Thursday, July 31, 2008
Speaker: Peter Keelan, Head of Special Collections and Archives
Series: QUILT Seminar series / Starts: 22 February 2008
This genuinely collaborative project developed modules that were designed to enhance the learning experience of undergraduates via the use of primary research documents. Peter Keelan reported on the original research possibilities that are available to Cardiff University’s students, both within the institution’s Library archives and externally, for interdisciplinary study in history, art, literature, Welsh and wider Humanities and Social Science topics. A handbook on basic archives research was produced, along with an innovative research collections chart that served to raise the profile of Cardiff’s unique research resources.
There was an opportunity to examine at first hand some of the source materials discussed in the session.
Wednesday, July 30, 2008
The Student as Scholar: Undergraduate Research and Creative Practice
Conference Description, Program, and Resources
300 faculty and administrators gathered in Long Beach, California on April 19-21, 2007 for a conference focused on integrating research and scholarship into the undergraduate experience with the goal of expanding and deepening learning for all students. Conference sessions explored developmental models, research and assessment of student learning, and examples of campus practice.
KEYNOTE: From Convocation to Capstone: Developing the Student as Scholar
In order to integrate undergraduate research most effectively into the learning experience, undergraduate education should focus on the “student as scholar” from the first to final year. President Hodge will offer a vision of the student as scholar, where ‘scholar’ is defined in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal education. Fulfilling this vision of the student as scholar will require a fundamental shift in how we imagine and structure the curriculum. In this new paradigm, the curriculum is learning-centered, providing intentional pathways that culminate in capstone experiences, peer-reviewed research papers, and creative presentations.
... [T]he undergraduate research experience is often viewed too narrowly as an isolated component of the student’s education, or as suitable for only some of the most advanced students. In this paper we argue that undergraduate research should, in fact, be at the center of the undergraduate experience, that undergraduate education should adopt the “Student as Scholar” Model throughout the curriculum, where scholar is conceived in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal arts education. With this framework, not only each research project, but also each course, is viewed as an integrated, and integrating, part of the student experience.
Developing the Student as Scholar Model requires a fundamental shift in how we structure and imagine the whole undergraduate experience. It requires, as a minimum, the adoption of the Learning Paradigm in everything from the first introductory course through the final capstone experience. It requires a culture of inquiry-based learning infused throughout the entire liberal arts curriculum that starts with the very first day of college and is reinforced in every classroom and program. It transcends the boundaries of the classroom and takes advantage of the vast amounts of raw material now available to undergraduates.
Sustainable Models of Student–Faculty Collaboration
Research and Creative Scholarship: An Integral Part of the Undergraduate Experience
Assessing the Impact of Undergraduate Research on Student Learning and Campus Culture
Providing Undergraduates with a Research Training RoadmapResearch Ethics Training for Undergraduates
Undergraduate Research: Theirs, Mine, and OursExperiences in Research: A Structured, Faculty-Mentored Program for First-Year Students
Collaborative Undergraduate Research Seminars: Providing a “Research I” Experience
Institutionalizing Student Research Opportunities: Creating Visibility and Promoting Collaboration for Engaged Learning
Implementing an Integrative Research Sequence: The “Scientific Core”
Interdisciplinary Research: Building a Bridge to Scientific Inquiry in the 21st Century
Integrating Theory and Practice: An Action Research Case Study
Supporting Undergraduate Research: Centralized and Decentralized Institutional Models and the Role of Statewide Programs
Students’ Expectations of the Analytic and Communications Skills Needed for Research
Co-Creating Pathways to Student Scholarship: A Developmental Trajectory of Experience, Reflection, Research, and Scholarship
A Comprehensive Approach to Student Scholarship
A Developmental Approach to Undergraduate Research in the Sciences
Building a Learner-Centered Environment through Undergraduate Research and Creative Activity
Moving Undergraduate Research Beyond a Few Disciplines and a Few Student
Developing Student Scholars from Convocation through Commencement: An Institution-Wide Model
What Does the Research Tell Us about Undergraduate Research?
The Role of Undergraduate Research in Student Retention and Academic Success
Multiple Models for Incorporating Undergraduate Research into the Curriculum
Assessing Science Enrichment Programs: Measuring Students’ Development as Scholars
Monday, July 28, 2008
What Role(s) Should / Has A / The Profession Play(ed) In The Development / Implemention / Support of The 'Student As Scholar' Model?
