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Research Skill Development of SAVS students. Dr Susan Hazel Dr Cindy Bottema Dr John Willison. SAVS SurveyMonkey. Mix of people who know a lot and people who know nothing!. The RSD Facets .......but first a story. ‘ Lightning never strikes twice in the same place’ (in the same storm). - PowerPoint PPT Presentation
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Research Skill Development of SAVS students
Dr Susan HazelDr Cindy BottemaDr John Willison
SAVS SurveyMonkey
Mix of people who know a lot and people who know nothing!
The RSD Facets
.......but first a story
‘Lightning never strikes twice in the same place’ (in the same storm)
Reasons why this adage may be true
Reasons why this adage may be wrong
Group with the most reasons reads them out.
What skills did you use to do that?
RSD Facets Audience’s Analysis
A. Embark & determine need
B. Find & Generate
C. Evaluate
D. Perform necessary processes
E. Organise selves
F. Communicate
Organize&manage
Analyse&synthesis
Emba
rk& c
larif
y
Find &
generateEvaluate & reflect
Communicate& apply
Facets of research
Are also key
features of…
Problem solving
Critical Thinking
Other = • ‘All of the above’• ‘I would use it in curriculum design as it would aid setting the learning objectives and the assessment expectations..’
SAVS SurveyMonkey
‘teaching professional and enterprising concepts - not really asking students to research, but more to information gather, communicate, evaluate, and synthesise responses (using technical knowledge and reasoning as base)’
From your perspective what would you consider to be the potential gains and risk of applying the RSD framework to your teaching & learning context?
• ‘Making sure the students understand what they are supposed to be aiming for and how to achieve it.’
• ‘Broaden my perspective to my teaching’• ‘Gains are to deconstruct the training in research to a teaching
activity; Risks are that in trying to conform to the framework that we inhibit innovation, creativity and spontaneity’
• ‘I teach Research Methodology to 2nd year and Honours students and find it a very useful tool. I can't think of too many negatives, except that my second year students find my course a bit too unstructured. I intend this so that they are forced to start to think.’
• ‘Add structure to what is done. Add rigour to what is done. Coordinated approach across courses helps student learning outcomes.’
• ‘Ask me again after the workshop.’
How, if at all, do you currently develop research skills in specific courses?
• ‘I specifically teach research skills, from the general process with definitions to specific details.’
• ‘Full prac report assignments, expect peer reviewed references, Lab prac skills.’
• ‘Write scientific paper in Livestock Production Write own breeding program in Animal Breeding’
• ‘Teach clinical research skills in vet skills 3 and epi. Supervise between 5 and 10 student for CRP. Will coordinate VEBE: I guess we need to discuss soon!’
• ‘Have created a course that pairs students with a research mentor’
• ‘don't do it’
How, if at all, do you currently assess research skills in specific courses?
• ‘Assignments, practicals and examination.’• ‘Formative assessment of course work.’• ‘via rubrics including best practice referencing and depth to
assignments’• ‘Formative and summative assessment. Not much time and
resources to spend on this though.’• ‘Rubrics for written and presented work; Written rubric assesses
same broad criteria as a specified journal’• ‘don't do it’
Other= • ‘Especially for Animal Science students’• ‘Could be optimized.’
“I know that research is important, not only from an educational perspective, but if I’m in a work situation... it’s just basically understanding what I want to achieve in my role with my customer... and how I actually go about breaking that down into manageable easy steps. So, yes, it’s got a practical application in my world in what I do.” -Monash Business Ethics Student Summer 07-08 Cohort, interviewed in April 2009.
89% of students indicated the research skills they developed would be useful in employment
2012 Hons Animal Science Student who experienced RSD in 1st and 2nd year
'Well, if you’re doing research or a paper or whatnot, for every aspect of your research, you have to look at each one of those steps. So even though I may not consciously think, okay, I need to find this knowledge, I need to read it, I need to analyse this knowledge, and find the gaps in the knowledge to develop an assignment, whether I go through those steps or not, it will be something that I believe will be more unconscious that I go through these steps to come out with communicating what I found as my critical analysis based on the previous literature, da, da, da. I think it will just happen. It is because of all the skills that I developed in my undergrad. ’
Degrees of Autonomy
Prescribed
Bounded
Scaffolded
Stu choice
Open
scope
Enlarging
Adopted
Faculty Initiated Student Initiated Discipline Making
Level of Autonomy in a Course?
• There is no rule• Raises teaching questions• E.g. the move from first year to second year ...
RigourConceptual DemandDepth of background knowledge
Student Autonomy
AQF Level 8: Level of Autonomy
Initiative
responsibility
accountability
independence x2
When do SAVS students develop these?
How will this be evidenced to TEQSA?
23
Honours Medical Science Student who had experienced RSD in First Year
Since the beginning, they have given us assignments based on this criteria. You might not have liked the assignments, but because they have been consistently applying this structure to all of our assignments, we have come to think that way for science, in the perspective of science and writing. So we have been kind of primed to think that way now. I guess I have to change my answer and say yes it’s good to have it for undergrad because you do follow these guidelines anyway. You might not know that you’re following their guidelines, but you are.
