Reblogged from Students as Scholars at George Mason University.
This looks like an awesome opportunity at GMU on Tuesday Oct. 1.
The Center for Teaching and Faculty Excellence and the Office of Student Scholarship, Creative Activities, and Research, are thrilled to announce that Professor Mick Healey, expert on inquiry-based learning, will presenting two workshops for Mason faculty on October 1, 2013. Dr Healey’s work was very influential as we developed the Students as ScholarsQEP initiative, and it is a pleasure to host him here at Mason and have him share his experience with our faculty.
If you are interested in attending and haven’t yet received an invitation, please email email@example.com.
Light Breakfast, Informal Discussion 8.00am-9.00am
Workshop 1: Designing Inquiry-Based Learning Activities 09.00am – 11.30am
“We want all students to access the benefits exposure to teaching informed by research can bring. … We believe an understanding of the research process – asking the right questions in the right way; conducting experiments; and collating and evaluating information – must be a key part of any undergraduate curriculum.”
Bill Rammell MP, Minister of State for Lifelong Learning, Further and Higher Education, Speech at University of Warwick, 25 Oct 2006
This interactive workshop aims to explore practical ways of incorporating inquiry-based learning into courses and discusses the issues staff and students face in this mode of learning. It will be relevant to staff and students who would like to explore this way of integrating inquiry based learning into the curriculum. Participants will leave this workshop with practical ways in which they can incorporate inquiry learning in to their course regardless of discipline or class size.
Buffet Lunch 12.00pm vegetarian options available
Workshop 2: Engaging Students in Research and Inquiry: From First to Final Year 12.30pm – 2.30pm
“For the students who are the professionals of the future, developing the ability to investigate problems, make judgments on the basis of sound evidence, take decisions on a rational basis, and understand what they are doing and why is vital. Research and inquiry is not just for those who choose to pursue an academic career. It is central to professional life in the twenty-first century.”
Brew (2007, 7)
The argument of this interactive workshop can be simply stated: all undergraduate students inall higher education institutions should experience learning through and about research. My interest in developing students as researchers originated through explorations over the last few years into ways to enhance the linkage between teaching and discipline-based research. The conclusion to arise from that work is that one of the most effective ways to do this is to engage our students in research and inquiry; in other words, to see them as producers not just consumers of knowledge. Here it is suggested that the key to mainstreaming research and inquiry at undergraduate level is to integrate it into the curriculum. The workshop will explore the variety of ways in which research and inquiry based learning are undertaken in undergraduate programmes from first year to final year using numerous mini-case studies from different disciplines, departments and institutions in the UK, rest of Europe, Australasia and North America.
Faculty conversation and Sharing of Resources and Models 3.00pm-4.00pm
Dr Mick Healey is an HE Consultant and Researcher and Emeritus Professor at the University of Gloucestershire, UK. Until 2010 he was Director of the Centre for Active Learning, a nationally funded Centre for Excellence in Teaching and Learning at the University of Gloucestershire, UK. He is an an adjunct Professor at Macquarie University, Australia and a Visiting Professor at University of Wales, Newport, UK. He was one of the first people in the UK to be awarded a National Teaching Fellowship and to be made a Principal Fellow of the Higher Education Academy. He is often asked to act as an advisor to projects, universities and national governments on aspects of teaching and learning in HE. For example, he has advised the Australian Learning and Teaching Council, the Canadian Federal government, the Higher Education Authority for Ireland, the HE Academy and the League of European Research Universities on research-based teaching and learning. He has written and edited over 150 papers, chapters, books and guides. Mick is an experienced presenter. Since 1995 he has given over 500 educational workshops, seminars and conference. He is a frequent visitor to North America. Last year he gave keynotes at the ISSoTL Conference in Hamilton, ON and the SoTL Commons Conference in Georgia. He is Joint International Editor of the Council on Undergraduate Research Quarterly.
Some recent references on topic of the workshops
2005 Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning, in Barnett, R (ed) Reshaping the university: new relationships between research, scholarship and teaching McGraw-Hill/Open University Press, 67-78
2007 Linking teaching and research in departments and disciplines York: HE Academy (Jenkins A, Healey M and Zetter R) 96pp
2009 Developing undergraduate research and inquiry. York: HE Academy (Healey M and Jenkins A) 152pp
2013 Collaborative discipline-based curriculum change: applying Change Academy processes at department level, International Journal for Academic Development 18(1) (Healey M, Bradford M, Roberts C and Yolande K)
2013 Developing and enhancing undergraduate final year projects and dissertations. York: HE Academy (Healey M, Lannin M, Stibbe A, Derounian J) 93pp
****A full list of references may be found at www.mickhealey.co.uk
Posted by Bethany M Usher