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Adelaide Graduate Centre
Life Impact The University of Adelaide
The Integrated Bridging Program-
Research (IBP-R): Enhancing Experiences
for International STEM Graduates
Dr Michelle Picard
Director, Researcher Education & Development (RED)
Adelaide Graduate Centre
Life Impact The University of Adelaide
University Research Internationalization Strategy
“The University of Adelaide will build upon its tradition of
innovation through high-impact research and excellent
teaching across a broad range of disciplines and
professions. It will be a growing, internationally focussed...”
(University of Adelaide 2008-2012 Strategic Plan)
- High Impact Research (also ethical research + training)
- Teaching (also supervision as training/ pedagogy)
- International focus (language & learning support + sharing
of knowledge/ research cultures)
Adelaide Graduate Centre
Life Impact The University of Adelaide
A Bridge to a Culture(s)
Adelaide Graduate Centre
Life Impact The University of Adelaide
A Bridge to Communities of Practice
Adelaide Graduate Centre
Life Impact The University of Adelaide
University Strategy and the IBP-R
Aspect Facts & Figures
Name of Program Integrated Bridging Program-Research (IBP-R)
Origin Quality in Teaching and Learning Report (1993)
Current response Strategic Plan (2009-2012): Support for seamless integration & greater interaction
Program Structure 1st six months of candidature, workshops generic research issues, disciplinary seminars, individual appointments
Program pedagogy Explicit teaching, scaffolding of ‘competent autonomy’, ‘ethnographers’ of community of practice’
Adelaide Graduate Centre
Life Impact The University of Adelaide
University Strategy and the IBP-R
Aspect Facts & Figures
Name of Program Integrated Bridging Program-Research (IBP-R)
Origin Quality in Teaching and Learning Report (1993)
Current response Strategic Plan (2009-2012): Support for seamless integration & greater interaction
Program Structure 1st six months of candidature, workshops generic research issues, disciplinary seminars, individual appointments
Program pedagogy Explicit teaching, scaffolding of ‘competent autonomy’, ‘ethnographers’ of community of practice’
Adelaide Graduate Centre
Life Impact The University of Adelaide
IBP-R response to changing internationalisation
- Avoiding a “deficit discourse” (Coates, 2009)
- Admitting local students (choice & advice of supervisor/ DDoGS)
- Modularisation of language input
- Formalising participation options (full, negotiated, exempt)
- Diagnosing needs
- Providing opportunity to demonstrate ‘competent autonomy’
- Making workshops available to all researchers
- Providing opportunities for diversity, choice, sharing of experience
- Focussing on strategies for exploration, rather than prescribing
Adelaide Graduate Centre
Life Impact The University of Adelaide
IBP-R Workshops
Taking a critical approach (1) Reviewing literature (2)
Appropriate citation& voice (3) Presenting a seminar (4)
Pronunciation for researchers (5) Intonation patterns in English (6)
Proposals & other research genres (7) Editing & Self-editing (8)
Cohesion and Coherence (9) Grammar for researchers (10)
Listening in research contexts (11) Being supervised (12)
Advanced pronunciation (13) Reading and note-taking (14)
Advised to visit subject librarian Advised to attend Endnote courses
Adelaide Graduate Centre
Life Impact The University of Adelaide
IBP-R Evaluation
- 91-94% agreement on course and teaching satisfaction (targets 55% -
75%) in Student Experience of Teaching and Learning Surveys
- Students value:
* Scaffolded development of research skills & culture(s)
•“Very valuable for introduction to academic requirements, everything covered
logically”, the IBP-R courses are so useful to be to familiar (sic) with the academic
environment here and to start my research that I cannot imagine if there were not
such a fantastic program”, “the course increases my motivation towards research, it
improves my thinking and writing skills”, “more clear about what is important and
what I should pay more attention and also improve my academic independence”.
* Provision of warm and supportive environment
• “Good background, supportive!”, “[the teachers] show kindness and
recognised the most neediness (sic) of the students”, “[the teachers] are very
approachable...”, “regular, clear, understanding, fellowship, great empathy”.
“Good background, supportive!”, “[the teachers] show kindness and recognised the most neediness (sic) of the students”, “[the teachers] are very approachable...”, “regular, clear, understanding, fellowship, great empathy”.
Adelaide Graduate Centre
Life Impact The University of Adelaide
Part of Researcher Education Strategy
Adelaide Graduate Centre
Life Impact The University of Adelaide
Characteristics of RED Pedagogy
- Education and Development of both students and supervisors
- HDR generic workshops mirroring IBP-R
- Additional generic candidature management & research tools
- Thesis writing groups mirroring IBP-R community of practice,
but ongoing embedded in disciplines
- All include explicit instruction (including in supervision)
- All respect prior knowledge and culture(s)
- All exploratory rather than prescriptive
- All focussing on empowerment and development of ‘competent
autonomy’
Adelaide Graduate Centre
Life Impact The University of Adelaide
Research IBP-R and After
Ethos: “Support [for] social justice, equality of opportunity and
cultural diversity” (Strategic Plan, 2008, p.2)
- Medical Sciences Equity Grant Mid-Candidature Support
- PhD project exploring development of ‘Community of Practice’
Agriculture International Students
- Other?