Prifysgol Glynd ŵ r University

1. Inaugural Future Directions ConferenceCynhadledd Gyntaf Cyfeiriadau’r Dyfodol Graduates for our Future – Graddedigion i’n dyfodol • Prifysgol Glyndŵr University • 26 / 4 /2012

2. Students as partners Students as co-producers of the curriculum

3. Who we are…. We are Cardiff Metropolitan University representatives for Students as Partners theme Dr Sue Tangney, Programme Manager (Professional Development) Nichola James, Students’ Union President Hannah Williams, Students’ Union Vice-President, Education and Welfare

4. Co-producers – what does this mean? Co-producers of knowledge Subject knowledge or pedagogic knowledge Process of producing knowledge or outcomes Demonstrate through engagement with case studies

5. Co-producers What? Why? Benefits How? Four key ideas

6. 1. Students engaged in subject research Connecting research and undergrad teaching Research is integrated into whole curriculum (NTFS project, University of Lincoln) Students engage in “real research projects, or projects that replicate the process of research in their discipline”

7. 1. Students engaged in subject research Thus gaining skills of ‘being’ a chemist/ human resource manager/ dietician/ sports coach Employability skills Research-engaged teaching subject specific (each discipline has own research customs/traditions) ‘research’ could be in traditional sense, or practitioner type research

8. Student-led journal of undergraduate research (TSD) Students as writers Practice writing in an appropriate style Opportunity to publish which isn’t generally available Raising aspirations of further research and post-grad study Added value to CV Feel part of ‘community of practice’ rather than consumer of education

9. Student-led journal of undergraduate research (TSD) Students as editors Alternative skills set (as part of the editorial team) Added value to CV Cross-disciplinary networking for students Opportunity to present at conferences

10. Indigo project (Swansea Met) Students acting as practitioner-researchers Exhibit and sell their work at international trade fair Gaining industrial knowledge through reflexive engagement with the process

11. General themes of relevant caseswhere students engaged in subject research Gaining experience operating (not just observing) in the field Research skills pertinent to the discipline Gaining understanding of the culture of the industry Giving students the opportunity to refine future career aspirations The possibility of involving experience abroad

12. General themes of relevant cases where students engaged in subject research Offers confidence building and empowering Helps students feel part of a community of practice, being/becoming a professional Networking with different aspects/levels of the industry Opportunities for job prospects

13. 2. Students engaged in knowledge creation New knowledge not always possible but could be new to student, or new in specific context Emphasis on way knowledge is acquired, i.e. as close as possible to a genuine research process

14. The performed essay (Aberystwyth) Challenging students’ ideas of knowledge, i.e. that it is not static but dynamic and changing Forging links between creative process of ‘making’ performance and critical process of analysing performance Students build on traditional essay by then performing it to other students and examiners

15. General themes re knowledge creation Engaging students in reflection - not just on the knowledge itself but the processes by which knowledge is acquired and expressed Engaging students as interpreters of knowledge Linking critical process with creative process Being part of a community of practice

16. 3. Students engaged as informed participants in pedagogic research Students actively involved in own learning Encourages metacognition Students actively involved in change management Motivational and empowering Vicarious understanding of the research process

17. 4. Students engaged as researchers or informed data collectors in pedagogic research Students actively involved in change management Students gain research skills (though may be different to culture of own discipline) Student-staff relationship enhanced Exeter project – students bid for projects as apprentice researchers

18. Assessing creativity (Aberystwyth) Students invited to determine assessment criteria (i.e. to consider their conception of creativity, and creativity itself) Provides alternative focus from judgment based on technical skill Develops self-assessment/ judgment skills Develops reflective practitioners

19. Internationalisation project (Cardiff Met) Focused in developing courses re cultural inclusivity Student intern/ co-researcher employed to carry out focus groups with undergrads in five courses Student intern’s comments "a really good opportunity to get some hands on research experience …will help me secure PhD funding … a degree isn't enough …which is why I jumped at the chance to be a part of this project"

20. Questions • What could engaging students as co-producers offer you/ your students? • Engaged in subject research • Engaged in knowledge creation • Engaged as informed participants in pedagogic research • Engaged as researchers or informed data collectors in pedagogic research • How would you do it in your discipline?

21. Thank you for coming!