While I am primarily interested in the actual/potential role(s) of the Library and Library Professionals with respect to the The Model, I am also interested in the actual/potential role(s) that the respective groups associated with a profession (e.g. associations, organizations, societies, etc.) have/ might play(ed) in advancing the 'Student As Scholar' Model.
I am also interested in the actual/ potential role(s) of Journal and Monograph Publishers in supporting The Model.
Please Submit Any/All Reponses As A Discussion Item In The Student As Scholar Facebook Group
And/Or As A Comment on This Blog Entry.
Saturday, July 26, 2008
From Inquiry To Discovery:
Developing The Student As Scholar
In A Networked World
David Hodge, Miami University
Carolyn Haynes, Miami University
Paul LePore, University of Washington
Kira Pasquesi, Colorado College
Marissa Hirsh, Miami University
Learning Through Enquiry Alliance (LTEA)
“Inquiry in a Networked World”
Wednesday 25th – Friday 27th June 2008
University of Sheffield
In this paper we argue that technological advances have made research-based learning possible now in ways that were unimaginable in previous generations. Such learning can, and should, be at the center of the total undergraduate experience and across most institutions of higher education. We combine research-based learning with student development theory to offer a more comprehensive model for effectively organizing undergraduate education. Our aim is not simply to advance undergraduate research and creativity, but more importantly, to cultivate the “Student as Scholar,” where scholar is broadly conceived as an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal education. Although some students will produce original scholarship in their discipline or field, what is more crucial is that they gain the internal value system, maturity, and foundational competencies of their discipline and a liberal education to succeed in today’s complex, ever-changing world.
Developing the Student as Scholar Model requires a fundamental shift in how we structure and imagine the whole undergraduate experience. Not only does it transcend the boundaries of the traditional classroom by leveraging the vast amounts of raw material now available to undergraduates, but it also requires a culture of inquiry-based learning infused throughout the entire liberal arts curricular and co-curricular experience that starts with the very first day of college and is reinforced in every classroom and program. Put another way, the Student as Scholar Model represents the far end of the educational spectrum, specifically progressing from an instructional paradigm that emphasizes telling students what they need to know, to a learning paradigm that emphasizes inquiry in shaping how students learn what they need to know within the traditional academic context, and culminating in a discovery paradigm that encourages students to seek and discover new knowledge, emphasizing inquiry with no boundaries.
At its core, this is a vision of undergraduate education that offers students sustained and consistent emphasis on their identity as learners and as scholars, gradually blurring the distinction between the two; and it provides opportunities to develop meaningful connections to faculty, staff, and other students in campus environments that establish and support vibrant learning communities. Yet, sustaining this emphasis on students as scholars and meaningful connections among faculty and students, we must understand the way that students develop and design our learning environments to assist their movement from a more passive, externally motivated learner to the active, internally-motivated posture of a scholar.
In this paper we first examine how the changing context of technology and scholarship makes the Discovery Paradigm possible now and increasingly so in the future. We then define the Student as Scholar Model and position it in the context of a liberal education, describing how the model creates a natural and highly effective focus for a liberal education framework. We conclude by exploring how an understanding of student development can purposefully guide curricular and co-curricular activities to build student capability progressively throughout the college years and offer concrete examples of practice.
PDF / [http://tinyurl.com/5v98wl]
Video and Powerpoint / [http://tinyurl.com/6kv2hu]
Learning Through Enquiry Alliance (LTEA) Conference 2008
Friday, July 25, 2008
The "Student As Scholar" blog was formally created on July 25 2008. The Blog is devoted to documenting relevant literature that supports the view that :
"Undergraduate education should adopt the “Student as Scholar” Model throughout the curriculum, where scholar is conceived in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal arts education. With this framework, not only each research project, but also each course, is viewed as an integrated, and integrating, part of the student experience."
"From Convocation to Capstone: Developing the Student as Scholar"
David Hodge, Kira Pasquesi, Marissa Hirsh / Miami University ; Paul LePore / University of Washington
It is a companion to the Facebook Global Group "Student As Scholar / Scholar As Scholar" which is intended to serve as a forum and venue in which members are invited to contribute to a never-ending conversation about "Student As Scholar" models and to document personal experiences and institutional initiatives.
The "Student As Scholar / Scholar As Scholar" Facebook Group is Available at
Please Contribute Citations/Links to Any and All Relevant Literature As Comments on This Blog Entry.