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Welcome to the Participate Programme
Addressing real world issues through teaching and learning
#participate@campus_engage
Introductions and Expectations1. What do I hope to
get out of this workshop?
Please PostOn the wall
Share with someone you don’t
already know:
2. Introductions: Why am I here today?
What we will cover?
Rationale & introduction to community engagementAn introduction to adapting your curriculum to incorporating CBR/CBL An introduction to learning outcomes An introduction to designing assessment.
Policy Developments
• Section 5 of National Strategy for Higher Education 2030: “Higher education institutions become more firmly embedded in the social and economic contexts of the communities they live in and serve.“
• Mission-based Performance Compact Section 5.5Enhance Engagement with industry and community and embedded Knowledge Exchange
• HEA Performance Framework
Campus Engage Charter for the Civic and Community Engagement 2014
Kate
Resources Available8 Introductory How to Guides, Campus Engage Charter, Sample Learning
Agreement, Implementation Plan, Module Descriptor
See campus engage resource database webpagewww.campusengage.ie/content/campus-engage-participate-programme-resources
Key Concepts
“A mutually beneficial knowledge-based collaboration between the
higher education institution with the wider community, through
community-campus partnerships including the activities of
community based learning, community engaged research,
volunteering, community/economic regeneration, capacity-building
and access/widening participation”.
Campus Engage, 2014
What do we mean by engagement?
RespectReciprocityPartnershipTransparency
Benefits to staff Benefits to studentsIncreased awareness of community issues related to a discipline and opportunities to connect teaching and research.
Application of academic knowledge and skillsto the complexity of a real-world situation
New perspectives and understanding of how learning takes place.
Exploration of future role as a professional andhow they can contribute to the community
Facilitates multidisciplinary projects and networking with colleagues in other subject areas.
Development of collaboration, critical-thinking,organisation and communication skills.
Opportunities for scholarship and publication. Improved self-confidence and self-efficacy.Opportunities for learning (from communitypartners, peers and mentoring of students), sharingknowledge and ideas, and personal growth
Opportunities for learning (from community partners, peers, academic staff and own reflections), sharing knowledge and ideas and personal growth.
The identification of new research streams and highlighting the societal benefit of research.
Opportunities for engagement in authentic research projects addressing real world problems and developing research skills.
No need to try to find time outside of work or college studies for civic engagement and meaningful involvement with communities.
The positive effects on student learning and retention associated with CBL and CBRcontribute to greater satisfaction among staff and students.
Involvement in a more engaging and interesting learning experience for staff and students and reinvigoration of the curricula
Working towards a common goal means that interactions between students and staff(and among students) are generally positive and an effective rapport develops.
Better understanding of social and civic responsibility
Key terms and definitions
Community Based Research / Community Based Learning
Community Based Learning
“Community-based learning is a course of discipline based collaboration between students, lecturers, and civil society partners for mutual benefits through shared learning”
Martin, E. and O’Mahony, C. (2013) “Practical Approaches to Fostering Student Engagement through Community-Based Research and Learning”. In Dunne, E. and Owen, D. (eds.), The Student Engagement Handbook Practice in Higher Education. Bingley, UK: Emerald Group Publishing Limited, pp. 567-587.)
Community Based LearningCharacteristics:• a form of experiential learning• focus on issues in real world context• reflection as key component (professional & personal
development)• experience/activity which meets a community need• community organisations as valued partners • application of discipline-specific knowledge/skills• academic credit for learning
Continuum
Placement Community Engaged Learning/Research
VolunteeringStudent is main
beneficiary
Academic credit
Goal is student learning
Reflection not essential
Community and student are mutual beneficiaries
Meets community need
Goals is authentic partnership
Academic credit
Reflection is core
Community is main beneficiary
Goal is involvement with community
No academic credit
Reflection is rarely an element
Community Engaged Learning 1:
Community identifies
issue2:
Modify/adapt/develop curriculum
3: Preparation and briefing
4: Learning agreement
5: ActivityIntegration
& application
6: Assessment Reflection
on experience
Community-based Learning A Case Study
Title: Applied Design Medical
Subject and Year: 4th Year Product Design Community partners: Enable IrelandLearning Outcomes: Through the concepts of “Design for All” & “Universal Design” students create design concepts based on improving AT devices or developing new devices to increase the independence of people with disabilities in society.
Community Outcomes: Embed Universal Design thinking within conceptual framework for product designers of the future; Promote and foster user engagement in product design; recognise key role that expert assistive technology users can play in furthering skills and knowledge of PD students; promote greater self-awareness among AT users of the specialist skills they possess; promote concept of access to further education as a realistic and achievable goal.
