PRACTISING THE SCHOLARSHIP OF PRACTISING THE SCHOLARSHIP OF LEARNING & TEACHING in the FIRST LEARNING & TEACHING in the FIRST

YEAR EXPERIENCEYEAR EXPERIENCE

Prof Keithia WilsonProf Keithia Wilson

SCHOLARLY TEACHERS SCHOLARLY TEACHERS (Andresen, (Andresen, 2000; Kreber & Cranton, 2000)2000; Kreber & Cranton, 2000)

Well informed & critically reflective about –Well informed & critically reflective about – WHAT WHAT we teach – our discipline, field, subject-we teach – our discipline, field, subject-

matter, course content matter, course content

What should I do, know or find out here?What should I do, know or find out here? HOWHOW we teach – our pedagogy we teach – our pedagogy

How do I know if it works & I’m effective?How do I know if it works & I’m effective? WHYWHY we teach – our personal aims & premises we teach – our personal aims & premises

& those of higher education& those of higher education

Why does it matter that I do this?Why does it matter that I do this?

EVOLVING SCHOLARSHIP OF EVOLVING SCHOLARSHIP OF L&TL&T

1. Content1. Content Disciplinary Disciplinary WHAT students WHAT students knowledge learn ?knowledge learn ?

2. Process2. Process Learning Learning HOW students HOW students Processes learn?Processes learn?

3. Meta3. Meta Systems Systems How the LEARNING How the LEARNING ProcessProcess Processes SYSTEM works? Processes SYSTEM works? How the FYE SYSTEMHow the FYE SYSTEM works?works?

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DISCIPLINARY DISCIPLINARY

CONTENT-BASED CONTENT-BASED

SCHOLARSHIPSCHOLARSHIP

DISCIPLINE BASED APPROACHDISCIPLINE BASED APPROACH

Disciplinary Research which informs the Disciplinary Research which informs the CONTENT of our coursesCONTENT of our courses

Traditional academic notion of ScholarshipTraditional academic notion of Scholarship Classic Teaching–Research nexusClassic Teaching–Research nexus Cornerstone of academic identityCornerstone of academic identity Fits one conception of research-based learning Fits one conception of research-based learning

in Academic Plan 3in Academic Plan 3 ScholarshipScholarship

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PROCESS-BASED PROCESS-BASED SCHOLARSHIP OF L&TSCHOLARSHIP OF L&T

SPOT THE DIFFERENCE…SPOT THE DIFFERENCE…

A SCHOLARLY APPROACH TO A SCHOLARLY APPROACH TO LEARNING AND TEACHINGLEARNING AND TEACHING

andand

The SCHOLARSHIP OF LEARNING AND The SCHOLARSHIP OF LEARNING AND TEACHINGTEACHING

As well asAs well as rather thanrather than instead ofinstead of….….

The process of critical reflection/reflective The process of critical reflection/reflective practice and improvement as an practice and improvement as an

worthwhile end in itselfworthwhile end in itself

andand

The production of generalisable knowledge The production of generalisable knowledge as a by-productas a by-product

A SCHOLARLY APPROACH A SCHOLARLY APPROACH TO L&T....what is it?TO L&T....what is it?

The process of critical reflection & continuous The process of critical reflection & continuous improvement = improvement = reflective practicereflective practice

Based on Based on evaluation evaluation of our practice e.g., student of our practice e.g., student evaluations (SEC/SET & qualitative), student feedback, evaluations (SEC/SET & qualitative), student feedback, tutor feedback, peer discussion & review, Course tutor feedback, peer discussion & review, Course Evaluation ReportsEvaluation Reports

RP is the RP is the cornerstone cornerstone of effective L&T practiceof effective L&T practice RP involves engagement with the RP involves engagement with the L&T literatureL&T literature – –

reading, reflecting, journaling reading, reflecting, journaling practice informed by practice informed by scholarship (theory + research)scholarship (theory + research)

A scholarly approach is a worthwhile end within A scholarly approach is a worthwhile end within itselfitself

REFLECTIVE PRACTICE …REFLECTIVE PRACTICE …why would we bother?why would we bother?

Critically reflecting on our educational practice Critically reflecting on our educational practice towards the goal of continuous improvement …….towards the goal of continuous improvement …….

