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SRHE newer researchers conference 6 th December 2016 @Dr. HWalkington Knowledge creation – a dialogic approach: the power of networks and networking, mentors and mentoring. Prof. Helen Walkington
A powerful metaphor Prof Lecturer PDRF NTF Lecturer Ph. D MSc BSc PGCE
Looking back – Think of a metaphor for your own research journey, so far…. Share with another person on your table
Looking forward – Your business card in 5 + years time
Outline My journey - Students as Researchers – Evaluating effective practices A dialogic approach to the research process International networks and networking Mentors and mentoring – what works
Theoretical framework Undergraduate research - high impact educational practice (Kuh 2008) Research is for all students (Walkington & Jenkins, 2008) Students ‘co-construct’ knowledge via dialogue with each other and their teacher as part of an academic ‘community of practice’. (Vygotsky, 1978; Lave & Wenger, 1998) Self-authorship - the central goal of HE in the 21 st Century (Baxter-Magolda, 2004)
Literature – Students as researchers? • Consumers (Molesworth et. al. , 2010) • Clients (Bailey, 2000) • Producers (Neary & Winn, 2009) • Co producers (Mc. Culloch, 2009) • Partners (Healey, Flint & Harrington, 2014) • Change agents (Dunne & Hutchinson, 2010)
The research - teaching nexus based on Healey 2005; Levy & Petrulis 2011 Participant Research tutored: Students critique “exploring others’ published ideas” research Research based: Student framed “making discoveries” enquiry for exploring “free” existing knowledge or “real research” building new knowledge Process Content Research led: Bringing staff “gathering research into the information” curriculum Research oriented: Understanding of the “evidencing and research process and developing my own methods ideas” Audience
Navigating the research landscape Student initiated, consulting university staff – potential for student to become ‘expert’ (e. g. dissertation) Staff initiated research, decisions shared with students Students are informed and consulted Students are given research problems – guided research
Sweepstake! TESCO onions come from 3 farms: New Zealand, Spain, England Conventional production (not organic) Rank in order of lowest to highest carbon footprint
IMPACT of student research Food miles v carbon labelling? Buy Local? Or Buy Global? Or Two people mark it and it sits on a shelf gathering dust …
The Undergraduate Research Experience Research cycle Mind the gap! “Every university graduate should understand that no idea is fully formed until it can be communicated, and that the organisation required for writing and speaking is part of the thought process that enables one to understand material fully. Dissemination of results is an essential and integral part of the research process. ” (Boyer Commission, 1998: 24)
Aperture, Audience, Authenticity Within the curriculum Beyond the curriculum A dialogue in the woods …
An undergraduate research journal Walkington, H. 2008. Geoverse: piloting a National e journal of undergraduate research in Geography. PLANET 20, 41 46.
Assignment in journal article format Successful Publication CV Ownership Understanding Achievement Applying constructive criticism Critical evaluation Creativity Academic recognition Further dialogue Motivation to publish more Within the curriculum and Beyond
Journals as learning spaces “I found it hard to change between writing as a learner to writing as a teacher. ” Iterative process Co production: trust written advice of others Detailed feed-forward Critical skills Recognition What’s missing? - The desire for DIALOGUE Walkington, H. , 2012. Developing dialogic learning space: the case of online undergraduate research journals. Journal of Geography in Higher Education 36 (4), 547 562.
GEOverse Journal Article – Alex’s experience Group project on a provided topic – Retirement migration Journal article assessment Simulated peer review by tutor Submit to GEOverse Authentic experience of peer review Lack of dialogue
Student Research Conferences
Multidisciplinary Research Conferences Image: http: //www. bcur. org/
Knowledge Creation Walkington, H. et. al. , 2015. Reciprocal Elucidation. A student led pedagogy. Higher Education Research and Development http: //dx. doi. org/10. 1080/07294360. 2016. 1208155
‘Reciprocal elucidation’ (Foucault, 1997) ‘It is completely different to presenting within university because you can be questioned by people you are not studying with, who are likely to have expertise in other areas relevant to your research. This can result in bidirectional exchange of information in which both myself presenting, and the student asking the questions, gain greater knowledge of the subject area. ’ (R 52)
British Conference of Undergraduate Research (BCUR) Alex’s experience Immediate feedback Learning from others Defended the research Escape the bubble of geography Too late to impact on my grades!
