1 / 11

Curriculum design to support employability and the development of graduate attributes

Explore the multi-faceted approach of developing research-rich teaching in the School of Education to support employability and the development of graduate attributes.

jbeck
Download Presentation

Curriculum design to support employability and the development of graduate attributes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Curriculum design to support employability and the development of graduate attributes Chris Collins Amanda Roberts Ute Ward Elizabeth White Billy Liu EMPLOYABILITY Cheri Hunter Learning and Teaching conference Natasha Taylor 5 May 2016

  2. Session structure Developing research-rich teaching in the School of Education Discussion A multi-faceted approach to support students on their learning journey - School of Medical and Life Sciences Discussion

  3. Developing research-rich teaching in the School of Education • In the School of Education we believe it is vital for our students to develop a research disposition as academics and as professionals. • We have been exploring a range of ways to enhance our teaching through the use of research. Strategies we are employing include: • Mapping the terrain of research engagement within the School of Education programmes • Disseminating ideas through a bi-monthly research bulletin • Embedding research into the vision for a new programme, the BA (Hons) Early Childhood Education • Mapping progression in research-engagement across an undergraduate programme • Students engaging in research into their own learning at Level 4

  4. Mapping the terrain of research engagement within the School of Education programmes

  5. Using the resulting data What can we learn from these graphs? What don’t they tell us? What interesting questions do they raise?

  6. Disseminating ideas through a bi-monthly research bulletin

  7. Embedding research into the vision for a new programme, the BA (Hons) Early Childhood Education

  8. Mapping progression in research-engagement across an undergraduate programme

  9. Aim: To explore aspects of student learning on the BA Early Childhood Education programme and in particular to explore students’ perceptions of whether they have used reflection to support their learning and if so how. • Intentions: • To involve students as researchers as well as participants • Collaborative inquiry between students and staff early on in Higher Education can have a positive effect on student engagement and understanding of the research process. (Dickerson, Jarvis & Stockwell, 2016) • Introduce students to research in the first semester of their course in order to set the expectation of a research active pedagogy throughout the course and to de-mystify the research process. A longer term aim would be to foster a career-long appreciation of the value of research in education and practice. • Process • Preliminary meeting with students to discuss the potential for extra-curricular research activity • Application for UH ethical approval of the project • Identified students who expressed an interest in taking part in the project and engaged them as members of the project team. • Dickerson,C. Jarvis, J & Stockwell, L (2016): Staff–student collaboration: student learning from working together to enhance educational practice in higher education, Teaching in Higher Education, DOI: 10.1080/13562517.2015.1136279 • Students engaging in research into their own learning at Level 4

  10. BA Early Childhood Education Research Group BAECE Research Group What is the research about? STUDENT LEARNING AND REFLECTION ON THE BAECE PROGRAMME What have we done so far? What does the term learning mean to you? • Meeting 1 • Discussed ethical issues like confidentiality • Developed questions we could use • in an email questionnaire • Collected data about the terms learning • and reflection What does the term reflection mean to you? Who is in the group? Student team members Yasmin Dawney Poppie Ephgrave Olivia Finlay Sophia Georgiou Millie Leslie Zoe Margolin Sophie Roach Staff team members Chris Collins Claire Dickerson • Meetings 2 and 3 • Themed the data we had collected in our first meeting • Considered different ways we could have themed • the data • Started to analyse some of the data from the email • questionnaires • Reflected on what we had learnt from our first 3 modules • and how we had learnt on each module • Our next steps • Carry out further analysis of the data and discuss our research findings • Consider what we would include in a project report • Design a poster and present our project, for example, in an Open Space session in • the School of Education and at the UH Learning and Teaching Conference 2017 School of Education

  11. Do these ideas connect with anything you are currently exploring in your School? Do any of the underpinning aims or beliefs resonate with you? Do any strike a discordant note with you?

More Related