleese, Mary. 2013. Report to the European Commission: Improving the quality of teaching and learning in Europe’s higher education institutions. http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf.Spronken-Smith, Rachel and Walker, Rebecca. 2010. ‘Can inquiry-based learning strengthen the the links between teaching and disciplinary research?’ Studies in Higher Education 35:723-740. doi: 10.1080/03075070903315502.UNESCO. 2015. ‘Rethinking Education: Towards a Global Common Good?’ Paris: United Nations Educational, Scientific and Cultural Organization.

References (2)

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Weiman, Carl. 2016. Carl Weiman Science Education Initiative at the University of British Columbia. Accessed at:http://www.cwsei.ubc.ca/SEI_research/index.html Wieman, Carl and Gilbert, Sarah. 2015. Taking a Scientific Approach to Science Education, Part I–Research and Part II—Changing Teaching. Microbe, Vol. 10(4), pp. 152-156 (2015) & Vol. 10(5), pp. 203-207 (2015)Wood, Jamie. 2010. ‘Inquiry-based Learning in the Arts: A meta-analytical study.’ CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences), University of Sheffield. Accessed 09 10 16: https://www.sheffield.ac.uk/polopoly_fs/1.122794!/file/IBL_in_Arts-FINAL.pdf

References (3)

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Towards a concept of solution-focused training

Mark SchofieldEdge Hill University

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In Scientia Opportunitas Opportunity from Knowledge

Professor Mark SchofieldDean of Teaching and Learning DevelopmentNational Teaching Fellow Director, Centre for Learning and TeachingAcademic Director, SOLSTICE Centre for Excellence in Teaching and LearningU.K Director, Confucius InstituteVisiting Professor: University of Northampton, Leeds Beckett University, Hunan First Normal and Chongqing Normal Universities (China)Senior Fellow in Educational Development, University of Windsor, Canadaschom@edgehill.ac.uk

Towards a Concept of Solution-Focused Teaching: Learning in Communities, About Communities, for the Benefit of Communities

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Preface:

 

Reflections on the idea of the ‘university’

The origins of this presentation – SFT?

Heutagogy

? Why communities? Support for a practitioner perspective?

A thought for today after a general election?

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……………

And a ‘topical’ perspective?

 

“

Personalisation

,

engagement

and making connections with

research

and

professional

practice

are worthy challenges in design for teaching, learning and assessment and proved some of the most challenging aspects for universities to report on in relation to the

Teaching

Excellence

Framework

Criteria in institutional written submissions. It is suggested that deployment the

Problem Solving in Communities

and related approaches to real-world scenarios goes a long way to impacting on development of these, arguably, key components of university education.”

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Skills (and attributes) valued by employers (Maher and Graves, 2008

)

….. And increasingly all of the above in relation to

technologies

and

cyberspace

!

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Consider:

 

“…………. well-conceived curriculum design is key if students in higher education are to be enabled to

apply and integrate their knowledge for expression of their social, cultural, moral, ethical and political capital

”.

 

“…………. educational experiences which produce

self-determining

learners, who have

ability to work with complex situations

and to navigate multiple interplays of variables.”

 

This is a central feature of their commitment to

heutagogic approaches

(Boyhrub et al, 2010) and an ‘emerging’ concept of ‘solution focussed teaching’.

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In a ‘Heutagogic’ approach to teaching and learning:

 

Learners are highly

autonomous

and

self-determined

emphasis is placed on development of learner capacity and capability with the goal of producing learners who are

well-prepared for the complexities of today’s workplace

.

I suggest, in alignment with that what follows is in the spirit of realising heutagogic learning conditions for students but,

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My take on ‘Communities’ here:

focus is on ‘

situated learning

’ (Lave and Wenger, 1991 op

cit

) contextualised by communities and their unique, distinctive, settings.

geographically situated

groups of people (such as in a city or local town)

communities of learners

, working together to make sense of complex situations in the act of problem solving for a common good (

students working alongside people in the community

in shared endeavour which is

mutually beneficent

, as a ‘

Community of Practice

’ (Lave and Wenger, 1991)

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I suggest two important considerations for university curriculum design and implementation:

 

the potential to further elaborate the idea of

solution focussed curriculum

design and implementation (including teaching and assessment) in the form of a ‘

mash up

’ of ideas from existing practices

a compelling notion of ‘community’ extended to communities of learners, who

learn in communities, about communities, alongside community members, for the benefit of communities

.

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And,

 

“ ….. rather than viewing

heutagogy

as another educational revolution, it can be viewed as an evolutionary step toward melding education and training with the life-world determinates of adult learners”.

(Boyhrub et al, 2010)

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So what?

Key foci for consideration in designing and justifying curricula be picked up in the dialectic spirit and moved on by others with interest in this area of work in higher education:

Learning

Teaching

Assessment and

Community Engagement

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1. Learning:

What

skills, knowledge values and attributes

would solution focussed individuals, as a product of their learning, be able to demonstrate?

What

types of learning

may be associated with such attributes?

Which

theoretical

positions may assist in the conception of solution focussed teaching?

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2. Teaching:

How may we teach for such development of such attributes in

authentic

,

meaningful

, ways that will be

beneficial

to the learners and communities?

What may ‘

Solution Focussed Teaching

’ actually look like in action?

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3. Assessment:

How may we consider assessment that complements this type of learning and teaching with links to

enhanced understanding, improved practice and of benefit to communities

?

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And finally how these considerations can impact on 4. Community Engagement and Development:

How can the above be informed by the notion and principles of a ‘Learning Community’ (Lave and Wenger, 1991) and be located in the reality of community settings both for learning to take place and also promote the spirit of ‘

service learning

’ (see

Cipolle

, 2010) for the

benefit

of communities?

