It Takes a Curriculum It Takes a Curriculum Preparing Students for Research Preparing Students for Research

and Creative Workand Creative Work

David Hodge ~ Miami UniversityDavid Hodge ~ Miami UniversityPaul LePore ~ University of WashingtonPaul LePore ~ University of Washington

Kira Pasquesi ~ Colorado CollegeKira Pasquesi ~ Colorado CollegeMarissa Hirsh ~ Miami UniversityMarissa Hirsh ~ Miami University

Bob Barr and Bob Barr and John TaggJohn Tagg

Change Magazine ~ 1995Change Magazine ~ 1995

The Boyer Commission on Educating Undergraduates in the Research University

REINVENTING UNDERGRADUATE EDUCATION:

A Blueprint for America’s Research Universities

Publication date: 1998

Student as Student as ScholarScholar

AttitudeAttitudeIntellectual Intellectual

PosturePostureFrame of Frame of

MindMind

Liberal ArtsLiberal ArtsTraditionsTraditions

\Instructional Instructional

ParadigmParadigm

Telling students what they Telling students what they need to know…need to know…

Learning ParadigmLearning Paradigm

Engaging students in learning Engaging students in learning how to learn what they need to know…how to learn what they need to know…

Encouraging students to seek out Encouraging students to seek out new knowledge…new knowledge…

DiscoveryDiscoveryParadigmParadigm

DiscoveryDiscovery

LearningLearning

InstructionalInstructional

Student as Student as ScholarScholar

Personal Personal DevelopmentDevelopment

Liberal Liberal EducationEducation

Technology as the Enabler Technology as the Enabler of Scholarship of Scholarship

DISCOVERYDISCOVERY

LEARNINGLEARNING

INSTRUCTIONALINSTRUCTIONAL

ACCESSIBLE INFORMATIONACCESSIBLE INFORMATION

ScholarScholar

Active Critical ThinkingActive Critical Thinking

Accepts responsibility for learning (active vs. Accepts responsibility for learning (active vs. passive) passive)

Uses answers as an opportunity to ask moreUses answers as an opportunity to ask morequestions; is not constrained by thequestions; is not constrained by the

specific requirements of a course orspecific requirements of a course orprojectproject

Understands multiple perspectivesUnderstands multiple perspectives

Has the ability to self critiqueHas the ability to self critique

Research SkillsResearch Skills

Lays out appropriate methodologies forLays out appropriate methodologies forscholarship generating or using original scholarship generating or using original materialmaterial

Understands how to work collaboratively,Understands how to work collaboratively,even in a geographically dispersed teameven in a geographically dispersed team

Integrates learning both within and acrossIntegrates learning both within and acrossdisciplinesdisciplines

Self AuthorshipSelf Authorship Is internally motivated, does not need external Is internally motivated, does not need external

pressures (like grades!) to initiate work pressures (like grades!) to initiate work

Believes he/she is capable of authoring new Believes he/she is capable of authoring new knowledgeknowledge

Judges new information based on personal Judges new information based on personal values and belief system, rather than relying values and belief system, rather than relying on on external authoritiesexternal authorities

Sees oneself as a member of a larger communitySees oneself as a member of a larger communityof scholars and looks to peers in order toof scholars and looks to peers in order toshare viewpoints and contribute to the share viewpoints and contribute to the quality of critical dialoguequality of critical dialogue

Liberal EducationLiberal Education and theand the

Student as ScholarStudent as Scholar

LEAPLEAP

Student as Scholar in the Student as Scholar in the Context of Liberal ArtsContext of Liberal Arts

Liberal Education GoalsLiberal Education Goals Student as Scholar LogicStudent as Scholar Logic

Critical inquiry/reasoningCritical inquiry/reasoning Evaluate evidence, test Evaluate evidence, test hypotheses, seek to understand hypotheses, seek to understand unique perspectivesunique perspectives

Written/oral communicationWritten/oral communication Share results, use Share results, use writing to interrogate writing to interrogate understanding, communicate understanding, communicate clearly with respondents clearly with respondents

Ethical judgmentEthical judgment Exercise responsible scholarship, Exercise responsible scholarship,

personal responsibility for resultspersonal responsibility for results

Civic responsibilityCivic responsibility Understand one’s self as the Understand one’s self as the agent of action, analyze personal agent of action, analyze personal biases as it impacts research biases as it impacts research

Student as Scholar in the Student as Scholar in the Context of Liberal Arts Context of Liberal Arts

Liberal Education GoalsLiberal Education Goals Student as Scholar LogicStudent as Scholar Logic Scientific literacyScientific literacy Ability to ask meaningful Ability to ask meaningful

questions and conduct questions and conduct appropriate researchappropriate research

Quantitative analysisQuantitative analysis Determine how to find relevant Determine how to find relevant information and filter out information and filter out unwanted materialunwanted material

Cross-cultural/global learningCross-cultural/global learning Creative thinking inspired by Creative thinking inspired by alternative points of viewsalternative points of views

Collaborative problem solvingCollaborative problem solving Learn to work in teams, develop Learn to work in teams, develop a a sense of peer contributionssense of peer contributions

Integrative learningIntegrative learning Ability to look beyond the Ability to look beyond the obvious obvious boundaries of a boundaries of a problem, think problem, think creatively creatively and expansivelyand expansively

Building the BridgeBuilding the BridgeA Developmental Model of A Developmental Model of

