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  • *Enhancing the student learning experience through undergraduate research dissemination a framework for staff and studentsHelen Walkington and Martin Luck In association with:Jay Brodeu, Tara Kajaks, Paula Myatt, Rachel Spronken-Smith, Brad Wuetherick and An Verburgh

  • *OutlineThe importance of UGRResearch in its entiretyDissemination and completing the loopFrameworkExamples

  • *What is undergraduate research?Council on Undergraduate Research (CUR):An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.Brew and Boud (1995):Research and inquiry can be an investigation into the commonly known, commonly unknown and totally unknown

  • *Research development framework [Willison and ORegan 2006]Level 5 open enquiry with self determined guidanceLevel 4 open enquiry within structured guidanceLevel 3 closed enquiry working independentlyLevel 2 closed enquiry some structure / guidanceLevel 1 closed enquiry, high degree of structure and guidance

  • *High impact practices [Kuh, 2008]First year seminars and experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, diversity/global learning, service learning, internships, capstone courses/projects

  • *Justice et al 2007 Inquiry cycle

  • *The Research CycleMind the gap!

    Dissemination of results is an essential and integral part of the research process Boyer Commission, 1998: 24

  • *Benefits of communicationCommunication is universally listed as a graduate attribute and is highly regarded as a generic skill (de la Harpe & David, 2011)Communication is also a key part of understanding disciplinary ways of thinking and practising (Hounsell & McCune, 2002).

  • *Student autonomy axisframework

  • *Exposure axisframework

  • *The framework - examples of progressive applicationYear 1 module: Poster sessionYear 2 module: Journal Clubs - presenting a research paper to the rest of the classYear 3: Seminar presentation on final year project

  • *The framework further examplesDepartmental seminar presentationStudents develop confidence in front of faculty

    Bite-sized pre-lectures5 minute mini-presentations on key topics, preceding each lecture or practical class

  • *Co-authorship e.g. a public wiki developed by a classYear 1 Architecture students. Tutor-mediated student publishing to a public blog and photo-sharing space (Flickr)

  • *Undergraduate research journals

  • *BCURBCUR

  • *Posters in Parliament

  • *The framework for studentsThe STEM student journey

  • *The framework for staffCritical to the success of research dissemination (particularly in the broader senses of public-ness) is institutional commitment to disseminationCourse and curriculum development/deliveryConferences (departmental, institutional, national)Journals (departmental/disciplinary, institutional, national)Connections to communities (academic and public)Direct link between research and teaching

  • *ConclusionCLOSE THE RESEARCH LOOP through disseminationIf we are committed to embedding undergraduate research we must also commit to embedding the teaching of dissemination skills in our curricula.We have provided a framework for staff and students to support the structuring of research dissemination experiences for students to build confidence and capabilities.

  • *Acknowledgements

    *Abstract agreed:In this presentation we will outline a framework for undergraduate research dissemination. We argue that undergraduate research is a high impact activity and that dissemination of research findings should be an integral part of the student research experience. We use a broad and inclusive definition of undergraduate research. We will outline the benefits of engaging students in activities to communicate their undergraduate research findings and identify how this completes the research cycle (examples include curricular activities which involve informal publication via websites, wikis and through in class poster sessions as well as activities outside the curriculum such as publishing in dedicated undergraduate research journals and presenting at undergraduate research conferences). We will then go on to explore the idea that research dissemination is something which all undergraduate students can engage in. The framework that we propose focuses upon differing degrees of student autonomy in the research process and the differing levels of publicness or exposure which can be adopted so that each student can achieve research communication at a level appropriate to their personal learning goals. For academic staff the framework can be used to plan and support the increasing exposure of undergraduate research work into the public domain. *In this presentation we will outline a framework for undergraduate research dissemination. We argue that undergraduate research is a high impact activity and that dissemination of research findings should be an integral part of the student research experience. We use a broad and inclusive definition of undergraduate research. We will outline the benefits of engaging students in activities to communicate their undergraduate research findings and identify how this completes the research cycle (examples include curricular activities which involve informal publication via websites, wikis and through in class poster sessions as well as activities outside the curriculum such as publishing in dedicated undergraduate research journals and presenting at undergraduate research conferences). We will then go on to explore the idea that research dissemination is something which all undergraduate students can engage in. The framework that we propose focuses upon differing degrees of student autonomy in the research process and the differing levels of publicness or exposure which can be adopted so that each student can achieve research communication at a level appropriate to their personal learning goals. For academic staff the framework can be used to plan and support the increasing exposure of undergraduate research work into the public domain. ***The Undergraduate research Experience does not mirror that of academics. The research cycle should include dissemination.Every university graduate should understand that no idea is fully formed until it can be communicated, and that the organisation required for writing and speaking is part of the thought process that enables one to understand material fully. Dissemination of results is an essential and integral part of the research process, which means that training in research cannot be considered complete without training in effective communication. (Boyer Commission, 1998) p24

    *(examples include curricular activities which involve informal publication via websites, wikis and through in class poster sessions as well as activities outside the curriculum such as publishing in dedicated undergraduate research journals and presenting at undergraduate research conferences).

    ***Progression through the course development of confidence, skill, understanding etcMRLDepartmental: confidence in presentation, before a sympathetic but critical audience

    Bite-sized Brigs technique to get students engaged with topics and increase module coverage**(Oxford Brookes Year 1) = OB13,000 hits in the first year****Year 1 year 2 and year 3 are animated to come in just the right time so you can give an example of a student journey form one type of experience to anotherIve added a further line***

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