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Establishing such a mind-set for ‘solution focussed’ approaches allied to community engagement and development through students’ curricula experiences provides a vehicle for alignment with the notion of ‘

supercomplexity

’ offered by Barnett (2011) suggesting the

need for students to emerge with the fortitude to navigate an increasingly uncertain world as a legacy of their university education.

He advised that the relationships between higher education, knowledge and society should and can only be considered in an integrated way.

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1. Learning Headlines:

 

Focus on

complex problems

which reflect the nature and

unique

situatedness

and socio-political contexts both surrounding and within communities anywhere in the world

 

Consider exposure of students to complex, open-ended, problem solving activities (with a

trajectory from simulations and case studies to real engagements

) provides the necessary opportunities to develop

internal resilience and confidence to work with uncertainty

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1. Learning Headlines:

Real

problems, challenges, current and past, are

posed by our natural and social environments

and are great sources to stimulate critical thinking (both historically and in real time communities)

Provision of opportunities for

interdisciplinarity

, team-working, communication, negotiation and other skills that support effective decision making and action

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1. Learning Headlines:

Students engaging in identification and appraisal of

multiple potential solutions

with reference to

precedence

in the literature or through

creative

,

novel

, plans of action which may, to a greater or lesser extent, draw upon

applying and integrat

ing existing

knowledge

 

Promotion of

ethical awareness

and

cogniscence

of the future ramifications of the actions of individuals and groups in society

cf

sustainable development

in terms of

accountability

for our actions, both individually and collectively, and of their future

impact

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“Acquired expertise in community engagement and development is considered in this context as a function of knowledge in the discipline, of precedent and potential problems, ability to work with data and evidence and to manage a phase of informed consideration prior to selecting (tested or novel) solution paths.”

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Intended learning outcomes include students:

 

Being

resilient problem solvers

with ability to work with uncertainty with a focus on finding solutions (which may be unprecedented and thus involve the confidence to be creative)

 

Having knowledge and experiences which include

real examples

of successes and failures (informed by their engagement with the relevant literature and experts)

Possessing

skills

to work in teams and settings which are

diverse

and often interdisciplinary

Being

morally

and

ethically

aware with a commitment to responsibility for

sustainability

.

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Learning theories as

justification

for curricula and as

prompts

for creative curriculum design?

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Pedagogies - useful theoretical positions to inform practice

Contextualisation - Learning teaching and assessment opportunities characterised by:

Transformative Learning (Mezirow, 1991)

Learners undergo experiences which impact on changes in their worldviews where they may be enlightened by new ideas or ways of thinking followed by them making life changes and decisions based upon examination of their own values and responsibilities

Experiential Learning

(Kolb, 1984)

Learning through experience involving reformulating understanding and approaches to future actions through reflection and dialogue

Reflective Learning (see Schön, 1987; Driscoll, 2007)

Learning through reflection in action (often in dialogue with others) and after action, projecting towards enhanced understanding and improved actions in the future

Affective Learning (Krathwohl et al 1964)

Consideration and examination of one’s own feelings experienced during learning activities, those of others, and how they relate to existing attitudes and values and thoughts about actions and interventions that may be taken and their long-term consequences

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Pedagogies - useful theoretical positions to inform practice

Contextualisation - Learning teaching and assessment opportunities characterised by:

(a)Deep Learning (Marton and Säljö, 1997) and (b) Active Learning and EXIT-M (Schofield, 2013)

)

(a) Deeper learning that goes beyond surface engagement with the experience and involves application and integration of knowledge, dialogue, problem solving, argument and synthesis which draw on and develop higher cognitive, critical thinking skills (b) Active learning strategies which encourage collaborating, designing and implementing solutions to problems, working in teams, presenting ideas and findings to others etc. A key focus is on strategies to support observation, engagement, reflection and dialogue

Learning and Sustainable Development (Ryan, 2012)

Opportunities for consideration of the implications of actions for the future (of communities) and sustainability. This may involve socio-political foci, ethics and consideration of individual and collective responsibility for actions

Social Constructivism (see Fox, 1997)

Learning by building upon existing knowledge and ideas/schemata as a function of social (community) interaction, dialogue and negotiation of meaning

Communities of Practice (Lave and Wenger,1991)

Working towards common ends through shared interest and endeavour (potentially within and for industry and communities)

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Pedagogies - useful theoretical positions to inform practice

Contextualisation - Learning teaching and assessment opportunities characterised by:

Situated Learning (Lave and Wenger,1991)

Learning in real world contexts, in the authentic (community) space

Service Learning (Cipolle, 2010)

Learning which includes activity leading to positive, beneficial, contributions (to communities and their development)

Problem-Based Learning PBL

Problems usually provided by staff but what and how they learn defined by students. Tutor facilitates. Solving the problem may be part of the process but the focus is on problem-management, not on a clear and bounded solution. Lectures not usually used on the basis that students are expected to define the required knowledge needed to solve the problem

Complex problem Solving and Model Eliciting Activities (MEAs) (Lesh and Dorr 2000, Schofield 2013)

Complex, real world problems are used for application and integration of knowledge and also to elicit ‘models’ or ways of approaching the problem, generating novel approaches, and potentially creative solutions. Of interdisciplinary significance.

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2. Suggestions for Teaching

 

Providing access to knowledge (e.g. in cognate disciplines such as built environment, public health, social science etc.) in the form of

real exemplars and precedents

in the form of

successful

and

unsuccessful

case studies

Giving opportunities to see and hear

experts

modelling

problem solving, recounting their experiences and their reflections in and on action, (

Schön

, 1987) and on the consequences of their actions.

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2. Suggestions for Teaching:

Designing for multiple

opportunities to apply and integrate knowledge into complex problems

(either real of manufactured by teachers and community representatives) which are integrated into formal classroom teaching and which involve consideration of the merits of alternative solutions and their projected implications (including

dilemmas, ethics and sustainability

)

Planning exposure to

simulations and group problem solving

thus acts as a deliberate,

formative

, prelude to working with real, authentic, community-based situations, projects and problems.