Student LearningStudent Learning

Self-AuthorshipSelf-Authorship

Developmental JourneyDevelopmental Journey of the Student of the Student

Developmental Level Student Traits

Reliance on External References [Foundations]

Knowledge viewed as certainReliance on authorities (e.g., professors, parents) as source of knowledgeExternally defined value system and identityAct in relationships to acquire approval

At the Crossroads[Intermediate Learning]

Evolving awareness of multiple perspectives and uncertaintyEvolving awareness of own values and identity and of limitations of dependent relationships

Self-Authorship[Capstone]

Awareness of knowledge as contextualDevelopment of internal belief system and sense of selfCapacity to engage in authentic, interdependent relationships

Designing Learning Designing Learning Environments to Environments to

Cultivate the Cultivate the Student as ScholarStudent as Scholar

Creating the Student Creating the Student as Scholar as Scholar

ExperienceExperience

Capstone Capstone ExperienceExperience

Intermediate Intermediate LearningLearning

FoundationsFoundations

FoundationsFoundations THE 191~ PSY 111THE 191~ PSY 111

Faculty Guidelines for the Faculty Guidelines for the Foundations StageFoundations Stage

Faculty Role Modeling a Self-Reflective Practicing Scholar

Faculty Expectations Cultivate safe climate for honest exchange Build on students’ knowledge by connecting learning

to their experiences Explore provocative, multidimensional problems and

questions Provide multiple valid perspectives on topics of study Help students analyze experts and to explore how

experts’ views relate to their own views Offer timely feedback, and engage in dialogic

reflection with students.

Possible Activities to Assign Academic, self-reflective journal Role-playing exercises Multidisciplinary panels Debates and dialogues Brainstorming sessions Concept maps Analyses of scholarly work

Intermediate Intermediate LearningLearning

Moving from Foundations Moving from Foundations to Majorsto Majors

The Inverted ClassroomThe Inverted Classroom

OrganicOrganic ChemistryChemistry

Faculty Guidelines for the Faculty Guidelines for the Intermediate StageIntermediate Stage

Faculty Role Reciprocal Teacher and Scholar

Faculty Expectations Offer students opportunities to practice authentic research and discovery methods and tasks.

Allow students to make decisions about the learning environment and activities.

Teach student to function productively in research and discovery teams.

Assist students in processing their own problems and generating their own solutions.

Possible Activities & Assignments Structured, team-based research or creative projects

Data interpretation Sampling or sample preparation Research proposal Mini-ethnography Peer mentoring and review Annotative bibliography, review essay

The Capstone The Capstone ExperienceExperience

Integrating Learning and Integrating Learning and Original ResearchOriginal Research

Engineering CapstoneEngineering Capstone

MUITDC Guidelines

Objective This contest fosters interdisciplinary development research by providing an opportunity for teams of undergraduate students to develop and demonstrate a technology at the laboratory scale, to provide fiscal projections that indicate a financial viability, and to identify policy issues that incorporate esthetic and societal concerns.

Academic Year 07-08 TopicGiven the Ohio Governor's interest in energy and particular alternative energy, the topic for academic year 07-08 is “Biomass: Promising Energy and Chemical Raw Material Supply Industry.”

Miami University Interdisciplinary Technology Development Challenge (MUITDC)

OFFICE OF THE ADVANCEMENT OF RESEARCH AND SCHOLARSHIP

Faculty Guidelines for the Faculty Guidelines for the Capstone StageCapstone Stage

Faculty Role Colleague, Research Advisor, Mentor

Faculty Expectations Create climates akin to graduate seminars Empower students to design, implement and

reflect on their own inquiries Help students base their decisions upon their

internal belief system Encourage students to apply lessons learned

to future inquiries and career goals Invite students to integrate ideas and insights

from multiple disciplines and domains to address problems and questions

Possible Activities & Assignments Conference presentation Published article Action-based research or community

engagement project Faculty-student co-authored work Portfolio Thesis Personal statement

The Student as The Student as ScholarScholar

A Framework forA Framework forUndergraduate EducationUndergraduate Education

The Student as ScholarThe Student as Scholar Places scholarship at the center of the Places scholarship at the center of the undergraduate experienceundergraduate experience Allows faculty to shape the curriculum from the Allows faculty to shape the curriculum from the

very first class through the capstone very first class through the capstone experienceexperience Incorporates models of student development that Incorporates models of student development that

foster a student’s own internal motivation foster a student’s own internal motivation and and capabilities to produce original knowledgecapabilities to produce original knowledge Draws from and adds to how a liberal education Draws from and adds to how a liberal education

shapes how students understand the world shapes how students understand the world and position themselves in that worldand position themselves in that world

Impact of Student As Scholar Impact of Student As Scholar on American Higher Educationon American Higher Education

• Provide better educated students for a fluidProvide better educated students for a fluid worldworld

• Framework for setting goals across theFramework for setting goals across the curriculum with a better understanding of curriculum with a better understanding of what is needed to achieve those goalswhat is needed to achieve those goals

• Fusion of learning reduces boundariesFusion of learning reduces boundaries between teaching, research, and between teaching, research, and

serviceservice

ChallengesChallenges Constructing a complete curriculumConstructing a complete curriculum

Deeper faculty understanding of studentDeeper faculty understanding of studentdevelopmentdevelopment

Melding of the curricular and the co-curricularMelding of the curricular and the co-curricular

Linking student as scholar model to the Linking student as scholar model to the broader values of a liberal arts educationbroader values of a liberal arts education

Next StepsNext Steps