Spot the difference! Writing an article: Presenting at a conference: • Co-production: trust • Critical thinking through written advice of others dialogue • Detailed feed-forward • Instant feedback • Critical skills DIALOGIC • Recognition FEEDFORWARD • LACKING A • TOO LATE TO MAKE CONVERSATION CHANGES • NO LEGACY
Universities, the CITIZEN SCHOLAR and the Future of Higher Education. Palgrave Macmillan. MUSEUM EXHIBIT Tornado disaster, Kansas, USA. Arvanitakis & Hornsby (2016) Independent study Community involvement Made a difference during the research Open to the public Static Less discoverable https: //www. brookes. ac. uk/staff/pese/get-published/
Get Published! Conference and Open Access repository § University wide conference (open to public) § Being published in student research repository (online) Hill, J. & Walkington, H. (2016) Developing graduate attributes through participation in undergraduate research conferences. JGHE, 40 (2). pp. 222 237.
Conference Networking – ‘Cultivating the art of judgement’ • SRHE 2014 Capability papers • Geoff Hinchliffe – ‘Philosopher in need of a social scientist. ’ • SRHE 2015 Working lunch he had an editor, I had data … And last week. . .
Speed networking - 3 minutes Ask your partner to give you a 30 second summary of their research What is the big picture question your partner is researching? After 90 seconds Swap Ask, listen, give positive feedback
International networks INLT / ISSOTL • Mailing list • Writing retreat pre conference • Collaborative journal article writing • Linked to a Journal Elon, NC ( USA) • CEL Seminar • Collaborative research groups • 3 consecutive summers • Edited book • Conference
Mentors and mentoring (Johnson, 2015; 2016) Mentoring – reciprocal, authentic, career and psychosocial, whole person, safe space, deliberate role modelling, relationships endure, transformation of professional identity for the mentee Engaging in peer mentoring (ladders and networks) Relational skills cache
RQ: What are the salient practices of award winning research mentors? Step 1 – literature review: Shanahan, J. O. , Ackley, E. , Hall, E. , Stewart, K. , Walkington, H. 2015. Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature. Mentoring and Tutoring: Partnership in Learning. 1 18.
1 Strategic pre-planning to respond to students’ varying needs and abilities throughout the research process. 2 Set clear, scaffolded expectations. 3 Teach the technical skills, methods, and techniques of conducting research in the discipline. 4 Balance rigorous expectations with emotional support and appropriate personal interest in students. 5 Build a sense of community among members of the research team. 6 Dedicate time to one on one, hands on mentoring. 7 Increase student ownership of the research over time. 8 Support students’ professional development through networking and explaining norms of the discipline. 9 Create intentional, laddered opportunities for peers and “near peers” to learn mentoring skills and to bring larger numbers of undergraduates into scholarly opportunities. 10 Encourage and guide students to share findings in presentations and writing.
Walkington, H. , et al. 2016. Salient Practices of Award Winning Undergraduate Research Mentors: A Multi Institutional, International Study of What Effective Mentors Do. Elon, NC Effective mentoring - balance ‘I don' t do anything for the students that they can do for themselves. I'm really anti handholding (I would hold their hands and make tea while they're needing an extra pair of hands or working through a tough analysis or writing papers that are hard to do). I try as much as I can to meet them at the edge of their capacity and pull them toward that edge. ’
Conclusion • Dialogue • Share your business cards – make connections • Look for a mentor, become a mentor / peer mentor • ‘Map’ your network • Freedom and Control – look for balance
Questions? [email protected] ac. uk
Resources • Walkington, H. (2015) Students as researchers. York: Higher Education Academy • https: //www. heacademy. ac. uk/system/files/resources/Students%20 as%20 researchers_1. pdf • Walkington, H. (2016) Pedagogic approaches to developing students as researchers, within the curriculum and beyond. York: HEA • https: //www. heacademy. ac. uk/resource/pedagogic approaches developing students researchers within curriculum and beyond • Walkington, H. (2016) The context of students as researchers York: HEA https: //www. heacademy. ac. uk/sites/default/files/resources/walkington students as researchers. pdf • Walkington, H. (2016) Levels of Student Participation in Research York: HEA • https: //www. heacademy. ac. uk/sites/default/files/resources/walkington levels of student participation in research. pdf • Walkington, H. (2016) Disseminating Student Research Findings York: HEA • https: //www. heacademy. ac. uk/sites/default/files/resources/walkington disseminating student research. pdf • Walkington, H. (2016) Engaging Students in Research York: HEA