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2. Suggestions for Teaching:

Planned opportunities for direct ‘

placement

’ experiences in the community. This is

situated learning

, working with and for the community and relates to operating ‘Communities of Practice’ (Lave and Wenger, 1991) in terms of

partnership with and service to the community

Provision for periods of individual and

group reflection on all of the above

(usefully as part of

assessment

), supported and challenged by peers and experts (from within the communities being served and from academe)

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2. Suggestions for Teaching:

Mentoring

and coaching by University

teachers

and also by community based

professionals

,

leaders

,

stake-holders

etc. as appropriate, to supply support and challenge and to provide a further source of knowledge to support development of students.

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“The key, important consideration in designing curricular experiences, is to

align theory with practice in teaching and assessment

and to effectively ‘

keep it real

.’ This is not only relevant in terms of student motivation (through connecting the abstract with the often more interesting concrete aspects of practical examples and exemplification) and development of higher order critical thinking but also to soliciting buy-in and commitment to ongoing support from other professionals and community members in the broadest sense.”

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3. Consider Assessment:

 

which is

meaningful

,

developmental

assessment which reinforces learning through the application and integration of knowledge in

authentic

ways

(and teaching) to enhance students’

capacity to know what to do, when, why

and for them to have an

informed sense

of the

limitations

and

implications

that their actions (past and future) may have.

having strong orientation of assessment towards

problem solving about community contexts

, through

real-world immersion

in communities and assessment of activities learners undertake out in the community settings themselves

which includes developmental,

formative assessment

experiences (

Yorke

, 2003) - discussion, access to experts, community members

etc

and mentoring add to the effectiveness of the learning.

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3.

Assesment

:

A simple frame for thinking about an assessment approach based upon a commitment to

praxis

, in terms of development of a sense of one’s ability to

consciously commit knowledge and skills to action

. This frame is “

What

?

So

what

?

Now what

?”

 

The core components are:

 

What?

(Focussed on describing and focussing on developing an initial understanding of the context)

So what?

(Focussed on the next stage, making sense of the context and considering potential actions and consequences)

Now what?

(Focussed on planning for reasoned and justified action)

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4. Community Engagement and Development: Consider

 

 

The potential for community development and involvement of

students as key agents, partners and learners

is the key theme.

Focus on significance in terms of

universities’ exploration of individual and collective social responsibility and future sustainability

of communities.

Learning in communities, about communities, through and for the benefit of communities is a compelling objectiv

e and model through which learning is helpfully conceptualised as shared endeavour where students and community members have opportunities to learn and develop alongside each other in

partnership

.

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In conclusion:

 

Winbolt (2015) invites us to consider a Solution Focused Thinking approach which “

values simplicity in philosophy and language and aims to discover “what works” in a given situation, simply and practically” and focusses on 

“constructing solutions rather than dwelling on problems

…….

The approach is about the orientation taken by the practitioner – it is

solution

-focused rather than

problem

-focused. So the term indicates where

we look: forwards, towards solutions, rather than backwards, by studying problems

”.

Slide72

A

BIG

Thank You!

Slide73

Some useful references:

Barnett, R (1997)

Higher Education: A Critical Business

. Buckingham: Society of Research into Higher Education and Open University Press.

 

Barnett, R (2011)

‘learning about Learning: a conundrum and a possible resolution.’

London Review of Education 9 (1), 5-13.

 

Bhoyrub, J. et al (2010)

Heutagogy: An alternative practice based learning approach.

Nurse Education in Practice

Volume 10, Issue 6

, November 2010.

 

Biggs, J and Tang, C (2009)

Teaching and Learning at University

. 3

rd

edn. Maidenhead: Open University Press.

 

Boyer, E. L. (1990)

Scholarship reconsidered: priorities of the professoriate.

Carnegie

Foundation for the Advancement of Teaching. Princeton, NJ.

 

Brock

, S.,

Florescu

,I.

Teran

, L. (2012)

Tools for Change: An Examination of Transformative Learning and Its Precursor Steps in Undergraduate Students

. International Scholarly Research Notices, Volume 2012. ISRN Education. Hindawi Publishing Association.

http://www.hindawi.com/journals/isrn/2012/234125/

(Accessed July, 2015)

 

Cipolle, S (2010)

Service-Learning and Social Justice: Engaging students in Social Change

. Roman and Littlefield.

 

Dobson, K, S. (2010) ed.

Handbook of Cognitive Behavioural Therapies

. 3

rd

Edition. The Guildford Press.

 

Dubin, P (1962)

Human Relations in Administration

. Englewood Cliffs: Prentice-Hall.

Driscoll, J (2007)

Practicing Clinical Supervision: A Reflective Approach for Healthcare Professionals

. Baillie re Tindall, Elsevier.

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Some useful references:

Fox, R.( 1997)

Perspectives on Constructivism

. University of Exeter school of Education. Exeter.

 

Hogan, K and Pressley, M (1997

) Scaffolding Student Learning: Instructional approaches and uses

. Brookline Books, Inc.

 

Kolb, D. (1984)

Experiential Learning

. Enlewood Cliffs, NJ: Prentice Hall.

 

Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964).

Taxonomy of educational objectives: Handbook II: Affective domain

. New York: David McKay Co.

 

Lave, J and Wenger, E (1991)

Situated Learning

:

Legitimate Peripheral Participation.

Cambridge University Press.

 

Marton, F and Säljö, R (1997)

‘Approaches to learning’

. F. Marton et al. (eds).

The experience of Learning

. Edinburgh: Scottish Academic Press.

