UNDERGRADUATE RESEARCH: Adapting Old Tools to New Purposes

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UNDERGRADUATE RESEARCHAdapting Old Tools to
New Purposes
CUR 2006 National Conference DePauw
University June 26, 2006

• Presentation by
• Dr. L. Dee Fink
• Currently CEO, Fink Consulting Group
• Formerly
• Director, Instructional Development Program,
  University of Oklahoma
• President, POD Network in Higher Education

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• MY GENERAL AGENDA
• UG Research Its Place in Higher Education?
• How Can We Make It an Even More Powerful Learning
  Experience?

3

• MY GENERAL AGENDA
• UG Research Its Place in Higher Education?
• How Can We Make It an Even More Powerful Learning
  Experience?

4

• I. UNDERGRADUATE RESEARCH
• Its Place in Higher Education
• One of several important initiatives
• Possible ways to make its place in higher
  education even more important
• Broaden INSTITUTIONAL BASE?
• Broaden DISCIPLINARY BASE?
• Broaden INTENDED KINDS OF STUDENT LEARNING?

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• I. UNDERGRADUATE RESEARCH
• Its Place in Higher Education
• One of several important initiatives
• Possible ways to make its place in higher
  education even more important
• Broaden INSTITUTIONAL BASE?
• Broaden DISCIPLINARY BASE?
• Broaden INTENDED KINDS OF STUDENT LEARNING?

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• A. INSTITUTIONAL BASE
• Currently PUIs (Predominantly UG Institutions)
• Who are they?
• Majority of enrollment undergraduate?
• Primary focus of faculty culture?
• New Carnegie Classification
• 1750 baccalaureate institutions
• Of these 200 major research univ.
• UG Enrollment ( of all UGs in 4-yr inst.)
• 200 research universities 45
• the other 1550 combined 55

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• I. UNDERGRADUATE RESEARCH
• Its Place in Higher Education
• One of several important initiatives
• Possible ways to make its place in higher
  education even more important
• Broaden INSTITUTIONAL BASE?
• Broaden DISCIPLINARY BASE?
• Broaden INTENDED KINDS OF STUDENT LEARNING?

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• DISCIPLINARY BASE
• Traditionally empirical sciences
• Q How broaden to other social sciences and
  humanities?
• A Include a broad(-er?) understanding of
  research to include other forms of original
  inquiry?

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• Inquiry-Guided Learning (IGL)
• Teaching and Learning Through Inquiry
• Virginia Lee, editor (Stylus, 2004)
• IGL Involves
• Critical Thinking
• Independent student inquiry
• Responsibility for ones own learning
• Intellectual growth and maturity

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• I. UNDERGRADUATE RESEARCH
• Its Place in Higher Education
• One of several important initiatives
• Possible ways to make its place in higher
  education even more important
• Broaden INSTITUTIONAL BASE?
• Broaden DISCIPLINARY BASE?
• Broaden INTENDED KINDS OF STUDENT LEARNING?

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• C. BROADEN INTENDED STUDENT LEARNING
• Original?
• Prepare students for doing academic research
  (Head Start Program for grad school?)
• For those students who go on to become
  professional researchers Very helpful
• Problem
• Only 3 of all BA/BS recipients go on to earn
  Ph.Ds.
• Q How can we broaden UG Research to serve a
  broader variety of students and purposes?

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• Undergraduate Research
• Can prepare students for INQUIRY RESEARCH in
  other aspects of life as well.

Professional Research
Other Work
Personal Life
Community Life
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• I. UNDERGRADUATE RESEARCH
• Its Place in Higher Education
• One of several important initiatives
• Possible ways to make its place in higher
  education even more important
• Broaden INSTITUTIONAL BASE?
• Broaden DISCIPLINARY BASE?
• Broaden INTENDED KINDS OF STUDENT LEARNING?

14

• MY GENERAL AGENDA
• UG Research Its Place in Higher Education?
• How Can We Make It an Even More Powerful Learning
  Experience?

