![Dr Elizabeth Cleaver: Malmo University, September 2014: 2
[A sociological perspective affords us] ‘…the capacity to shift
from one perspective to another… the capacity to range from
the most impersonal and remote transformations to the most
intimate features of the human self – and to see the relations
between the two of them.’
C. W. Mills (1959) The Sociological Imagination pp.13-14
‘It can be said that the first wisdom of sociology is this -
things are not what they seem… the sociologist does not look
at phenomena that nobody else is aware of. But he looks at
the same phenomena in a different way.’
Peter Berger (1963) Invitation to Sociology pp.34, 40](https://image.slidesharecdn.com/malmosept14final-161103150645/85/Revisiting-the-Discipline-in-an-Interdisciplinary-World-2-320.jpg)
![Dr Elizabeth Cleaver: Malmo University, September 2014: 11
The Hull Vision for Learning
At Hull we believe that research, teaching and learning activities
are fundamentally interconnected through academic disciplines.
Our understanding of this interconnectivity goes beyond simple
research-teaching linkages … [to acknowledge] the shared
epistemic origins of research, teaching and learning practices in
University settings. Just as our research practices are based on
fundamental understandings of the nature of knowledge in a
discipline, how such knowledge is created and how it is best
communicated to facilitate understanding and application, so too
our teaching and learning activities reflect these understandings.
This approach helps us to recognise why teaching and learning
takes different forms and has distinctive characteristics across the
institution and allows us actively to foster this difference.](https://image.slidesharecdn.com/malmosept14final-161103150645/85/Revisiting-the-Discipline-in-an-Interdisciplinary-World-11-320.jpg)
![Dr Elizabeth Cleaver: Malmo University, September 2014: 17
Does it work?
‘Undertaking the [research] study definitely opened my eyes
… in fact, I am now using the qualitative skills I developed in
the postgraduate certificate in a study of tacit knowledge in
cardiac theatres.’
‘Methods such as thematic analysis are quite easy to learn
and the more you do the better you become at it. At the
beginning, you realise that you are asking a lot of leading
questions; and then you listen to the transcripts and when
you hear it back you try to improve.’
Dr. Tom Barker, Trainee Cardiac Surgeon
(ex-Clinical Lecturer, University of Birmingham)](https://image.slidesharecdn.com/malmosept14final-161103150645/85/Revisiting-the-Discipline-in-an-Interdisciplinary-World-17-320.jpg)
![Dr Elizabeth Cleaver: Malmo University, September 2014: 20
References:
• Becher, T. and Trowler, P. (2001) Academic Tribes and Territories. Buckingham:
SRHE/OUP.
• Bienenstock, A., Schwaag Serger, S., Benner, M. and Lidgard, A (2014) Combining
Excellence in Education, Research and Impact: Inspiration from Stanford and
Berkeley and implications for Swedish Universities. SNS Forlag. [online]
http://www.sns.se/sites/default/files/utbildning_forskning_samverkan_english.p
df
• Enhancing Teaching-Learning Environments in Undergraduate Courses website
and resources: http://www.etl.tla.ed.ac.uk/index.html
• Griffiths, R. (2004) Knowledge production and the research-teaching nexus: the
case of the built environment disciplines Studies in Higher Education 29(6), 709-
26.
