Research-inspired learning as a driver for science curriculum renewal

1. Trial comms activity with ‘real’ students Trial comms activity with senior students Assessing students’ efforts Feedback from academics Surveys and focus groups Research-inspired learning as a driver for science curriculum renewal • Les Kirkup (a), Catriona Bonfiglioli (b) • Department of Physics and Advanced Materials, University of Technology, Sydney • Faculty of Arts and Social Sciences, University of Technology, Sydney Summary The team Les Kirkup Catriona Bonfiglioli Ian Woolf Shannon Jones 1 Findings We describe an interdisciplinary initiative designed to engage first-year students in science research at the University of Technology, Sydney (UTS) and enhance students' communication skills. We connect science majors to research happening at UTS through audio and video interviews with senior researchers, early career researchers (ECRs), post doctoral fellows and PhD students. Surveys over three semesters show students consistently judge the activity to be a positive learning experience. Figure 3 shows the pattern of responses to statements 1 to 10 was consistent over the three semesters. Good agreement (mean scores: 3.8 or better) was found for statements gauging: interest in interview topics; increased awareness of science research at UTS; recognition that students need to enhance their communication skills; and, that the activity was a positive learning experience. Least agreement, with mean scores of 2.31 to 3.17 was with statements: the science was presented too superficially; students were aware of the physics underlying the research; the activity shouldn't be part of a physics subject; and the activity should be worth more than 10% of the total assessment of PAN. The mean score for the statement 'The interview made me aware of the physics underlying the featured research' was 2.73 in the Autumn semester 2009. To bring a greater attention to the underlying physics, we modified the advice to students as well as the marking scheme. Specifically, students were advised in Spring 2009: Credit will be given for describing links between the research presented and physics principles, techniques or methods being utilised in the research. A modest improvement to the score for this statement occurred in Spring 2009 and again in Autumn 2010. Create/enhance triggers, develop exemplars, create/revise rubric Background Moni and colleagues(2007) reported an activity which offered the prospect of raising students' awareness of leading-edge research as well as enhancing their communication skills. We adapted Moni’s work to create a research-inspired communication activity (RICA) designed to revitalise the curriculum at UTS for a large cohorts (≈500/yr) of first-year science students required to enrol in a physics ‘service’ subject, Physical Aspects of Nature (PAN). A driver for the development of the RICA was to link students to UTS research occurring in the major in which they had enrolled. We approached senior researchers, ECRs, post-doctoral fellows and PhD students from a diversity of science disciplines at UTS to create audio or video interviews as 'triggers' to which students would respond. Figure 1 shows an ECR and PhD student who were interviewed for the RICA. 1 2 Survey Conclusion 3 The RICA invites students to describe the context and purpose of the research and encourages them to draw on their own experiences, reflect on science’s role in society and express their own views of the work. The activity also raises student awareness of the role of physics in a wide range of contexts and disciplines not normally encountered during an introductory physics subject. Bringing research into the classroom in a way which integrates research into the curriculum is vital if messages about the dynamism and immediacy of research areto be conveyed to students while many are deciding the direction they wish their careers to take. The RICA is a starting point for exposing first-year students to research in a way that has meaning and relevance for them. We present evidence to support the proposition that the RICA is a successful innovation which engages students, makes them more aware of UTS science research and enhances their appreciation of the importance of communication in science. Research being presented to students must be current if it is to be fairly described as ‘leading’ or ‘cutting edge’. There are costs in developing the audio and video interviews and so the long-term sustainability in a climate of ever-reducing resources for teaching is an issue yet to be resolved To examine student views on the RICA, we administered surveys to students before the marked assignments were returned. Figure 3 shows the consolidated survey results obtained over three semesters. The numerical values shown are the mean scores for each statement. Figure 2: Framework for the development of the RICA. Figure 1: Early career researcher and PhD student interviewed for the RICA. Methodology Figure 2 shows the framework for developing and enhancing the RICA.. We drew together an interdisciplinary team: a physics academic with a background in discipline-based research; a media studies academic with curriculum development experience in communication skills enhancement; a radio broadcaster who is also a physics graduate; and a specialist in television reporting and video production. The assignment, based on the interviews, essentially consisted of a short essay of 700-750 words. The assignment required that students: write an introduction which described the context of the research; identify the main themes including the aim(s) of the research; and, explain their particular interest in the work discussed during the interview and what future challenges the work might present. Key reference Moni RW, Moni KB, Lluka LJ, & Poronnik P. (2007) The Personal Response: A novel writing assignment to engage first year students in large human biology classes Biochemistry and Molecular Biology Education Vol. 35, No. 2, pp. 89-96. Acknowledgments The authors gratefully acknowledge the support and contributions of Shannon Jones, Ian Woolf, Cathy Foley, Julian Cribb, Wendy Bacon, Jenna Price, Alex Pukownik, Anita Piper and Cuong Ton-that. We thank senior students, first-year students, and fellow academics who took part in interviews and responded to our survey requests. Contacts: Les.Kirkup@uts.edu.au, Catriona.Bonfiglioli@uts.edu.au. Figure 3: Student responses to statements in the survey.