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• How can we make UG Research a more powerful
  learning experience?
• New Kinds of INTENDED STUDENT LEARNING (will
  require)
• New Kinds of TEACHING/ LEARNING ACTIVITIES (will
  require)
• Increased Faculty Capabilities as PROFESSIONAL
  EDUCATORS

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Increasing the Significance of the UNDERGRADUATE
RESEARCH EXPERIENCE
More Significant STUDENT LEARNING EXPERIENCE
Better TEACHING/LEARNING Activities
Increased Capabilities as PROFESSIONAL EDUCATORS
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• How can we make UG Research even more powerful?
• Identify New Kinds of INTENDED STUDENT LEARNING
  (will require)
• Use New Kinds of TEACHING/ LEARNING ACTIVITIES
  (will require)
• Increase Faculty Capabilities as PROFESSIONAL
  EDUCATORS

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Increasing the Significance of the UNDERGRADUATE
RESEARCH EXPERIENCE
More Significant STUDENT LEARNING EXPERIENCE
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• 1. Defining SIGNIFICANT LEARNING
• Different stages in the learning-living process

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3 FEATURES OF A HIGH QUALITY LEARNING EXPERIENCE
3. The learning ADDS VALUE
1. Students are ENGAGED
2. Student effort results in SIGNIFICANT
LASTING LEARNING
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• 1. Defining SIGNIFICANT LEARNING
• Different stages in the learning-living process
• What students learn It MUST be more than
  learning the content
• Blooms Taxonomy of Educational Objectives
• Knowledge (recall memory)
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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• 1. Defining SIGNIFICANT LEARNING
• Different stages in the learning-living process
• What students learn It MUST be more than
  learning the content
• Blooms Taxonomy of Educational Objectives
• Finks Taxonomy of Significant Learning

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Taxonomy of Significant Learning
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Interactive Nature of Significant Learning
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• In courses with significant learning, students
  will
• Understand and remember the key concepts, terms,
  relationship, etc.
• Know how to use the content.
• Be able to relate this subject to other subjects.
• Understand the personal and social implications
  of knowing about this subject.
• Value this subject and further learning about it.
• Know how to keep on learning about this subject,
  after the course is over.

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As the result of engaging in an UG research
experience, students will

• Enhance their understanding of the facts,
  concepts, principles, relationships, etc. in one
  or more fields of study.
• Be able to think through a new research question
  or problem and develop appropriate procedures for
  investigating it.
• Be able to relate one field of study to one or
  more other fields of study, e.g., economics,
  politics, history, education, etc.
• Identify the meaning of their research experience
  for both themselves and others, including other
  individuals or whole communities.
• More greatly value the importance of research and
  the need for responsible research habits.
• Become more competent self-directing learners,
  i.e., be able to select new topics for personal
  or professional learning and select appropriate
  ways of learning about these topics.

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Increasing the Significance of the UNDERGRADUATE
RESEARCH EXPERIENCE
More Significant STUDENT LEARNING EXPERIENCE
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• How can we make UG Research even more powerful?
• Identify New Kinds of INTENDED STUDENT LEARNING
  (will require)
• Use New Kinds of TEACHING/ LEARNING ACTIVITIES
  (will require)
• Increase Faculty Capabilities as PROFESSIONAL
  EDUCATORS

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Increasing the Significance of the UNDERGRADUATE
RESEARCH EXPERIENCE
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INTERACTIVE COURSE DESIGN Key Components
Learning Goals
S i t u a t i o n a l F a c t o r s
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Criteria of GOOD Course Design
Significant Learning
Teaching Strategy
Educative Assessment
Active Learning
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis
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INTERACTIVE COURSE DESIGN
Significant Learning
Teaching Strategy
Educative Assessment
Active Learning
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis
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Taxonomy of Significant Learning
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As the result of engaging in an UG research
experience, students will

• Enhance their understanding of the facts,
  concepts, principles, relationships, etc. in one
  or more fields of study.
• Be able to think through a new research question
  or problem and develop appropriate procedures for
  investigating it.
• Be able to relate one field of study to one or
  more other fields of study, e.g., economics,
  politics, history, education, etc.
• Identify the meaning of their research experience
  for both themselves and others, including other
  individuals or whole communities.
• More greatly value the importance of research and
  the need for responsible research habits.
• Become more competent self-directing learners,
  i.e., be able to select new topics for personal
  or professional learning and select appropriate
  ways of learning about these topics.