 

McAllister, M. et al (2006)

Solution Focused Technology: A transformative Approach to Teaching Nurseries

. International Journal of Nursing Education Scholarship. Volume 3, Issue 1. The Berkeley Electronic Press.

 

Mentkowski, M. (2000)

Learning that lasts: integrating learning, development, and performance in college and beyond.

Jossey-Bass.

 

Mezirow, J. (1991)

Transformative Dimensions of Adult Learning.

Jossey Bass.

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Some useful references:

Myers, S (2007)

Solutions-focused Approaches (Theory into Practice)

. Russell House Publicising.

Polyani, M (1966) The Tacit Dimension. Doubleday & Co.

Ryan, A. (2012)

Education for Sustainable Development and Holistic Curriculum Change: A Review and guide

. The Higher Education Academy, York, UK.

Schofield, M. (2013)

Modelling Eliciting Activities: Beyond Mathematics,

in Mathematical Modelling: Connecting to Teaching and Research Practices – The Impact of Globalisation, Stillman, G., Kaiser, G., Blum, W., and Brown, J. (Eds) Springer Science and Business Media.

Schofield, M. (2013)

Extending Interaction with Text and other Media (EXIT-M)

WARSE (World Academy for Science and Engineering Education) Publications, India

 

Schofield, M. (2014)

Linking Assessment with Learner Success

. Proceedings of the International Conference on Developing Real-Life Learning Experiences Changing Education Paradigms in ASEAN (DRLE) Bangkok, Thailand

 

Schön, D (1987)

Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions

. San Francisco, CA: Jossey-Bass

 

Wenger, E (1998)

Communities of Practice: Learning, Meaning and Identity

. Cambridge University Press.

Winbolt, B. (2015)

Solution focussed thinking

:

http://www.barrywinbolt.com/anger-management/solution-focused-thinking

(Accessed July, 2015)

 

York, M (2003)

Formative Assessment in Higher Education: Moves towards theory and the enhancement of pedagogic practice

. Higher Education 45:477-501. Kluwes Academic Publishers.

Slide76

Questions and answers

with both plenaries

Slide77

Coffee and refreshments

(until 11:30am)

Slide78

PARALLEL SESSIONS

Designing the Civic Curriculum

takes place in UG.09

Please return to the Great Hall at 12:40pm

The Politics of Civic Engagement

Commences here

at 11:30am

Slide79

PARALLEL SESSION

The Politics of Civic Engagement

Slide80

Stepping Out:

From ivory tower to good neighbourJames DerounianUniversity of Gloucestershire

Slide81

James DerounianUniversity of Gloucestershire

81

Stepping out…..

From Ivory Tower to good neighbour

Slide82

Interactive Session

“’civic identity’, responsibility & belonging” staff/ studentsFresh thinking: “idea & role of the university”Risk taking for learning to benefit society, students & staffAll done!

82

Slide83

83

Civic identity, responsibility & belonging

Is this us?

Slide84

84

Or this?

Or this?

Slide85

The scientist is citizen first, scientist second [JD Bernal] academics have great role to play as citizens & must apply knowledge for human welfare Major student investment in their futures [e.g. Student loans]World crises: terrorism, trafficking, climate change, poverty…

85

Staff/student responsibility

Slide86

John Dewey (1859-1952)

86

Learning as transaction between individual & environment to foster

reflection

“projects as a means for producing

learning from experience

”

(Dwight

et al,

1994: 80)

“There is nothing wrong with wanting to illuminate college students about the real world before they graduate and venture out into it unprepared”

(

Stoeker

et al

, 2003: 3)

“if we decide that there are no public things to which we should be willing to pledge some of our time and some of our effort…we will be breaking faith with our nation’s experiment in liberty rooted in mutual assistance and democratic aspiration.”

(Dionne

et al

, 2003: 10)

“[The school itself] shall be made

a genuine form of active community life, instead of a place set apart

in which to learn lessons.”

(Dewey, 1900: 27)

Slide87

A civic curriculum

Purposeful fun!Combining learning, skills acquisition with practical benefits for societyFinding a project that fascinates the individual (student) whilst helping othersHelping to persuade a future employer of a student’s practical credentialsIntroducing a student to their future university/ ‘home’Helping to make the transition to universityEnabling university-work transition: timekeeping, team work, work with others Gaining confidence, multiplying a student’s knowledge & skills

87

Slide88

Risk-taking for learning

“daily life is not a backdrop to education, but education itself…students need to carefully and critically examine what exists under their feet and outside their front (and back) doors.” (DeLind and Link, 2004: 127)Healey, M. Lannin, L. Stibbe, A. & Derounian, J (2013) Developing and enhancing undergraduate final-year projects and dissertations. National Teaching Fellowship Scheme publication, HEAInternshipsOur graduates contributing to student teaching & learningBiGGY

88

Slide89

Big Green Gap Year (BiGGY)

Big Green Gap Year (BiGGY) was recognised by NESTA in the Observers top 50 New Radicals (2015) for it's forward thinking and ethos of organisation http://www.nesta.org.uk/news/new-radicals-2014/big-green-gap-year BiGGY film (5 mins) reflections, learning and experiences of participants and placement hosts involved in the summer 2015 ‘pilot’ = at https://www.youtube.com/watch?v=w4mBwuZI8hI

89

Slide90

Mutuality

Being much more +vely present in our local communitiesPublic Sociology “as a social movement beyond the academy…collaborations of sociologists with their publics, flowing together into a single current” [Burawoy, 2005]Martin Luther King, Jr. [Strength to Love,1963]:“In a real sense, all life is interrelated.  All people are caught in an inescapable network of mutuality, tied in a single garment of destiny.  Whatever affects one directly affects all indirectly.  I can never be what I ought to be until you are what you ought to be…This is the interrelated structure of reality.”