Single-loop reflectionSingle-loop reflection.….improving within my .….improving within my current assumptions and conceptionscurrent assumptions and conceptions

((e.g., What are better ways to do what I currently do?)e.g., What are better ways to do what I currently do?)

Best practiceBest practice Double-loop reflectionDouble-loop reflection…..improving by stretching & …..improving by stretching &

challenging my assumptions and conceptionschallenging my assumptions and conceptions (e.g., (e.g., What might I do differentlyWhat might I do differently with my L&T practice?with my L&T practice?

&/or &/or What is it that we do that might get in the way of What is it that we do that might get in the way of students’ learning?)students’ learning?)

Best practice Best practice plusplus innovation innovation

SCHOLARSHIP OF L&T….what SCHOLARSHIP OF L&T….what is it?is it?

The The SCHOLARLY PROCESSSCHOLARLY PROCESS of of critical critical reflection/reflective practicereflection/reflective practice resulting in resulting in PRODUCTS or OUTPUTSPRODUCTS or OUTPUTS about student about student learning in the public domain which can be peer learning in the public domain which can be peer reviewed reviewed

Conference papersConference papers

Journal articlesJournal articles And can potentially influence the practice of And can potentially influence the practice of

others others impact impact in the fieldin the field

DEFINITION of SoLTDEFINITION of SoLT(Kreber & Cranton, 2000)(Kreber & Cranton, 2000)

““Academics who practise the scholarship Academics who practise the scholarship of teaching engage in content, process of teaching engage in content, process and premise reflection on and premise reflection on research-basedresearch-based and and experience-based knowledgeexperience-based knowledge in the in the areas of instruction, pedagogy and areas of instruction, pedagogy and curriculum in ways that can be peer curriculum in ways that can be peer reviewed”reviewed”

SCHOLARSHIP OF L&T…. why SCHOLARSHIP OF L&T…. why would we bother?would we bother?

Contributing to research-based &/or experience-Contributing to research-based &/or experience-based knowledge in the public domainbased knowledge in the public domain

Disseminating our ideas & practices in the hope Disseminating our ideas & practices in the hope of influencing our peersof influencing our peers

Receiving valuable peer feedback which will Receiving valuable peer feedback which will extend our thinking & understandingextend our thinking & understanding

Being recognised for our innovative thinking & Being recognised for our innovative thinking & practicepractice

Assisting our career developmentAssisting our career development

As well asAs well as rather thanrather than instead ofinstead of….….

The The process of critical process of critical reflection/reflective practicereflection/reflective practice and and

improvement is a worthwhile end in itselfimprovement is a worthwhile end in itself

And forms the And forms the bedrockbedrock for the production of for the production of generalisable knowledge as a by-product generalisable knowledge as a by-product

(SoLT)(SoLT)

Reflective practice…aka….ACTION RESEARCH - Reflective practice…aka….ACTION RESEARCH - ACTION LEARNING - PIRI CYCLE (Kolb, 1984; ACTION LEARNING - PIRI CYCLE (Kolb, 1984;

Kember, 2000)Kember, 2000)

EXPERIENCE

REFLECTTHEORISE

PLAN/APPLY

Reflective Practice as SoLTReflective Practice as SoLT

Two ways of travelling……Two ways of travelling……

Theory to PracticeTheory to Practice research-based knowledgeresearch-based knowledge evidence based practiceevidence based practice Practice to TheoryPractice to Theory experience-based knowledgeexperience-based knowledge practice based evidencepractice based evidence

Theory to practice……Theory to practice……

3. EXPERIENCE

4. REFLECT1. THEORISE

2. PLAN/APPLY

THEORY TO PRACTICE…..THEORY TO PRACTICE…..

