Micromeritics - Fundamental and Derived Properties of Powders
Increasing engagement to transform student learning
1. Increasing engagement to transform
student learning
@solentlearning
@tansyjtweets
Tansy Jessop
Bath EduFest
7 June 2018
2. Session outline
1. First principles: why study at university
2. Alienation: always a bad thing?
3. Turning alienation into engagement
• Research
• Relationships
• (W)riting and/or Risks
3. Why study at university?
Go to www.menti.com and use the code 27 90 20
Write down three words or phrases which capture
your thoughts about why anyone would spend
three years of their life studying at university.
13. Intellectual development in a nutshell
Model Stage 1 Stage 2 Stage 3 Stage 4
Perry
(n=464
interviews)
Dualism Multiplicity Relativism Commitment
Baxter
Magolda
(n=101
students
plus 10 year
Absolute
Knowledge
Transitional Independent Contextual
self-
authorship
14. From Morning Glory to Petersburg
(The World Book, 1928)
Poem by Adrienne Rich
15.
16. Take two: turn to your neighbour
• Which words or phrases in the poem resonated
for you and why?
• How do theories of intellectual development
relate to your own university experience?
17. Alienation: Type B
• Confused, angry, doubting the firmament,
questioning everything you ever knew?
• Welcome to university! If you are not feeling
any of these thing then you are not in higher
education.
19. Research builds engagement…
• Stimulates intellectual curiosity
• Ill-defined problems make you think
• Students take decisions and make choices
• Student ownership & partnership
• Students generate knowledge through doing research
24. Best predictor of positive
university experience is
strong relationships. At least
one strong relationship with
a tutor and two with
peers….
Chambliss and Takacs 2014
25. It was like ‘Who’s
Holly?’ It’s that
relationship where
you’re just a student.
Because they have to mark so
many that our essay becomes
lost in the sea that they have
to mark.
Here they say ‘Oh yes, I don’t
know who you are. Got too
many to remember, don’t
really care, I’ll mark you on
your assignment’.
YET…
32. Ending with a poem
Line 1: Your Name
Line 2: Four character traits
Line 3: Lover of… (list three things)
Line 4: Who feels… (three items)
Line 5: Who needs…. (three items)
Line 6: Who fears…. (one item)
Line 7: Who hopes for… (three items)
Line 8: And who finds … (three items)
(Adapted from John Bean, 1996, 110)
35. References
Arum, R. and Roska, J. 2011. Academically Adrift. Limited Learning on College
Campuses. Chicago. University of Chicago Press.
Baxter Magolda, M. 2001. Making Their Own Way: Narratives for Transforming
Higher Education to Promote Self-Development. Virgina. Stylus.
Bean, J. 1996. Engaging Ideas. San Francisco. Jossey Bass.
Brookfield, S. 1995. Becoming a critically reflective teacher. Chapter 6. Understanding
Classroom dynamics: The Critical Incident Questionnaire. San Francisco. Jossey Bass.
Carr, N. 2010. The Shallows: How the internet is changing the way we read, think and
remember. New York. Newton and Company.
Chambliss, D. and Takacs, C. 2014. How College Works. Harvard University Press.
Collini, S. 2012. What are universities for? London. Penguin Books.
DiPietro, M. 2017. ‘How Learning Works: 7 Research-Based Principles for Smart
Teaching’. Workshop at ISSOTL Conference, Calgary.
Mann, S. 2001. Alternative Perspectives on the Student Experience: alienation and
engagement. Studies in Higher Education. 26(1) 7-19.
Perry, William 1981. ‘Cognitive and Ethical Growth: The Making of Meaning’. In
Chickering, A. (1981) The Modern American College. San Francisco. Jossey Bass.
Editor's Notes
Tansy
More complicated. In some senses less linear, less concerned with instrumental reasons for going to uni, Zeitgeist – millennials – internet, postmodernism
It depends!
Language of ‘covering material’ Should we be surprised?