• Healey, M. (2005) Linking research and teaching: disciplinary spaces, in:
R.Barnett (Ed.) Reshaping the university: new relationships between
research,scholarship and teaching. Maidenhead: McGraw-Hill/OUP: 30-42](https://image.slidesharecdn.com/malmosept14final-161103150645/85/Revisiting-the-Discipline-in-an-Interdisciplinary-World-20-320.jpg)
Revisiting the Discipline in an Interdisciplinary World
- 1. Revisiting the Discipline in an Interdisciplinary World Dr. Elizabeth Cleaver Director of Learning Enhancement and Academic Practice University of Hull, UK
- 2. Dr Elizabeth Cleaver: Malmo University, September 2014: 2 [A sociological perspective affords us] ‘…the capacity to shift from one perspective to another… the capacity to range from the most impersonal and remote transformations to the most intimate features of the human self – and to see the relations between the two of them.’ C. W. Mills (1959) The Sociological Imagination pp.13-14 ‘It can be said that the first wisdom of sociology is this - things are not what they seem… the sociologist does not look at phenomena that nobody else is aware of. But he looks at the same phenomena in a different way.’ Peter Berger (1963) Invitation to Sociology pp.34, 40
- 3. Dr Elizabeth Cleaver: Malmo University, September 2014: 3 Curriculum 2016 PgCert Academic Practice
- 4. Dr Elizabeth Cleaver: Malmo University, September 2014: 4 3 Key Reasons for Disciplinary Focus 1. Interdisciplinarity rests on strong disciplinarity; 2. Disciplines lie at the heart of teaching and research (and connect the two); 3. Disciplines are fundamental to many academics’ professional identities Disciplinarity does not have to equate to silo-working!
- 5. Dr Elizabeth Cleaver: Malmo University, September 2014: 5 Transdisciplinarity Interdisciplinarity Multidisciplinarity Flow of ideas: cross disciplinary citations Hierarchy of Interdisciplinarities (Jacob, 2013)
- 6. Dr Elizabeth Cleaver: Malmo University, September 2014: 6 Discovery Themes
- 7. Dr Elizabeth Cleaver: Malmo University, September 2014: 7 Disciplines are ‘nodes in a remarkably vibrant web of scholarship’ (Jacobs, 2013 p 224)
- 8. Dr Elizabeth Cleaver: Malmo University, September 2014: 8 Combining excellence in education, research and impact: inspiration from Stanford and Berkeley and implications for Swedish universities Swedish universities have shifted their emphasis strongly towards research … in addition … we see an increasing disconnect between teaching and research with adverse consequences for both activities Bienenstock et al. 2014 p.73
- 9. Dr Elizabeth Cleaver: Malmo University, September 2014: 9 Excerpt from Russell Group Website ‘…connections between research and teaching occur in universities as students interact with leading thinkers and academics at the forefront of their disciplines. They have access to first class libraries and facilities and a curriculum informed by world class research. Undergraduates have opportunities to engage in research themselves and undertake independent projects.’
- 10. Dr Elizabeth Cleaver: Malmo University, September 2014: 10 STUDENT FOCUSED: STUDENTS AS PARTICIPANTS Research-tutored Curriculum emphasises learning focused on students writing and discussing essays and papers Research-based Curriculum emphasises students undertaking inquiry-based learning Research-led Curriculum is structured around teaching current subject content Research-oriented Curriculum emphasises teaching processes of knowledge construction in the subject TEACHER-FOCUSED: STUDENTS AS AUDIENCE EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESS Curriculum design and the research-teaching nexus (adapted from Healey, 2005).
- 11. Dr Elizabeth Cleaver: Malmo University, September 2014: 11 The Hull Vision for Learning At Hull we believe that research, teaching and learning activities are fundamentally interconnected through academic disciplines. Our understanding of this interconnectivity goes beyond simple research-teaching linkages … [to acknowledge] the shared epistemic origins of research, teaching and learning practices in University settings. Just as our research practices are based on fundamental understandings of the nature of knowledge in a discipline, how such knowledge is created and how it is best communicated to facilitate understanding and application, so too our teaching and learning activities reflect these understandings. This approach helps us to recognise why teaching and learning takes different forms and has distinctive characteristics across the institution and allows us actively to foster this difference.
- 12. Dr Elizabeth Cleaver: Malmo University, September 2014: 12 Developing Disciplinary Pedagogies What we research What we teach and students learn Research methodology Pedagogy Epistemic beliefs/ cultures and norms of the discipline or field of study
- 13. Dr Elizabeth Cleaver: Malmo University, September 2014: 13 Programme teams are currently being asked to reflect on the following questions: • What are the key ‘ways of thinking and practising’ that students should have opportunities to develop during their programme of study? • What modes of teaching are best suited to developing the ‘ways of thinking and practising’ that characterise our subject area? • What modes of learning should we be supporting our students to become skilled in and how do these, in turn, affect our teaching? • How will we engage students in understanding our disciplinary pedagogies?