90

Slide91

Participatory evaluation

Stand against wall – 0-100%Did you enjoy this session?Did it give you ideas to potentially pursue?Participants suggest other criteria to assessTHANKS FOR CONTRIBUTING

91

Slide92

Bibliography

92

Arthur, J. with Bohlin, K. E. (2005)

Citizenship and Higher education

. Abingdon: RoutledgeFalmer

Burawoy, M. (2005)

2004 American Sociological Association Presidential address: For Public Sociology

in American Sociological Review.

http://burawoy.berkeley.edu/Public%20Sociology,%20Live/Burawoy.pdf

(accessed 28.4.2017)

Corporation for National & Community Service online, USA [accessed 19.4.17]

http://www.nationalservice.gov/

DeLind, L.B. and T. Link. 2004. ‘Place as the Nexus of a Sustainable Future: A Course for All of Us’, in P.F. Barlett and G.W. Chase (eds), Sustainability on Campus: Stories and Strategies for Change. Cambridge, MA: MIT Press, 121–37

Dewey, J. (1900)

School and Society

(2

nd

ed.). Chicago: University of Chicago Press

Dewey, J. (1938)

Experience and Education

. New York: Collier Books

Dwight, E. Giles, Jr. & Eyler, J. (1994)

The Theoretical Roots of Service-Learning in John Dewey: Toward a Theory of Service Learning

. Michigan Journal of Community Service Learning 1 (1) pp. 77-85

Dionne, E.J. Jnr Drogosz, K.M. and Litan, R.E. editors (2003)

United We Serve: National Service and the Future of Citizenship

, Washington DC: Brookings Institution Press

Eby, J. (1998)

Why service–learning is bad

(accessed 12.12.2016)

https://www1.villanova.edu/content/dam/villanova/artsci/servicelearning/WhyServiceLearningIsBad.pdf

Gaskin, K. (2004)

Young People, Volunteering and Civic Service

, London: The Institute for Volunteering Research

Gorham, E.B. (1992)

National Service, Citizenship, & Political Education

, Albany: University of New York Press

McCormick, J. (1994)

Citizen’s Service

. London: Institute for Public Policy Research

Stoeker, R. & Tryon, E.A. (2009)

The Unheard Voices: Community Organizations & Service Learning

. Philadelphia: Temple University Press

Slide93

The Political

ClassroomKath OwenLeeds University Union

Slide94

Creating a Civic Curriculum:

The Political Classroom

Slide95

Session aims:

To outline the LUU context for student engagement

To explore the ‘connected curriculum’ and the politics of the learning space

To examine student involvement in political action

To investigate student perception of political agency

Slide96

Support, enable and represent our students

Enable them to get the most out of their learningPositive change from the collective student voice

LUU’s mission

Slide97

Their aim:

Raise awareness and encourage political engagement Change: Students are fully informed of issues and feel inspired and equipped to engage with themInitiatives: Democracy Conference, Theme of Brexit, BLM UK, Prevent, Protesting the TEF, Make LUU a hate crime reporting space, National Demo 2016Measures: More student-led campaigns, debates on campus, higher turnout in elections and referenda, high turnout for the Demo.

Officer Objectives 2016/17

Slide98

‘Express Yourself’ research 2014

Understanding of views and perspectivesReduced emphasis on registration status/cohort/mode of studyCategorisation by ‘segment’

Insight into LUU membership

Slide99

Difference by segment: Politics and democracy

Segments 1, 4 and 6 are most likely to vote

Segments 2 and 5 are least likely to vote

Segments 1 and 4 also think the Union should increase the political activism

A need to show relevancy of position as well as make it clear how they can vote (for those off campus) and how their vote will make a difference

These are the segments to talk to about the campaigning and democracy more and engage to help push a change alongside the Union – they need to believe their vote will make a difference

Segment 2 are not interested in it, but also feel their vote won’t create meaningful change

Segment 4 wants to see democracy coming through more

Segment 5 are also not interested, but some say that not being on campus very often is a barrier

Slide100

Nearly 2 in 3 see the Union as effective in driving change, but nearly 1 in 3 don’t think it is important

Think this is important

(18% v. imp)

I think the Union is good for sticking up for what people believe in

They do a lot and are always campaigning about something, but it can get a bit too much

69%

31%

Don’t think it is important

Base: All n:3470. Questions: LU10 (single code), LU11 (single code out of 7) (see appendix).

The importance of the Union in driving change is clear for many, but you need to be careful about communication of this…

Slide101

There is a mix of engagement in terms of voting… it really is influenced by level of interest

Union Representatives

31%

29%

33%

21%

32%

40%

Activity Representatives

13%

29%

47%

Referendums

13%

32%

43%

Committee/Society Elections

12%

23%

57%

Hall Representatives

Other answers to add to 100% = can’t remember

Base: All n:3470. Questions: LU15 (single code) (see appendix).

Union reps seems to generate the greatest appeal – what learnings can be taken about the process to help drive participation in other votes?

Slide102

… and although barriers focus on lack of interest/ relevancy, there is also an awareness issue

Because…

34% feel positions are not relevant to them33% don’t know to vote28% just don’t have any interest26% don’t know people personally26% don’t feel they get enough information11% are not based/hardly ever based on campus10% think it won’t create meaningful change8% don’t think their vote will make a difference

Other answers to add to 100% = can’t remember

Base: All n:3356 Questions: LU16 (multicode) (see appendix).

Awareness of votes needs to be addressed, as well as delivering key information to provide the holistic picture of the campaign and show the relevance to all. There is also a need to look at engaging those off campus too

Slide103

And it is one of the lowest priorities they think the Union should focus upon

… say it is important for the Union strategy to

increase the Union’s political activism

Only…

BUT democracy fares somewhat better…

… say it is important to

make Union democracy more accessible/relevant

… say the Union should play a role in driving change on issues… but this is 13th on their list

Base: All n:3470. Questions: LU22a (single code out of 7 – net scores), LU2a2b (choose one) (see appendix).