Our initial forays……Our initial forays……Engaging with the literature of L&T to inform our own Engaging with the literature of L&T to inform our own

practicepracticeWe Discovered………We Discovered……… Concept of Concept of approaches to learningapproaches to learning (Biggs, 1979) (Biggs, 1979) Importance of designing learning experiences to Importance of designing learning experiences to

encourage the development of encourage the development of deepdeep approaches to approaches to learninglearning

And the conceptual design tool of the ‘And the conceptual design tool of the ‘3P Model3P Model’ ’ (Biggs, 1989)(Biggs, 1989)

The 3 P model…..The 3 P model…..anan omnibus thinking omnibus thinking tool about learning systemstool about learning systems

PRESAGE

Student factors

Learning Environment

Factors*Course design

*Delivery*Assessment

*workload

PROCESS

Approaches to Learning

*Deep*Surface

*Achieving

PRODUCT

Learning Outcome factors

*Content Learning*Academic (gpa)*Generic Skills

*Student satisfaction

Theory to practice case study 1 …. Theory to practice case study 1 …. Approaches to LearningApproaches to Learning

What did we do?What did we do? Looked for themes in the literature on AL to build Looked for themes in the literature on AL to build

on e.g., gender differenceson e.g., gender differences Designed a study to collect data in classesDesigned a study to collect data in classesWhat did we find?What did we find? Analysis of literature revealed gender diffs only Analysis of literature revealed gender diffs only

on AL sub-scales, not scaleson AL sub-scales, not scales No gender differences in ALNo gender differences in AL Convergence between the SPQ & ASI measures Convergence between the SPQ & ASI measures

of ALof AL

Theory to practice case study 1 …. Theory to practice case study 1 …. Approaches to LearningApproaches to Learning

What did we change?What did we change? Nothing in teaching practiceNothing in teaching practice

How did we disseminate?How did we disseminate? 1 Publication – Wilson, Smart & Watson 1 Publication – Wilson, Smart & Watson

(1996), (1996), British Journal of Educational British Journal of Educational Psychology Psychology (Tier 1) good citation rate(Tier 1) good citation rate

Potential Product Outcomes for Potential Product Outcomes for the FYEthe FYE

RetentionRetention into year 2 (return to uni) into year 2 (return to uni) Academic successAcademic success can be measured by can be measured by submission rates on individual assessment itemssubmission rates on individual assessment items individual assessment items (pass/fail, marks or grades)individual assessment items (pass/fail, marks or grades) individual FY courses (P/F, marks/grades) individual FY courses (P/F, marks/grades) semesters 1 &/or 2 semesters 1 &/or 2 Year 1 (GPA or course grades)Year 1 (GPA or course grades) Generic skill acquisitionGeneric skill acquisition Behavioural skill acquisition (communication skills)Behavioural skill acquisition (communication skills) Deep/surface learning (learning motivation & strategies)Deep/surface learning (learning motivation & strategies) Student satisfactionStudent satisfaction

Theory to practice case study 2…. Theory to practice case study 2…. Learning System Learning System

What did we do?What did we do?Used the 3P model to design a series of studies Used the 3P model to design a series of studies

examining how our students experienced their examining how our students experienced their learning across disciplineslearning across disciplines

What did we find?What did we find?Relevance Relevance Deep learning Deep learning Generic skills Generic skillsGood teaching StudentGood teaching StudentAppropriate Workload satisfactionAppropriate Workload satisfaction

Theory to practice case study 2…. Theory to practice case study 2…. Learning SystemLearning System

What did we change?What did we change? Emphasis on front-end context setting and meaning Emphasis on front-end context setting and meaning

makingmaking Reaffirmation of teacher engagement with studentsReaffirmation of teacher engagement with students Use of deep learning strategies for generic skills Use of deep learning strategies for generic skills

developmentdevelopmentHow did we disseminate?How did we disseminate? SeminarsSeminars 4 Publications – (e.g., Wilson, Lizzio, & Ramsden (1997) 4 Publications – (e.g., Wilson, Lizzio, & Ramsden (1997)

& Lizzio, Wilson et al., (2002), & Lizzio, Wilson et al., (2002), Studies in Higher Studies in Higher Education) Education) high citation rateshigh citation rates

Theory to practice case study 3….Theory to practice case study 3….FYE SystemFYE System

What were we interested in?What were we interested in?Used the 3 P Model & Senses of Success Model to Used the 3 P Model & Senses of Success Model to

investigate what makes a difference to commencing investigate what makes a difference to commencing students’ experience and outcomes, specifically, what students’ experience and outcomes, specifically, what student and university factors predict:student and university factors predict:

