Student as Producer:reinventing the undergraduate curriculum Context of Higher Education : no consensus Innovation: pedagogy and politics Independent Study Teaching Space Reinvention Centre for Undergraduate Research Teaching in Public
Student as Producer:reinventing the undergraduate curriculum No consensus about the ‘idea’ or the ‘uses’ of the university (Newman, 1873; Kerr, 1963) ‘realised and reshaped’ (Barnett, 2000; 2005) ‘rethought’ ( Rowland, 2007) ‘redefined’ (Scott, 1998) ‘neo-liberal’ (Callinicos, 2007) ‘ruination’ (Readings, 1996) ‘death’ of the university (Evans, 2004).
Student as Producer:reinventing the undergraduate curriculumIndependent StudyIntellectual history: Pedagogy and Politics Humboldt’s Berlin University, 1813 Benjamin’s, Author as Producer, 1930s Debord’s, Paris, France, 1968 North East London Polytechnic 1977 Barr and Tagg’s ‘productive learning’ 1995 Boyer’s ‘Scholarship of Engagement, 1990s
Student as Producer:reinventing the undergraduate curriculumThe Polytechnic Experiment 1965 -1992 North East London Polytechnic a course to embody ‘left-wing’ ideals Independent study Module 1974 – 1991: ‘a completely different approach to Higher Education’ - to meet the needs of the new type of student (Pratt, 1997: 138) Robbins, D. (1988) The Rise of Independent Study: the politics and philosophy of an educational innovation, 1970- 1987
Student as Producer:reinventing the undergraduate curriculumHumboldt’s Berlin University, 1813 “It is furthermore a peculiarity of the institutions of higher learning that they treat higher learning always in terms of not yet completely solved problems, remaining at all times in a research mode [i.e. being engaged in an unceasing process of inquiry]. Schools, in contrast, treat only closed and settled bodies of knowledge. The relationship between teacher and learner is, therefore, completely different in higher learning from what it is in schools. At the higher level, the teacher is not there for the sake of the student, both have their justification in the service of scholarship.”
Student as Producer:reinventing the undergraduate curriculumBenjamin, W. ( 1930) Author as Producer „What matters is the exemplary character of production, which is able, first, to induce other producers to produce, and, second, to put an improved apparatus at their disposal. And this apparatus is better, the more consumers it is able to turn into producers – that is, readers or spectators, into collaborators‟ (777)
Student as Producer:reinventing the undergraduate curriculum1968„We work, but we produce nothing‟ (p.41)Cohn-Bendit, D. (1968) Obsolete Communism: the Left Wing AlternativeDebord, G. (1970) The Society of the Spectacle
Student as Producer:reinventing the undergraduate curriculum ‘When people are thrust into history and forced to participate in the work and struggles that constitute history, they find themselves obliged to view their relationships in a clear and disabused manner. This history has no object distinct from what it creates from out of itself, although the final unconscious metaphysical vision of the historical era considered the productive progression through which history had unfolded as itself the object of history. As for the subject of history, it can be nothing other than the self-production of the living — living people becoming masters and possessors of their own historical world and of their own fully conscious adventures’ (Debord, Society of the Spectacle)
Student as Producer:reinventing the undergraduate curriculumThe Scholarship of Teaching and Learning‘The most important obligation now confronting colleges and universities is to break out of the tired old teaching versus research debate and define in more creative ways what it means to be a scholar’ (Boyer, 1990: xii) The scholarship of discovery – research The scholarship of integration – interdisciplinary connections The scholarship of application/engagement – knowledge applied in wider community The scholarship of teaching – research and evaluation of your own teachingBrew – the core characteristics of academic professionalismBoyer, E. (1990) Scholarship Reconsidered: Priorities for the Professoriate, University of Princeton
Student as Producer:reinventing the undergraduate curriculumProductive learning From teaching to learning: a new paradigm for undergraduate education, R Barr and J Tagg 1995 http://critical.tamucc.edu/~blalock/readings/tch2learn.htm From instructional paradigm to learning paradigm for productive learning
Student as Producer:reinventing the undergraduate curriculum Warwick and Brookes: Sociology/Built Environment Research-based learning Academic Fellowships, £10,000 Student Research £1,500 Redesign spaces in which student learn
Student as Producer:reinventing the undergraduate curriculum Research–led: subject content of teacherStudents as Producers Reinvent the Research–based: relationship students doing research between teaching and research by bringing students Research-orientated: more closely into how knowledge is produced department research cultures Research-informed: researching teaching and learning
Student as Producer:reinventing the undergraduate curriculumUndergraduate Research ScholarshipScheme ( URSS) [ 8-20-58] Research placement for student ( 2nd yr) with academic extra curricula £1,500 10 weeks in summer vacation
Student as Producer:reinventing the undergraduate curriculumStudent Projects Universities Plc – learning enterprise in HE (documentary) Sort’d – community education with young offenders Water schemes in rural Africa Gender and US sports Twentieth Century oral history Legacy of Solidarity Womens microcredit in Africa Democracy in Venezuela Tanzania literacy schemes Broadcast student writing
Student as Producer:reinventing the undergraduate curriculumCentre for Human Rights in Practice „The key issue is that students feel as if they own the projects and the research and to use it as they see fit. The problem with most teaching on modules is that students to the work for assessment and write it up in the way in which they feel the marker wants it to be done. But with this work they are released from that constraint and take ownership of the whole process so that it is not just research but a whole learning experience…it‟s life changing stuff…Leading to the development of community projects in their own way and by making their own connections‟. „At the department level it is beginning to have a real impact, colleagues can see …there is a sense of real exposure to real things that are happening and that they are already teaching about…it‟s a natural fusion of their own research and what students can get into…‟ Short-listed for the National Law Teacher Award, 2007
Student as Producer:reinventing the undergraduate curriculumHistory: Galleons The point is that there is the space for the students to adapt the module in ways that they are interested in. The students who are doing this approach the subject in a different way, because they know that their research is being taken seriously, and that it is making a serious contribution to the course as a whole, and in that sense the module is very much doing what I want it to. This means that their approach is more critical and engaged and that they have a real sense of ownership with the ability to change the module, and not simply passively listening to what we tell them.
Student as Producer:reinventing the undergraduate curriculumStudents I think it’s a really good idea, with freedom to develop ideas and to get involved. In normal lectures and seminars there is no real input from the student, its more like school, where you are told what to do and what to write, but this is more like proper research, encouraging new ideas and not depended on secondary material. It makes everything more diverse and the module is very much student led, everyone has real input and can make lots of different suggestions in a more relaxed and productive environment. The world has changed and it is important that methods of teaching reflect that change.
The Reinvention Centreat Westwood Complexity not Flexibility Democratic Grounded Technologically enabled Acoustics Light/Colour Collaboration
External Partners HEA Subject Centres Ruskin College UWE Aston City, U., HK Anglia Ruskin Sydney UCE Queens, Belfast
Student as Producer:reinventing the undergraduate curriculumTeaching in Public Students as ‘first public’ Public Sociology (Burawoy, 2004) Teaching as Public Space Academics as Public Intellectuals HE as ‘public good’: reinvent university