Student Led Learning National Symposium Teaching for Transitions: A review of teaching for transitions related teaching and learning activity and research 11th June 2015 Dr. Bettie Higgs, UCC

1: Provide a snapshot of existing national and international scholarship on ‘Teaching for Transitions’. Project aims

Scoping exercise Annotated bibliography Focus groups: report on activities and emerging research Synthesise into review document with specific commentary on impact of various initiatives Benchmark with international practice Align research with other Forum projects Align with other concepts, ideas and frameworks Work plan

Learning to learn Learning online Transitions into HE First year experience Transition out of HE (workplace/ abroad) Disciplinary practice (especially STEM) Diversity & widening participation Pedagogies for transitions Academic writing Supporting staff transitions Digital campus Review of Teaching for Transitions

Learning to learn Learning online Transitions into HE First year experience Transition out of HE (workplace/ abroad) Disciplinary practice (especially STEM) Diversity & widening participation Pedagogies for transitions Academic writing Supporting staff transitions Digital campus Review of Teaching for Transitions

Scholarship of TEACHING FOR TRANSITIONS “How can this knowledge base be utilised effectively across the sector to enhance learner transitions in Irish Higher Education?” Focus of Project

a “big tent where there is space for small-scale efforts aimed mostly at local improvement as well as more ambitious, sustained work of a larger scale” (Hutchings 2010) Categories of transition (Tate and Hopkins, 2013) Scholarship of T4T Transitions In Conceptual Frameworks Transitions Through Transitions Out

Systematic review Step 1 Selection of databases on EBSCO platform Development of search string Step 2Step 3Step 4

Systematic review Step 1 Selection of databases on EBSCO platform Development of search string Step 2Step 3Step 4 Example of Search String S3 TI ( transition or "transitional program*" or tranformation* or adjustment or adaptation ) OR AB ( transition or "transitional program*" or tranformation* or adjustment or adaptation ) AND S2 TI ( Teaching N5 (approach* or method* or style* or strateg* or instruction) ) OR AB ( Teaching N5 (approach* or method* or style* or strateg* or instruction) ) AND S1 TI ( Education N5 (academia or college or higher or undergraduate or postgraduate or post-graduate or postsecondary or post-secondary or "post secondary" or tertiary or "third level" or universit* ) OR AB ( Education N5 (academia or college or higher or undergraduate or postgraduate or post-graduate or postsecondary or post-secondary or "post secondary" or tertiary or "third level" or universit*)

Systematic review Step 1 Selection of databases on EBSCO platform Development of search string Step 2 Exclusion criteria applied to returned papers Export to reference manager (remove duplicates) Step 3Step 4

Systematic review Step 1Step 2 Exclusion criteria for returned papers Step 3Step 4 Exclusion criteria  Peer-reviewed articles  Papers written or translated in English  Papers available in full text  Papers published between 2000 and 2015

Systematic review Step 1 Selection of databases on EBSCO platform Development of search string Step 2 Exclusion criteria for returned papers Export to reference manager (remove duplicates) Step 3 Preliminary read of returned papers Annotation of the bibliography Step 4

Systematic review Step 1 Selection of databases on EBSCO platform Development of search string Step 2 Exclusion criteria for returned papers Export to reference manager (remove duplicates) Step 3Step 4  Country  Discipline  Pedagogy  Keywords  Check category

Systematic review Step 1 Selection of databases on EBSCO platform Development of search string Step 2 Exclusion criteria for returned papers Export to reference manager (remove duplicates) Step 3 Preliminary read of returned papers Annotation of the bibliography Step 4 Export to data visualisation platform (Viewshare) Analysis of bibliography using selected fields

Data visualisation: ViewShare Snapshot in time generated from the main database

Keyword search

What % retrievals per category?

What % retrievals per country? Key authors missing from Irish retrievals

What % retrievals per pedagogy?

Key pedagogies of transition

1: Very little information retrieved on Irish scholarship 2: Key authors were missing. Why was this? a)Keywords missing? b)Peer-reviewed journals as a search criteria? c)Little recent work in Ireland meeting these criteria? d)Too few databases searched? 3: Little reference to Boyer scholarship is not a key word (<1%); pedagogy (<1%) transition (10%); higher education (22%); research (11%) Findings from systematic review

Addition of Irish ‘Key authors’

Pedagogies of transition: Ireland

Purpose: To enrich our understanding of the impact of scholarship on practice in Ireland. What will be the drivers of change? Focus groups

Transitions is a journey of many small steps …. a continuum Teacher practice is impacted by national and European reports, and institutional reports. Most reports are informed by scholarship Participants engage with scholarship in their discipline which influences their approach, attitudes and practice >> This scholarship is not explicitly scholarship of teaching for transitions There are disciplinary differences Focus group insights

Definition of pedagogy Is teaching resilience and perseverance a pedagogy? Or do these inform the pedagogies? e.g. ‘learning to learn’: a pedagogy or influence on teaching approach? Pedagogies of transition Problem-based learning Work-placement Reflective logs Fieldwork Peer-learning Focus group insights

Keywords usage Inclusion of bibliographies in grey literature Identified pedagogies of transition – focus on these pedagogies. Develop academic standards for teachers who teach transition as advocated by James et al, Australian Study. Integrate social and academic pedagogy into first year courses How to increase impact of scholarship?

Transition in thinking of project team  all of UG study is a transition  all learning is transitional  transition is life-long learning Align with other concepts, ideas and frameworks Same pedagogies are those that have been shown to promote integrative learning Publication: ‘Pedagogies of transition’ Next steps?

Dr Bettie Higgs Centre for the integration of Research, Teaching and Learning University College Cork Questions?