Institutionalizing Large Scale Curricular Change: The Top 25 Project at Miami University

Hodge, David C.; Nadler, Marjorie Keeshan; Shore, Cecilia; Taylor, Beverley A. P.

doi:10.1080/00091383.2011.599290

Cited by 12 publications

(8 citation statements)

References 2 publications

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“…However, there are fewer examples of embedding undergraduate research and inquiry across whole institutions . Initiatives such as student as producer at the University of Lincoln, UK (Neary, 2014); students as scholars at Miami University, US (Hodge, Nadler, Shore, & Taylor, 2011); and project-based learning at Roskilde (Siig Andersen, Wulf-Andersen, & Heilesen, 2015) are exceptions. In contrast, there are numerous examples of students as partners in research and inquiry at individual course and, to a lesser extent, program levels (Healey & Jenkins, 2009).…”

Section: Subject-based Research and Inquirymentioning

confidence: 99%

Students as Partners: Reflections on a Conceptual Model

Healey

Flint

Harrington

2016

T&LI

184

110

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This article reflects on a conceptual model for mapping the work that fits under the broad heading of students as partners in learning and teaching in higher education (Healey, Flint, & Harrington, 2014). We examine the nature and purpose of the model with reference to specific examples, and reflect on the potential and actual uses of the model in the development of practice and policy, focussing particularly on students as co-inquirers in SoTL. The article also provides a framework for the other articles in a special section of Teaching & Learning Inquiry on students as co-inquirers. KEYWORDS students as partners, partnership learning communities, co-inquiring, co-developing, scholarship of teaching and learning

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Section: Subject-based Research and Inquirymentioning

confidence: 99%

Students as Partners: Reflections on a Conceptual Model

Healey

Flint

Harrington

2016

T&LI

184

110

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“…The high value employers placed on graduates' problem solving and critical thinking skills aligns with Hodge et al (2011), and may not be unexpected, as these attributes are also associated with higher order thinking (Crebert, Bates, Bell, Patrick, & Cragnolini, 2004). In spite of this, problem solving and critical thinking are considered to be underrepresented in undergraduate science degrees (Hager, Sleet, Logan, & Harper, 2003;Kim et al, 2013).…”

Section: Generic Attributesmentioning

confidence: 99%

“…Of generic skills, communication, critical thinking and problem solving appear to be most highly valued by employers (Clegg, 2013;Hodge, Nadler, Shore, & Taylor, 2011;Prinsley & Baranyi, 2015), as they enable graduates to resolve complex problems in real-life contexts, such as the 21 st century workplace (McLaughlin, Kennedy, & Reid, 2015). Indeed, there may be connections among these attributes, as proficiency in writing is thought to enhance students' critical thinking skills (Quitadamo & Kurtz, 2007).…”

Section: Introductionmentioning

confidence: 99%

Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study

Rayner

Papakonstantinou

2015

JTLGE

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Graduate employability has become increasingly contentious as employers call for greater development, evaluation and benchmarking of student skills and capabilities in university courses. However, the increasing range of graduate attributes and competencies demanded by industry is further pressuring an Australian higher education sector already stretched by greater student numbers and declines in government funding. Given these circumstances, there is a need to better understand employer perspectives of the current and future value of vocational, interpersonal and generic attributes of science, technology, engineering and mathematics (STEM) graduates. A survey of STEM graduate employers showed that vocational skills, such as graduates' abilities to contextually apply and develop knowledge, together with generic skills such as critical thinking and problem solving, were valued most highly. Conversely, self-confidence and independence, along with numeracy and related skills, were valued least by the employers. However, attributes such as flexibility/adaptability, self-confidence, personal planning and organisation and developing knowledge relevant to the position were all predicted to become significantly more valuable in a decade's time. The results of this study suggest that Australian undergraduate STEM curricula, which commonly focus on knowledge acquisition, be redesigned to provide students with opportunities to apply such knowledge more often, and in real life, industry-based contexts, such as workintegrated learning (WIL) and industry-based learning (IBL) programs. Through such initiatives, together with greater dialogue and collaboration between academics and employers, employability skills and attributes can be better inculcated in undergraduates, to the benefit of graduates and society as a whole.

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“…students involved in partnership work develop an increasing sense of responsibility for their education and come to view themselves as active collaborators and co-producers within an academic environment (e.g., Cook-Sather and Luz 2015). This work resonates with scholarship on the potential of "students as producers" initiatives to counter discourses of academic capitalism (Neary 2014) and with literature on the ability of inquiry-based learning to increase students' self-direction and sense of responsibility for their learning (Hodge et al 2011).…”

Section: The Student Partners Programmentioning

confidence: 92%

“…At the same time, by emphasizing deep and active engagement in education as a process (rather than consumption of it as a reified product), student-faculty partnerships can contribute to destabilizing the dominant, neoliberal metaphor of students as consumers in higher education (McCulloch 2009). In this way, partnership can support the development of the active and engaged "student as producer" (Neary 2014) or "student as scholar" (Hodge et al 2011;Curley and Schloenhardt 2014) identities often championed by advocates of research-based education. Indeed, as noted by Brew (2006, 32), the notion of student-staff partnership is central to the "inclusive scholarly knowledge-building communities" fundamental to bridging the teaching-research divide.…”

Section: Internationalmentioning

confidence: 99%

Undergraduate Research and Student-Staff Partnerships: Supporting the Development of Student Scholars at a Canadian Teaching and Learning Institute

Marquis¹

2017

SPUR

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Undergraduate research and inquiry and student-staff partnerships in teaching and learning have much in common, although their connections are not often discussed explicitly. Partnership initiatives-particularly those that engage students in collaborating with faculty/staff on disciplinary research or the scholarship of teaching and learning-share many features with undergraduate research efforts, including the potential to help students develop as active and engaged producers and scholars. Building on these connections, this article describes a unique 'student partners program' housed within the teaching and learning institute at McMaster University (Canada) considering its role in the development of outcomes desired by scholars and practitioners of undergraduate research and student-staff partnership. This assessment can assist in further consideration of the place of partnership within undergraduate research.

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Institutionalizing Large Scale Curricular Change: The Top 25 Project at Miami University

Cited by 12 publications

References 2 publications

Students as Partners: Reflections on a Conceptual Model

Students as Partners: Reflections on a Conceptual Model

Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study

Undergraduate Research and Student-Staff Partnerships: Supporting the Development of Student Scholars at a Canadian Teaching and Learning Institute

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