Early student satisfaction Early student satisfaction Students’ Semester 1 GPAStudents’ Semester 1 GPA Students’ Attrition/Retention into year 2Students’ Attrition/Retention into year 2How did we approach this?How did we approach this? Starting@Griffith survey (weeks 6-8) & feedback processStarting@Griffith survey (weeks 6-8) & feedback process 2006 cohort (n = 2,587) of commencing students tracked 2006 cohort (n = 2,587) of commencing students tracked

for 3 years (2006-2008)for 3 years (2006-2008)

The ‘Five-Senses’ of Student The ‘Five-Senses’ of Student SuccessSuccessLizzio (2006)Lizzio (2006)

Sense ofAcademic

Culture

Sense of Connectedness

Sense of Capability

Sense of Purpose

Sense of Resourcefulness

What predicts commencing students’ What predicts commencing students’ satisfaction with their degree program?satisfaction with their degree program?

Sense of Purpose

Sense of Capability

Good Teaching

Sense of Connection

Perceived Effectiveness of Orientation

Strongly Enhances

Enhances

Enhances

Enhances

Enhances

Time on Task Enhances

CommencingStudent

Satisfaction

What predicts commencing students’ What predicts commencing students’ academic outcomes?academic outcomes?

Semester 1 GPA

Academic CapitalLow SES

First in FamilyESL

Competing DemandsTime in employment

Time as carer

Prior Academic AchievementEntry OP

Task Engagement @ UniAttendance at Orientation

Intended time on studyStrongly Enhances

Enhances

Reduces

Reduces

What predicts commencing students’ What predicts commencing students’ retention?retention?

Semester 1 GPA

Academic Capital -

Competing Demands -

Prior Academic Achievement +

Task Engagement @ Uni +

Sense of Purpose + + +

Student Satisfaction +

StudentRetention

Theory to practice case study 3….Theory to practice case study 3….

What did we change? What did we change? We identified 3 priorities for strategic actionWe identified 3 priorities for strategic action1.1. Strategic and assertive orientationStrategic and assertive orientation to facilitate ‘conditions for to facilitate ‘conditions for

success’ including a lifecycle approach to orientation success’ including a lifecycle approach to orientation 2.2. Systematic purpose-building interventionsSystematic purpose-building interventions in co-curricular & in co-curricular &

curricular modes at the course and program levels.curricular modes at the course and program levels.3.3. An integrated An integrated whole-of-school or program approachwhole-of-school or program approach (curricular (curricular

and co-curricular) to student transition as a meta-goal of the first-and co-curricular) to student transition as a meta-goal of the first-year@ universityyear@ university

How did we disseminate?How did we disseminate? Seminars at Griffith + other universitiesSeminars at Griffith + other universities Conference presentation (FYHE National Conference)Conference presentation (FYHE National Conference) Publications in preparationPublications in preparation

Practice to theory……Practice to theory……

1. EXPERIENCE

2. REFLECT3. THEORISE

4. PLAN/APPLY

PRACTICE TO THEORYPRACTICE TO THEORY

Reflecting on our practice with the aim of Reflecting on our practice with the aim of better understanding & replicating good better understanding & replicating good practicepractice

Bottom-up theory buildingBottom-up theory building Multiple reflective cycles at either macro or Multiple reflective cycles at either macro or

micro levels of practicemicro levels of practice Developing Developing Conscious competenceConscious competence

Practice to theory case study 1….. Practice to theory case study 1….. Action LearningAction Learning

What did we do?What did we do?We applied the AL/AR/PIRI cycle starting with Practice We applied the AL/AR/PIRI cycle starting with Practice

at a whole of course level (macro)at a whole of course level (macro)Firstly, used student feedback and critical theory to refine our Firstly, used student feedback and critical theory to refine our

course design based on action learning principles over timecourse design based on action learning principles over timeSecondly, conducted a quasi-experimental study to compare Secondly, conducted a quasi-experimental study to compare

students experience of this refined course with other courses students experience of this refined course with other courses

What did we find?What did we find? Project work Project work Deep learning Deep learning Generic skills Generic skills Action learning drives surface learners to adopt deep learning Action learning drives surface learners to adopt deep learning

strategies but not deep motivesstrategies but not deep motives Replicated and robust findings over 3 yearsReplicated and robust findings over 3 years

