‘Third generation’ conversations – A partnership approach to embedding research and learning skills development in the first year. A Practice Report

Anne Taib,Julie Holden

doi:10.5204/intjfyhe.v4i2.178

Abstract

This Practice Report offers a strategic approach to making research and learning skills explicit within the curriculum of first year core units, by enabling a systematic process of pedagogical conversations between teaching faculty, learning skills advisers and librarians. It reports on a collaborative project between staff of Monash Library and academic staff of the faculties of Business and Economics and Information Technology. It offers tools and protocols for the review and renewal of curricula and co-curricula practice within a partnership model, informed by the Research Skills Development (RSD) Framework. It takes into account teaching and learning approaches, intervention and support strategies, assessment, and feedback mechanisms. It also responds to emerging trends in higher education delivery such as blended learning and the flipped classroom model (Baker, 2000).

Highlights

Introduction to ManagementPaper presented at 10th Pacific Rim First YearExperience in Higher Education Conference.Retrieved from http://fyhe.com.au/past_papers/papers11/FYHE-2011/content/pdf/3E.pdfSalisbury, F., Yager, Z., & Kirkman, L. (2012, June).Embedding Inquiry/Research: Moving from a minimalist model to constructive alignment
The purpose of the project, which commenced in Semester 2, 2012, is to map and align research and learning skills against the core curricula of the first year of two degrees, drawing upon the Research Skills Development (RSD) Framework
The intention was to review current delivery of research and learning skills and explore the potential for better integration with faculty programs as well as identify gaps and opportunities for further collaboration. This includes opportunities for learning activities to be delivered in co-curricula and in-curricula modes, as well as via blended learning contexts

Summary

Background

The purpose of the project, which commenced in Semester 2, 2012, is to map and align research and learning skills against the core curricula of the first year of two degrees, drawing upon the Research Skills Development (RSD) Framework. A number of useful and transferable tools have been created as a result of the consultative process enabling the charting of R&L in the core units One of these is an adaptation of the RSD Framework that can be applied in a range of circumstances. We realised that taking this holistic approach, made it possible to first review our own R&L material for quality, consistency and balance; to consider how it might best fit with the unit content and assessment cycle; and to articulate our role more clearly in the overall scheme of student learning opportunities Another bi-product of the process was the creation of an overview matrix of all the overarching quality frameworks governing curriculum. The documenting process identified all R&L delivery and content to determine the breadth and efficiency of the current model, and informed us of development opportunities to target our delivery more strategically and with more relevance

Session Overview

Quality Framework and the RSD

International First Year in Higher