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INTERACTIVE COURSE DESIGN
Significant Learning
Teaching Strategy
Educative Assessment
Active Learning
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis
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Holistic Active Learning

• Experience
• Doing, Observing
• Actual, Simulated
• Rich Learning Experiences

• Reflection
• About the
• Subject
• Learning Process
• Via Journaling, Learning Portfolios

• Information Ideas
• Primary/Secondary
• In-class, out-of-class, online

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Multiple Activities that Promote ACTIVE LEARNING

Case


Stories




studies

(can be

accessed
Gaming,

via film,

Simulations
Lectures,
literature,

Role play


textbooks


oral history)


Course


Students can reflect,



Teacher can assign
students
website

and then engage in
to "directly experience"
ONLINE

various kinds of



Internet

Students can engage in

dialogue online.


"indirect" kinds of experience

online

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Holistic Active Learning

• Experience
• Doing, Observing
• Actual, Simulated
• Rich Learning Experiences

• Reflection
• About the
• Subject
• Learning Process
• Via Journaling, Learning Portfolios

• Information Ideas
• Primary/Secondary
• In-class, out-of-class, online

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• Rich Learning Experiences
• A learning experience in which students learn
  several things all at the same time.
• UG Research Experience Rich Learning Experience
• PROBLEM SO rich, students not fully aware of
  what they are learning.
• SOLUTION?
• Reflective writing about the LEARNING PROCESS.

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• Reflective Writing
• REFLECTION the process whereby we give meaning
  to activities and things.
• QUESTIONS for reflecting about the learning
  process
• WHAT did you learn?
• HOW did you learn that? What did you learn about
  yourself AS A LEARNER?
• WHAT VALUE do you see in what you learned?
• WHAT ELSE do you want to do with this, i.e., what
  related further learning do you foresee?
• REFLECTION ACTIVITIES
• One-minute papers
• Learning journal
• Learning portfolio

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INTERACTIVE COURSE DESIGN
Significant Learning
Teaching Strategy
Educative Assessment
Active Learning
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis
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Feedback and AssessmentEDUCATIVE ASSESSMENT
Self-Assessment
Criteria and Standards
FIDeLity Feedback
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• FEEDBACK that enhances student learning
• Facilitates SELF-ASSESSMENT in learning
• Encourages DIALOGUE around learning
• Clarifies what constitutes GOOD PERFORMANCE
• Allows student to CLOSE THE GAP between current
  desired performance
• INFORMS STUDENTS about their learning
• MOTIVATES and supports self-esteem
• INFORMS TEACHERS about their teaching
• Source The Higher Education Academy (UK)

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EXAMPLES of Institutions Already Using These
Ideas

• Defiance College (Ohio)
• Has linked UG Research to service learning,
  including international projects (via its
  specially funded McMaster School for Advancing
  Humanity).
• E.g., Analyzing water quality in a rural
  community in Belize.
• Develops people skills as well as technical
  skills and research skills.

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EXAMPLES of Institutions Already Using These
Ideas

• Murray State (Kentucky)
• Challenges students to be a change agent on
  their own campus.
• Kentucky
• Decline of tobacco - manufacturing jobs going
  overseas
• Need More and better - higher education
• Challenge How influence legislature?
• Analysis of community needs Kinds of support
  needed Human interaction skills

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EXAMPLES of Institutions Already Using These
Ideas

• Truman State (Missouri)
• UG Research Available to ALL students
• General learning outcomes Ability to
• Define an important question
• Find relevant information
• Analyze the information appropriately
• Formulate an answer to the question
• Make a professional presentation

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EXAMPLES of Institutions Already Using These
Ideas

• Augustana College (Illinois)
• Senior Year Inquiry Project (new)
• Paying special attention to
• Integration
• Learning from earlier gen. educ. courses
• 2 or more Gen. Ed. dispositions, e.g.,
  leadership, diversity, responsible citizenship
• Reflection on
• Nature of knowledge and inquiry
• Self-awareness and connections w/ others
• Relation of individual to community
• Self-Assessment

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• Geology Department
• Some of their Suggested Reflection Questions
• How did this Senior Inquiry research experience
  change my view of the discipline?
• How did my education at Augustana prepare me to
  do this project properly?
• What will the meaning of this work be to me in
  five years? In fifty years?
• How does this project fit into my evolving life
  story? Why do I care about it? Who was I when I
  came to Augustana, and who am I now?