Practice to Theory case study 1.Practice to Theory case study 1.….Action Learning….Action Learning

What did we change?What did we change? We generalised these findings to our other courses e.g., We generalised these findings to our other courses e.g.,

action learning projects & principles action learning projects & principles Providing empirical rationale/evidence-base to students Providing empirical rationale/evidence-base to students

in week 1, regarding the value and effectiveness of the in week 1, regarding the value and effectiveness of the coursecourse

How did we disseminate?How did we disseminate? SeminarsSeminars Publications – (e.g., Wilson et al. (2005) Publications – (e.g., Wilson et al. (2005) Assessment & Assessment &

Evaluation in Higher Education) Evaluation in Higher Education) citationscitations

Practice to Theory 1….WORK Practice to Theory 1….WORK IN PROGRESSIN PROGRESS

Student feedback……something else is going on Student feedback……something else is going on here! here!

(e.g., Has changed my world view etc…)(e.g., Has changed my world view etc…)Suggesting a new and expanded reflective lens is Suggesting a new and expanded reflective lens is

required …….Transformational learning required …….Transformational learning Resulting in another series of reflective practice Resulting in another series of reflective practice

cycles & engagement with the Transformational cycles & engagement with the Transformational Learning Literature (Mezirow, 2000)Learning Literature (Mezirow, 2000)

Practice to Theory case study 2…. Practice to Theory case study 2…. Beginning GroupsBeginning Groups

What did we do?What did we do? We used multiple reflective practice cycles We used multiple reflective practice cycles

to develop both our understanding to develop both our understanding (conceptual model) and our practice(conceptual model) and our practice

What did we find?What did we find? A hierarchy of human needs that people A hierarchy of human needs that people

bring into every new group situationbring into every new group situation A new, effective & robust design model for A new, effective & robust design model for

conceptualising those needs - PELPOPSconceptualising those needs - PELPOPS

Practice to Theory case study 2….. Practice to Theory case study 2….. Beginning GroupsBeginning Groups

What did we change?What did we change? Developed a coherent framework for designing effective Developed a coherent framework for designing effective

group beginnings applicable to a wide range of practice group beginnings applicable to a wide range of practice contexts – field + higher edcontexts – field + higher ed

Influenced the practice of many practitionersInfluenced the practice of many practitioners

How did we disseminate?How did we disseminate? Training & development contexts – field & universitiesTraining & development contexts – field & universities Publications – (Lizzio & Wilson (2001a & b) Publications – (Lizzio & Wilson (2001a & b) Group Work)Group Work) Include the papers as a class handoutInclude the papers as a class handout

Practice to theory case study 3… Student Practice to theory case study 3… Student Feedback on AssessmentFeedback on Assessment

What did we do?What did we do? Investigated students’ perceptions of helpful & unhelpful written Investigated students’ perceptions of helpful & unhelpful written

assignment feedbackassignment feedback Firstly content analysed students’ descriptions of helpful & unhelpful Firstly content analysed students’ descriptions of helpful & unhelpful

feedback (study 1)feedback (study 1) Then investigated the dimensions underlying their conceptions of Then investigated the dimensions underlying their conceptions of

effective feedback using factor analysis (study 2)effective feedback using factor analysis (study 2)

What did we find?What did we find? Students identified 3 dimensions of effective marker feedback – Students identified 3 dimensions of effective marker feedback –

developmental (task), encouraging (socio-emotional), fair (justice)developmental (task), encouraging (socio-emotional), fair (justice) Developmental feedback was most strongly associated with Developmental feedback was most strongly associated with

students’ perceptions of effective assessment feedbackstudents’ perceptions of effective assessment feedback

Practice to theory case study 3… Student Practice to theory case study 3… Student Feedback on AssessmentFeedback on Assessment

What did we change?What did we change? Ensure in our courses that staff feedback protocols on Ensure in our courses that staff feedback protocols on

assignments reflect the 3 criteria assignments reflect the 3 criteria Make these criteria explicit to students in our courses as Make these criteria explicit to students in our courses as

aspirational goals for staff & invite feedback on our aspirational goals for staff & invite feedback on our process (transparency)process (transparency)