37%

59%

Care needs to be taken with the prominence that political activism is given, ensuring democracy still comes through and is not overshadowed

Slide104

The sentiment coming through in the

qual suggests the barrage of political activities can wane interest

There is always something they are shouting about around the Union – it is good you can share your views but it scares me away

I don’t think that it should be political in any way or that it should try to “promote” any stances on anything… just do what it is good at – providing somewhere for students to enjoy themselves

Unfairness is a pet hate of mine – it is why I chose politics… but you need to give enough information to let people decided themselves not ram it down people’s throats

I hate people jumping on the bandwagon and press ganging political groups – there can be a few of these fuelled by the Union and it is cynicism not democracy

More choices and student decisions on big things, the exec are meant to represent a democracy not just force their opinions on the rest of the University

And you need to think about what you can do to not alienate those less interested in the politics…

Slide105

But it is important to remember that this is key for some Members, who place this above commerciality

If they put more focus on campaigning and political issues than on shopping and giving space and platforms to outside corporations and brands that would be better

Actually having opinions on topical issues such as the rise of youth unemployment and the degrading of status that a degree holds. Also being able to instigate a change on a larger scale than 'the water fountains aren't at the right height.'

I would also like LUU to lobby the University more on sustainability, and a good way to start on this would be the fossil fuel divestment campaign

In an ideal world, the union would be a hub for social change, a home away from home, where people can come together; it would feel alive in a non commercial way

Politics

Democracy

… with the need to get the right balance for those who want to be active in this arena

Slide106

Campaigning into the classroom

Slide107

Recognition of the lived experience of the learner

Recognition of power and social relationships Challenging underrepresentation and discriminationsStudent involvement in shaping their curricula

A ‘connected curriculum’

Slide108

New and old methodologies

Slide109

Small group discussions:

Use the prompt cards to generate a discussion about topical political “themes” impacting on students.Questions:How easy were the conversations?How might the conversation differ if a group of students were taking part?To what extent should all HE students be exposed to this type of conversation, in the classroom and outside?

Over to you

Slide110

‘Give an X’ campaign (LUU and NUS)

HEPI Report Do students swing elections? Registration, turnout and voting behaviour among full-time students (2010, Stephen D. Fisher & Nick Hillman)Voter registration in 2017 – Leeds North West and Leeds Central in Top 3 constituencies with highest % increase in registered voters

Student political agency

Slide111

Speak Up! Programme

Honest Edibles / Big Narstie / Rowan Ellis2 Practical Activism conference Oct 2016Challenges:Engaged students already committed to a range of other activitiesManaging controversial speakers - freedom of expression vs no platformAvailability of good external speakers/cost of good speakersWhat students want vs what Officers want to promote e,g. explaining the HE Bill

Alternative initiatives

Slide112

Curriculum Design

Co-production themes and assessment modesCollaborative researchPublic engagement programmes

How can ‘the classroom’ respond?

Slide113

Conclusions

The teaching environment is political: we have started to identify how to engage with and address the challenges raised

Engaging ‘students as partners’ in their learning is key to building solutions

Student political agency can be harnessed: we need to keep finding new ways to engage.

Slide114

Citizenship and the History Student: Embedding the real world in the curriculum

Catherine CoombsUniversity of Leeds

Slide115

Citizenship and the History student – embedding the ‘real world’ in the curriculum

Cathy Coombs, School of History,

University of Leeds

Slide116

‘The problem’

History students think they…write a lot of essayssit a lot of examslearn a great deal about the pastHistory students do not necessarily realise that they…develop critical abilitylearn to communicate in a range of formatsare skilled in structured argument…all of which, packaged positively, makes them very employable!

Slide117

The ‘History in Practice’ modules

‘History in Practice’ modules…

run at level 2, as an exception to the normal structure

are an optional choice, sold as ‘skills’ modules, but also provide a popular and engaging chance to do something ‘non-traditional’

aim to prepare our students for level 3 and for applying for graduate employment

The three I run and will discuss today are…

HIST2540 History Students into Schools

HIST2557 Thinking about History

HIST2570 History in the Media

Slide118

The ‘History in Practice’ modules

Slide119

Using partnership to bring in the ‘real world’

In these modules, we…

work with local History teachers – bringing them into the university and sending students to work in schools (HIST2540)

hear from History graduates about the career path that their degree led them into – and how they packaged their skills to do that (HIST2570)

think about who ‘owns’ History and what it is for – often leading students to re-assess the relationship between universities and the public (HIST2557)

Working with professionals and considering perspectives from beyond

the academy

allows students to…

practice their own professional persona

develop assertiveness and appropriate communication skills

make informed career choices and prepare to present themselves in applications and at interview

be better, more self-aware and prepared candidates when they leave university

Slide120

Using assessment to prepare for employability

In these modules, we…

require regular reflective writing to encourage students to recognise the skills and insights they are developing (HIST2540 and HIST2570)

assess portfolios of work, with case studies integrated with critical analysis using the relevant literature (HIST2540)

ask students to prepare independently and then hold assessed debates on topics at the intersection of popular and academic history (HIST2570)

Being assessed through non-traditional, ‘real world’ formats allows students to…

prepare for real situations in the workplace, where they need to research and prepare materials for a particular audience, or assert themselves

develop communication skills beyond the formally written

help students to identify their own changing identities and motivations as they learn, with a record that they can use for applications and interviews

Slide121

Some final thoughts…

Universities already deliver lots of ‘real world’ skills and produce graduates with a lot to offer graduate employersBut – the students do not necessarily recognise or have confidence in what they can do or how to present itWorking with professionals from outside the university exponentially develops students’ confidence, communication skills and self-presentationBeing assessed on tasks which mimic professional scenarios, but without diminishing the critical requirements, softens the transition to employment and makes students better able to market their skills to potential employers‘Skilling’ our students and preparing them for the ‘real world’ does not mean changing what we do – just being explicit about it and helping students recognise their own development