Staff involved: Bernard Timmins, DIT
Case Study
DIT Product Design Medical Design Module• Partnership initiated in 2008• Assistive Technology content: 6 hours in total: key content:
– Universal Design– Inclusive Society
• Site visit to Enable Ireland• Presentation by AT staff and Expert AT Users• Student Projects judged by Expert AT Users and staff• Awards for best Universal Design project, best user-driven project,
etc.• Posters displayed in Microsoft at AT Graduation annually
Benefits & Challenges of Engagement
Benefits
• Shared learning: introducing latest design thinking to AT• Expert AT Users empowered to meet product Design students as peers• Promotion of shared understanding of respective roles (student, AT user, service provider)• Bridging gap between AT user, designers
and manufacturers• Sense of the whole being far greater
than the sum of the parts
Challenges
• Managing interactions
• Managing expectations
• Progressing design concepts to prototype stage
• Remuneration of AT Users
Community Based Research
“A collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings…. begins with a research topic of importance to the community and has the aim of combining knowledge with action and achieving social change…”
(Community Health Scholars Programme)
Collaborative research with/for communities
Collegiate
Collaborative
Consultative
Contractual
(Bigg’s Typology of participative research)
Levels of
Participation &
Partnership
Community Engaged Research 1:
Community identifies
issue2:
Modify/adapt/develop curriculum
3: Preparation and briefing 4:
Collaborative
research design/
agreement
5: Research project
Integration &
application
6: Report Reflection
on experience,
dissemination and action
Activity 1
• An issue for a CBL/CBR activity• Discipline(s)• Community Partner(s)• Community partner (s) needs• Student group (Year, UG/PG)• Rationale
Take some time to identify a CBR or CBL project you could work on with your students. Think about the following:
Horizon2020 Big Social Issues
• Health, demographic change and wellbeing;• Food security, sustainable agriculture and forestry, marine and
maritime and inland water research, and the Bioeconomy;• Secure, clean and efficient energy;• Smart, green and integrated transport;• Climate action, environment, resource efficiency and raw
materials;• Europe in a changing world - inclusive, innovative and
reflective societies;• Secure societies - protecting freedom and security of Europe
and its citizens.• OR SOMETHING ELSE RELEVANT TO YOU!!!
Curriculum Design Options
Adapting your curriculum to incorporate CBR/CBL
1. Adapt existing module
Curriculum design options Elective modules
Adopt a new way of teaching Redesign existing assessment strategy Include criteria to reward ‘civic’ outcomes
29
Boland, J. (2013). Curriculum development for sustainable civic engagement in Emerging Issues in Higher Education III: From capacity building to sustainability (eds C. O’Farrell and A. Farrell). EDIN, Athlone, pp. 210-224. http://www.edin.ie/pubs/ei3-chapters/ei3-ch15.pdf
2. Add an elective module for the course
1. Adapt existing module
Curriculum design options
30Boland, J (2013)
2. Add an elective module for the course3. Develop new
mandatory module
Curriculum design options
A choice to be made: Optional or Mandatory?
31Boland, J (2013)
2. Add to elective modules for course
4. Develop generic standalone (elective/core) module
Curriculum design options
32Boland, J (2013)
Curriculum design options – integrated approach
Programme B
Programme A
6. Integrated across two or more programme
33Boland, J (2013)
Curriculum design options
Programme A
7. Infused across the curriculum
34Boland, J (2013)
Learning Outcomesfor
Community Engagement
Learning OutcomesLearning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning
(ECTS Users Guide, p.47)
• achievable, observable, measurable and assessable
• cognitive, psychomotor and/or affective
• academic, vocational, personal, civic
• content, product and/or process focussed.
Source: www.mmiweb.org.uk/downloads/bloomimages/bloom_plts.jpg
Verbs for Writing Learning Outcomes – Bloom’s Taxonomy Wheels
Jamie:
For example at the end of a community-based learning or research module the student will be able to:
• Demonstrate their understanding of the course content and theory of the subject through development of suitable demonstrations and hands-on activities for presentation to the community-based organisation;
• Develop their problem-solving, consultation techniques, teamwork, organisation, digital literacy and effective communication skills;
• Reflect on the content and effectiveness of their community-based learning project through their reflective journal.
At the end of a community-based learning or research module the community will be able to:
• Participate as an equal partner with relevant professional and student cohorts to promote more extensive application of Universal Design principles to product design and development
• Develop their problem-solving and consultation techniques with a view to more effective advocacy
• Reflect on the content and effectiveness of their community-based learning project through their reflective journal and evolve approaches accordingly through further engagement
• Embed collaborative approaches at the heart of its engagement with technology users with a shared long term goal of effecting societal change.
• Ideally: engagement is a rolling experience, and not a once off project (though clearly this may not always be the case)
Activity
Now reflect on your original idea – what do you think are the key considerations for learning outcomes for students?
Designing Student Assessment
Assessment decisionsAssessment Strategy
– What techniques?– How many?– Weighting?
For each Technique– What kind of criteria?– Graded or not?– Civic/community
criteria?
Who to involve?- Academics - Community partners- Students (self/peer)
Reflection?Individual And/orGroup
Contacting Campus Engage & Resources
www.campusengage.ieEmail: [email protected]
Participate Mentoring Programme:http://www.campusengage.ie/content/campus-engage-participate-programme
Community Based Research:http://www.campusengage.ie/staff-community-based-research
Community Based Learning:http://www.campusengage.ie/staff-community-based-learning
General Resources:http://www.campusengage.ie/content/campus-engage-participate-programme-resources