Affective Domain
Facet A: Students embark, & clarify the knowledge that is needed
Curious
‘I am neither especially clever nor especially gifted. I am only very, very curious.’Albert Einstein
‘It inspires something in you that makes you want to find out’First Year Human Biology Student
Decidedly curious…
… being in query
Affective Domain Descriptors
Deficit Affect Descriptor Excess
Disengaged Curious Unfocussed
Affective Domain (continued)
• Facet B: Students find & generate needed information using appropriate methodology
Determined
‘It's not that I am so smart. It's just that I stay with problems longer.’ Albert Einstein
Determined to get there in the end…
Being determined puts the ‘re’ in research
Affective Domain Descriptors
Deficit Affect Descriptor Excess
Slapdash Determined Obsessive
Affective Domain (continued)
• Facet C: students evaluate information/data and reflect on the research processes used
• Discerning• "I think and think for months and years.
Ninety-nine times, the conclusion is false. The hundredth time I am right. "
Albert Einstein
Discerning the valuable amongst the valueless
Affective Domain (continued)
Facet D: students organise & manage information collected/generated and research processes
• Harmonising • Resonating with the data, making hidden
patterns obvious. Working harmoniously with people, processes
‘Out of clutter, find simplicity.’ Albert Einstein
Harmonising
On song with inputsIn tune with peopleHound dog harmonising
Affective Domain Descriptors
Deficit Affect Descriptor Excess
Chaotic Harmonising Dogmatic
Affective Domain (continued)
Facet E: Students analyse & synthesise information, data and new knowledge
Creative• Knowledge is limited. Imagination encircles
the world- Albert Einstein
Creative
Affective Domain Descriptors
Deficit Affect Descriptor Excess
Mimicking Creative Esoteric
Affective Domain (continued)
• Facet F: students communicate & apply understanding and the processes used to generate it, in an ethically, socially and culturally mindful way.
• Constructive• ‘Go to where the silence is and say
something’ – Amy Goodman• "the greatest talent is the ability to strip a
theory until the simple basic idea emerges with clarity." -- Albert Einstein
vConstructive
September 2008
September 2011
Autonomy vs Time
Semester at Uni 1st 2nd 3rd 4th 5th 6th 7th 8th
ExtentofAutonomy
L 5
L 4
L 3
L 2
L 1
Autonomy vs Time
Semester at Uni 1st 2nd 3rd 4th 5th 6th 7th 8th
ExtentofAutonomy
L 5
L 4
L 3
L 2
L 1
Autonomy vs Time in 2nd Year Physiology Lab (Luckie, 2004)
Week of Laboratory 1wk 2wk 3wk 4wk 5wk 6wk 7wk 8wk
ExtentofAutonomy
L 5
L 4
L 3
L 2
L 1
Commonly Known----- Commonly Not Known------Totally Unknown
Degree of AutonomyVs
Degree of ‘Knowness’Autonomy
Level
Degree of knowness of your most recent research area
5
4
3
2
1
1st Year 3rd-4th Year PhD
References
• Allan, C. (2011). Exploring the experience of ten Australian Honours students. Higher Education Research and Development 30 (4), pp. 421-433.
• Willison, J.W. & O’Regan, K. (2006).Research Skill Development framework. Available at www.adelaide.edu.au/clpd/rsd
• Willison, J.W. & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research and Development 26 (4), pp. 493- 509.
Slide 48
“I know that research is important, not only from an educational perspective, but if I’m in a work situation... it’s just basically understanding what I want to achieve in my role with my customer... and how I actually go about breaking that down into manageable easy steps. So, yes, it’s got a practical application in my world in what I do. -Monash Business Ethics Student Summer 07-08 Cohort, interviewed in April 2009.
89% of students indicated the research skills they developed would be useful in employment
Why develop students’ research skills?
Research Skills Developed in Single-courses
• I don’t think I’ve ever had so much emphasis placed on credible sourcing before. Like we would just use a random website, really, and not think about who had actually put that up there. This subject really helped me think like that, even at my own workplace...
Skills typically developed, from academics and students perspective were:
• Question posing• Finding relevant information• Evaluating information 50
Facets of research
All facets are utilised in:
literature/published data research laboratory research clinical research field research combined forms discipline-based & interdisciplinary research
Six Facets of Research
The facets of researchIn researching, students:
embark & clarify
Embark on research and clarify need for knowledge/ understanding
find & generate
Find & generate needed information using appropriate methodology
evaluate & reflectEvaluate information & data and reflect on the research process
organise & manageorganise information collected/generated and manage research processes
analyse & synthesise synthesise and analyse new knowledge
communicate & applyCommunicate processes, understandings and applications of the research,
mindful of ethical, social and cultural issues.
(Willison & O’Regan, 2006)
54
Facets of research (cont)
Progressive revisiting the same skills: in varying contexts with increasing degrees of rigour, conceptual demand
55