How did we disseminate?How did we disseminate? Incorporated findings into assessment protocols for new Incorporated findings into assessment protocols for new

tutors in our annual tutor training programtutors in our annual tutor training program Publication – (Lizzio & Wilson (2008) Publication – (Lizzio & Wilson (2008) Assessment & Assessment &

Evaluation in Higher EducationEvaluation in Higher Education))

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META-PROCESS BASED META-PROCESS BASED SCHOLARSHIP OF L&TSCHOLARSHIP OF L&T

LEARNING SYSTEMS LEARNING SYSTEMS DEVELOPMENT AS SoLT DEVELOPMENT AS SoLT

Focus on the development & evaluation of Focus on the development & evaluation of educational systems ‘beyond the classroom’ …educational systems ‘beyond the classroom’ …at the Program or School level …..to enhance at the Program or School level …..to enhance L&TL&T

Two examplesTwo examples A whole-of-School approach to First Year A whole-of-School approach to First Year

Orientation & EngagementOrientation & Engagement A whole-of-School approach to training & A whole-of-School approach to training &

development of sessional staffdevelopment of sessional staff

Systems level case study …. Systems level case study …. First Year O&EFirst Year O&E

What did we do?What did we do? Consulted the literature to identify “best practice” principlesConsulted the literature to identify “best practice” principles Local cycles of implementation, evaluation & improvement Local cycles of implementation, evaluation & improvement

What did we find?What did we find? Students need coordination, coherence and consistencyStudents need coordination, coherence and consistency Purposeful redundancy of key messages is requiredPurposeful redundancy of key messages is required Identified 12 complementary intervention strategies ranging from Identified 12 complementary intervention strategies ranging from

primary prevention for all students to targeted interventions for at-primary prevention for all students to targeted interventions for at-risk studentsrisk students

Just-in-time or lifecycle appropriate services are most effective and Just-in-time or lifecycle appropriate services are most effective and sustainable sustainable

Importance of co-curricular & curricular interventionsImportance of co-curricular & curricular interventions

Systems level case study …. Systems level case study …. First Year O&EFirst Year O&E

What did we change?What did we change?Implemented a ‘wrap-around’, whole of School, student Implemented a ‘wrap-around’, whole of School, student

lifecycle model lifecycle model

How did we disseminate?How did we disseminate? University seminars (Griffith & 10 other Universities)University seminars (Griffith & 10 other Universities) FYHE ConferencesFYHE Conferences Papers submitted & in preparation for publicationPapers submitted & in preparation for publication Griffith L&T grant ($50,000) 2008-09 (further exploration Griffith L&T grant ($50,000) 2008-09 (further exploration

& dissemination across Health Group)& dissemination across Health Group) ALTC Grant ($170,000) 2009-2010 (First Year ALTC Grant ($170,000) 2009-2010 (First Year

Assessment)Assessment) ALTC National Fellowship ($350,000) 2010-2012ALTC National Fellowship ($350,000) 2010-2012

FINAL CONCLUSIONS….take FINAL CONCLUSIONS….take away messagesaway messages

Reflective PracticeReflective Practice is the core of both practice is the core of both practice improvement & scholarshipimprovement & scholarship

Theoretical FrameworksTheoretical Frameworks enhance practice & enhance practice & lead to better SOLT, therefore, engage with the lead to better SOLT, therefore, engage with the Literature of L&TLiterature of L&T

Career PathCareer Path in L&T requires scholarship in the in L&T requires scholarship in the form of both reflective practice & publicationform of both reflective practice & publication

Having publications in L&T is also a career Having publications in L&T is also a career advantage for an advantage for an all-rounder profile (40 40 20)all-rounder profile (40 40 20)

Research MethodologiesResearch Methodologies are important & will are important & will vary across disciplinesvary across disciplines

Evidence-based practiceEvidence-based practice

The gap between what we know and what The gap between what we know and what we don’t know is much less than the gap we don’t know is much less than the gap between what we know and what we do.between what we know and what we do.

Don BerwickDon Berwick

Trust me I’m a doctor….Trust me I’m a doctor….

If we want students to engage with us in If we want students to engage with us in challenging learning experiences…..we challenging learning experiences…..we need to be able to say to them…….don’t need to be able to say to them…….don’t just take my word for it………here is the just take my word for it………here is the evidence.evidence.