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Increasing the Significance of the UNDERGRADUATE
RESEARCH EXPERIENCE
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• How can we make UG Research even more powerful?
• Identify New Kinds of INTENDED STUDENT LEARNING
  (will require)
• Use New Kinds of TEACHING/ LEARNING ACTIVITIES
  (will require)
• Increase Faculty Capabilities as PROFESSIONAL
  EDUCATORS

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Increasing the Significance of the UNDERGRADUATE
RESEARCH EXPERIENCE
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• QUESTION
• How well are faculty members prepared for these
  tasks?

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Getting Better Over Time
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Question How much time should faculty members
spend each year, learning about teaching and
learning? Observation Jet Blue Airlines Their
stay-at-home housewives who do their
reservation work, are required to spend 4 hours
every month (48 hours a year), in professional
training, learning new skills and keeping up with
changes in the company. Question Is not College
Teaching at least as complex as making
reservations for an airline?
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1991 - 1995
1991 ACTIVE LEARNING 1991
COOPERATIVE LEARNING
1992 LEARNING STYLES
1993 CLASSROOM ASSESSMENT TECHNIQUES
1995 CRITICALLY REFLECTING ON YOUR OWN
TEACHING 1995 EVALUATING YOUR OWN
TEACHING 1995 EMOTIONAL INTELLIGENCE
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1996 - 2000
1996 TEACHING STUDENTS HOW TO ENGAGE IDEAS
1997 TEACHING PORTFOLIO 1997 DEEP LEARNING
1998 EFFECTIVE GRADING RUBRICS 1998 IN-DEPTH
UNDERSTANDING OF ONESELF AS A
PERSON/TEACHER
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1996 2000 (cont.)
1998 SERVICE LEARNING 1998 STRUCTURED
ASSIGNMENTS FOR SMALL GROUPS
1999 PEER REVIEW OF TEACHING 1999 LEARNING
COMMUNITIES
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2001 Present
2001 - PROBLEM-BASED LEARNING
2002 HOW THE BRAIN WORKS 2002
LEARNER-CENTERED TEACHING
2003 A TAXONOMY OF SIGNIFICANT
LEARNING 2003 INTEGRATED COURSE DESIGN
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2001 Present (cont.)
2004 THEORIES OF LEARNING AND
MOTIVATION 2004 TEAM-BASED LEARNING 2004
LEARNING PORTFOLIOS 2004 INQUIRY-GUIDED
LEARNING 2004 FORMATIVE FEEDBACK 2004 WHAT
THE BEST COLLEGE TEACHERS DO
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The LEARNING CYCLE 3 SOURCES OF LEARNING
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Four Levels of Growth as Educators
Skills - Lectures, tests, small group activities,
etc.
Design Decisions
Philosophy - Values, Beliefs
Attitude - Feelings, Images, Metaphors
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Getting Better Over Time
IF we can all get on a growth curve
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Increasing the Significance of the UNDERGRADUATE
RESEARCH EXPERIENCE
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Increasing the Significance of the UNDERGRADUATE
RESEARCH EXPERIENCE
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Increasing the Significance of the UNDERGRADUATE
RESEARCH EXPERIENCE
And THAT is what we want!!
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REVIEW
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Possible TAKE AWAY Ideas

• Broaden the Scope of the UG Research Experience
• Target research universities awa PUIs
• Re-think what counts as UG research
• Involve a broader set of disciplines

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Possible TAKE AWAY Ideas

• II. Increase the Significance of the Research
  Experience Itself
• Identify a fuller range of learning goals
• E.g., Integration Human Dimension Caring
  Learning How to Learn
• Use additional learning activities
• Reflection (before as well as after)
• Planning the learning activity
• Clarify the criteria and standards for assessment
• Self-assessment
• Better feedback (continued)

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Possible TAKE AWAY Ideas

• II. Increase the Significance of the Research
  Experience Itself
• Enhance your own capabilities as a Professional
  Educator
• Continuously learn new ideas
• Use them
• Assess their value
• Share what you have learned with others (i.e.,
  engage in the Scholarship of Teaching Learning)

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THE END!
Higher Education Lets make it all that it
can be and needs to be!
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