- 14. Dr Elizabeth Cleaver: Malmo University, September 2014: 14 Why Disciplinary Approaches to Educational Enquiry? The vocabulary and grammar of the PCAP course is largely interpretivist and constructivist… and was, initially, as incomprehensible to me as any unknown foreign language. However, these are theories and methods that with time and exposure I am slowly coming to understand, appreciate and learn, even though I still find many of the concepts difficult to accept because of my positivist nature. Dr. Stephen Maher, Current PCAP Student and Senior Lecturer in Biomedical Science, University of Hull.
- 15. Dr Elizabeth Cleaver: Malmo University, September 2014: 15
- 16. Dr Elizabeth Cleaver: Malmo University, September 2014: 16 Postgraduate Certificate in Academic Practice (PCAP) Module 3: Researching Learning and Teaching in the Disciplines • Encouraged to use familiar research methods to undertake enquiry and generate evidence for the improvement and development of curriculum and pedagogy. • The assessment – an article in the style of a journal of their choice • Supported and encouraged to submit for publication (although this doesn’t count towards their marks).
- 17. Dr Elizabeth Cleaver: Malmo University, September 2014: 17 Does it work? ‘Undertaking the [research] study definitely opened my eyes … in fact, I am now using the qualitative skills I developed in the postgraduate certificate in a study of tacit knowledge in cardiac theatres.’ ‘Methods such as thematic analysis are quite easy to learn and the more you do the better you become at it. At the beginning, you realise that you are asking a lot of leading questions; and then you listen to the transcripts and when you hear it back you try to improve.’ Dr. Tom Barker, Trainee Cardiac Surgeon (ex-Clinical Lecturer, University of Birmingham)
- 18. Dr Elizabeth Cleaver: Malmo University, September 2014: 18 Disciplines are ‘nodes in a remarkably vibrant web of scholarship’ (Jacobs, 2013 p 224)
- 19. Dr Elizabeth Cleaver: Malmo University, September 2014: 19 Thank you. Any questions?
- 20. Dr Elizabeth Cleaver: Malmo University, September 2014: 20 References: • Becher, T. and Trowler, P. (2001) Academic Tribes and Territories. Buckingham: SRHE/OUP. • Bienenstock, A., Schwaag Serger, S., Benner, M. and Lidgard, A (2014) Combining Excellence in Education, Research and Impact: Inspiration from Stanford and Berkeley and implications for Swedish Universities. SNS Forlag. [online] http://www.sns.se/sites/default/files/utbildning_forskning_samverkan_english.p df • Enhancing Teaching-Learning Environments in Undergraduate Courses website and resources: http://www.etl.tla.ed.ac.uk/index.html • Griffiths, R. (2004) Knowledge production and the research-teaching nexus: the case of the built environment disciplines Studies in Higher Education 29(6), 709- 26. • Healey, M. (2005) Linking research and teaching: disciplinary spaces, in: R.Barnett (Ed.) Reshaping the university: new relationships between research,scholarship and teaching. Maidenhead: McGraw-Hill/OUP: 30-42
- 21. Dr Elizabeth Cleaver: Malmo University, September 2014: 21 References: • Jacobs, J (2013) In Defence of Disciplines: Interdisciplinarity and Specialism in the Research University Chicago: University of Chicago Press. • Klein, J. (1990) Interdisciplinarity: History , Theory and Practice. Detroit: Wayne University Press. • Savin-Baden, M (2008) ‘Liquid learning and troublesome spaces: journeys from the threshold? In R. Land, J. Meyer and J. Smith (Eds) Threshold Concepts within Disciplines. Rotterdam: Sense Publishers. • Shulman, L. (2005) ‘Signature pedagogies in the professions’. Daudalus 134 (3), 52-59. • Shulman, L (1993) Teaching as community property: putting an end to pedagogical solitude. Change 25 (Nov/Dec), 6.