Slide122

PLENARY SESSION

Welcome back

Slide123

Building Civic Curricula in Sheffield

Slide124

Connecting the curriculum

with civic opportunities Andrew Middleton and Charmaine MyersSheffield Hallam University

Slide125

Connecting the Curriculumwith Civic Opportunities

Andrew Middleton, Charmaine Myers & Graham HoldenLearning Enhancement & Academic Development

@

andrewmid

@

venturematrix

@

GrahamJHolden

Slide126

Venture Matrix - making connections

Applied learning within the curriculum

Real life work-related projects

Schh

Schools

Organisations

Slide127

Venture Matrix - an integrated approach

Project briefs linked to learning outcomes

Development of professional identity and capabilitiesPromote reflection and support Linked to module assessment from an accredited part of their degreeIntegrated within existing modules - not a bolt-on VM module

Slide128

History

2007 - 13 modules2017 - nearly 80 UG & PG modules

Venture Matrix - an integrated approach

TeamAcademic Lead (1)Supports curriculum design and developmentOperational Staff (7)Build relationships with organisations & schoolsSource discipline specific authentic learning opportunitiesDesign, support and manage projects for students

Slide129

Level 4 - 1

st year UG 1 Client Brief 1 Module (17/18)Students work in Groups of 4/6

Level 5 - 2nd year UG1 Client Brief 1 Group of 4/6 (17/18)

Level 6 - 3rd year UG 1 Client Brief 1 Seminar (18/19)

Exposure & Engagement

Scaffold Support for Learners

Placement Year

Venture Matrix - curriculum transition

Learner

Graduate

Physics - school workshop

Physics - Manage VM level 5 project

Dissertation focus on placement orgs

Physics - possible placement orgs

Becoming

Slide130

Level 4 - 1st year UG students

School Event 1

Slide131

Level 4 - Example

Business & IT students working on an

External Client Challenge in groups with primary school pupils

Criminology students working on a brief from SY Police engaging with secondary school pupils

Slide132

Level 5 - 2nd year UG students

Slide133

Level 5 - Example

Politics and Sociology students running a debating club for local secondary school

Digital Marketing students create marketing strategy for external business & charity clients

Slide134

Level 6 - 3rd year UG students

Slide135

Level 6 - Example

International Business students complete market research report & presentation - Pixel Chocs

Business & Finance students work on finance, funding & research - Rain Rescue

Slide136

Finding and creating spaces to extend the reach of the Venture Matrix for beneficial impact on all students

Challenge

Slide137

Transition & BecomingChallenging, inspiring and supporting every student to value and engage in meaningful activities that reach beyond a taught experience

Third Place

Neutral

Leveller

Conversation

Accommodating

AccessibleRegulars and friendshipUnpretentiousA home from home

Oldenburg (1989)

Third Space

boundary crossing

bridging

transition and navigation

negotiation

“the official and unofficial spaces of learning contexts”

Gutiérrez

et al. (1999)

Liminal Space

Threshold

Transition

Ritual

Passing

Translocation

Displacement

Turner (1969)

Creating a Third Space

Slide138

Level 4 - 1

st year UG 1 Client Brief 1 Module (17/18)Students work in Groups of 4/6

Level 5 - 2nd year UG1 Client Brief 1 Group of 4/6 (17/18)

Level 6 - 3rd year UG 1 Client Brief 1 Seminar (18/19)

Exposure & Engagement

Scaffold Support for Learners

Placement Year

Venture Matrix - non-curriculum transitionApplied Learning Academic Interest Group

Learner

Graduate

Becoming

Pre

Transition In

From first contact

Connected Learning Experience Online (CLEO)Aspiration statement

PPDP Review

PPDP Review

PPDP Review

PPDP Review

PPDP Review

PPDP Review

PPDP Review

PPDP Review

PPDP Review

Post

Transition Out

Alumni relationship

Connected Learning Experience On-line (CLEO)Maintain mentoring role

PPDP Review

PPDP Review

Through

Peer Mentoring

PPDP Review

PPDP Review

Slide139

Developing an infrastructure for

engaged learning and teachingLee CrookesUniversity of Sheffield

Slide140

Developing an ‘infrastructure’ for engaged learning and teaching: some insights from the University of Sheffield

Lee Crookes

Department of Urban Studies and Planning, University of Sheffield

Slide141

OVERVIEW

www.sheffield.ac.uk/als/current/engaged

Why?

Engaged Learning at the University of Sheffield

Some examples

Principles of engaged learning at

UoS

Challenges

Developing an ‘infrastructure’ for EL

Slide142

Who/what is a university for?

Why don’t local communities place greater demands on local universities?…in the context of austerity…disconnection and the Brexit vote

ENGAGED LEARNING SHEFFIELD

www.sheffield.ac.uk/als/current/engaged

“our great universities simply cannot afford to remain islands of affluence, self-importance, and horticultural beauty in seas of squalor, violence, and despair. With the schools of medicine, law and education and their public policy programs, universities surely can help out our cities and perhaps

even our nation back together.” (

Harkavy

, 1993)

Slide143

www.sheffield.ac.uk/als/current/engaged

University as a good neighbour

Enhanced student learning experience

Student recruitment and employability

Educating for citizenship

Interdependency of a city and its universities

University as an anchor institution

Questions of relevance and ‘impact’

Slide144

www.sheffield.ac.uk/als/current/engaged

US tradition of service learning and engaged scholarship (the ‘third mission’)

Bill Bunge’s Detroit Geographical Expedition and Initiative

Participatory action learning and researchEast St Louis Action Research Project (UIUC)Netter Centre, University of PennsylvaniaCUPP University of Brighton; Just Space (UCL); Durham Centre for Social Justice and Community Action, new Urban Living Partnerships…

Precedents

Slide145

ENGAGED LEARNING SHEFFIELD:

definition

Engaged Learning combines academic rigour and disciplinary knowledge with opportunities for students to learn with and from external partners, 'real-world' challenges, and experiences outside the University.

It often has a focus on engaging with issues of local, national, or international public concern. Engaged learning is intimately connected to ideas concerning citizenship and social responsibility. While often having a practical focus on local or regional issues, engaged learning also explores ideas of global citizenship and responsibility.Preparing students for the world beyond the University through authentic learning which forges connections with communities and external partners.

Slide146

ENGAGED LEARNING SHEFFIELD

www.sheffield.ac.uk/als/current/engaged

Slide147

The Westfield Project : getting students out of the ‘S10 bubble’ and getting them to care about

people and places

Peripheral, low-income community on the edge of SheffieldOne of 150 communities in England receiving £1m of Big Local fundingLong-term community-university partnership with a strong ethos and commitment to reciprocity Mobilising the university's resources and putting them at the service of the community20 student volunteers and an associated option moduleWorking with residents to develop an estate profile, vision and interim 3yr plan plus development of a food bank, community growing project and parkAssociated research project with the Town and Country Planning Association

Slide148

Slide149

Slide150

People aren’t always keen to engage with the university and research

Tried to avoid conventional client/contractor relationship

It takes time to build trust (‘face time’) and learn to work at the community’s pace

Culturally appropriate modes of communicationKeep it fun and do litter picks/physical work not just ‘academic stuff’Balancing community’s needs with the demands of the ‘beast on our backs’University bureaucracy and inflexible structuresuniversities can be ‘hard-to-reach’ and have ‘gatekeepers’ too!

Some reflections from Westfield

Slide151

Resident views

“We were amazed that the University thought it could learn anything from us and that the experience would be of value to students”

“If someone had said to you before, ‘the University of Sheffield’, what would that have meant to you?”

Resident: “It would have meant a big exclusive club at the other end of Sheffield…meeting people has given the University a human face”

Slide152

“Being involved with the Westfield Big Local Project has helped me appreciate the difficulties that many people throughout the UK face in day to day life.  It has also aided my understanding of the process of community consultation, and some of the difficulties in engaging people.

A student perspective

Slide153

Social Accountability of Medicine project

As defined by the World Health Organisation, ‘

social accountability is the obligation of medical and other health professional schools to orient education, research and service activities towards addressing the priority health needs of the community, region, and/or nation they have a mandate to serve - where priorities are jointly defined by government, health service organisations, the public and especially the underserved

’ (WHO, 1995).

Inspiring students to engage with the idea of what it means to be a socially accountable health professional;

Encouraging staff to collaborate with community partners and co-produce learning and teaching, research and knowledge transfer activities that will have a positive impact on local people’s health and well-being and influence the next generation of health professionals

 

Slide154

The social accountability of medicine project also aims to inspire staff to recognize the benefits of this kind of learning and teaching as

an entry point and facilitator of socially accountable partnerships for research

and other innovation and knowledge transfer activities. Indeed, on a practical note, we aim to facilitate long-term research partnerships and collaborations between staff and community partners that can similarly demonstrate a positive impact on the health and wellbeing of local people and communities. (Shilton and Murdoch-Eaton, 2015, Engaged Learning Sheffield, p56)

Teaching-led research?

Slide155

Other Engaged Learning projects at

UoS

Storying Sheffield & Hearing Community Stories, School of English

www.storyingsheffield.com

FreeLaw

, School of Law

www.sheffield.ac.uk/law/about

The ‘University of Dementia’

Engineering, Philosophy

etc

www.sheffield.ac.uk/als/current/engaged

Slide156

PRINCIPLES OF ENGAGED LEARNING AND TEACHING

www.sheffield.ac.uk/als/current/engaged

Reciprocity.

Co-production.

Sustainability.

Good and timely communication with partners

Appreciation of impact on organisations.

Reputation.

Recognition/Thanks

Slide157

Challenges

Overcoming legacy of past university involvement in disadvantaged areas

Who to engage with? What’s in it for them?

Co-designing requires support for communities

Working outside the University is ‘different’

Less control, risky, messy, slow, doesn’t always fit a 12-week semester and dependent on others for delivery

Requires greater flexibility and a sensitivity to community politics

Involves more fluid, ‘open’ spaces of learning, some learning outcomes may be unpredictable or unintended

Thinking in terms of relationships not projects + long-term focus

Ethics framework is research and project-focused – cumulative?

Doing EL well takes time and – often - money

Difficulties in evaluating student and partner experience and impact

Disciplinary and administrative siloes, teaching/research split

“The world has problems, universities have departments’

Recognising that engaged learning isn’t for everyone

Slide158

Engaged learning requires a new ‘infrastructure’

Widening participation in the broadest sense

Making scholarship and the campus spaces more accessible

Institutional leadership, culture and inclusive governance

Links with outreach, public engagement with research and WP activities to make communities aware of our ‘offer’

A new type of academic (who’s comfortable ‘in here’, ‘out there’ and with the ‘right’ ethos)?

Appropriate recognition and career progression

EL requires input from academics, support staff, students, local communities…and, crucially, mediators or ‘boundary-spanners’ to navigate the spaces in-between

New ethics review and evaluation framework

Flexibility, pragmatism and an ‘epistemology of humility’

FUNDING?

Slide159

Don’t underestimate ‘impact’ on students through engaged learning

Slide160

Civic Engagement

l.crookes@sheffield.ac.uk

@leecrookes0114

Slide161

Please help yourselves to lunch

(until 2:20pm)