Making dissertations and final year projects fit for the 21st century Mick Healey NTFS Project Director “new models of curriculum … should all … incorporate research-based study for undergraduates” (Ramsden, 2008: 10-11)

Making dissertations and final year projects fit for the 21st century Welcome Over 100 delegates Including c15-20 students England, Northern Ireland, Scotland and Wales Three-quarters from outside UoG Three-quarters ‘new’ (ie not here in June 2010)

Making dissertations and final year projects fit for the 21st century 18 months into 2 year NTFS funded project: “Rethinking Final Year Projects and Dissertations: Creative Honours and Capstone Projects”

Making dissertations and final year projects fit for the 21st century Our argument is that a more flexible approach is needed in the form, function and assessment of final year projects and dissertations to meet the needs of all students.

In Britain: The final year dissertation, which has traditionally been seen as the gold standard for higher education, is coming under pressure for reform as student participation rates have increased, the numbers studying professional disciplines have grown, and staff-student ratios have deteriorated. Making dissertations and final year projects fit for the 21st century

Our project is about rethinking the dissertation. We feel that we can learn much from the experience of running capstone courses. Our focus is on students undertaking research in their final year, but it is wider in its conception, function, form, location and how it is disseminated and assessed than the traditional dissertation. Making dissertations and final year projects fit for the 21st century

Wider in their: conception (e.g. collaborative projects as part of a research group; consultancy projects); function (e.g. synthesising capstone projects; preparatory projects for transition into a profession); form (e.g. student group projects); location (e.g. employer and community based projects); and/or how they are disseminated and assessed (e.g. through exhibitions, undergraduate research conferences and other forms of public engagement) Contrast with traditional honours dissertation

Making dissertations and final year projects fit for the 21st century Alternative research-led projects in Biosciences at Durham a) Laboratory-based project b) Biology enterprise c) Biology into schools

is a university-community partnership that connects faculty, students and staff at MIT with community- based organizations and civic leaders in the City of Lawrence, Massachusetts. Making dissertations and final year projects fit for the 21st century

British Conference on Undergraduate Research University of Warwick March 2012

Additional to honours projectAlternative to honours project Campus basedEmployer / community based Undertaken at the University Distance learning Research preparationProfessional / employment preparation Student learning centredOutcome product centred Discipline basedMulti- or interdisciplinary Student initiatedTeacher / supervisor initiated IndividualGroup Original to the studentOriginal to the discipline University audienceProfessional / public audience In-depth analysis Synthesis of knowledge/skills Assessed by academicsAssessed by peers / professionals Individual supervisionGroup / peer supervisions Dimensions of final year projects and dissertations

Making dissertations and final year projects fit for the 21st century We value highly the traditional dissertation as a potentially transformational experience, but we feel one size does not fit all. Argue need for greater choice in the form the dissertation may take, the nature of the end product, and the ways in which it is assessed. Additional or alternative experience?

“I cannot think of anything more unfair than … to treat all students as if they are the same, when they so manifestly are not” (Elton 2000: 1).

Learning outcomes for final year dissertations and projects Though we argue that there should be a variety in the conception, function, form, and location of final year projects and dissertations and how they are disseminated, all should deliver a similar set of learning outcomes. In small groups discuss whether you agree with the ten key characteristics of most but not all dissertations and final year projects and whether you think there are any missing. 4 mins

Making dissertations and final year projects fit for the 21st century Let’s be creative and go beyond the traditional dissertation and capstone project

THE END For more pictures of Tess see:

In US: The Boyer Commission (1998, 27) recommended that all undergraduate programmes should “Culminate with a capstone experience. The final semester should focus on a major project and utilize to the full the research and communication skills learned in the previous years.” Final year projects and dissertations

In Australia: Holdsworth et al. (2009) reported on Developing Capstone Experiences. In Europe: The reshaping of the length of the undergraduate degree through the Bologna process has forced rethinking about whether, how and when to ensure a research emphasis. Final year projects and dissertations

“Projects, which are wider than the traditional honours dissertation, that students undertake towards the end of their undergraduate degree, usually in their final or senior year, in which they engage in a significant amount of independent research or inquiry.” Capstone – term commonly used in North America and Australasia to refer to integrative final year projects Our working definition

Final year projects and dissertations Draw on wide range of literature Linking research and teaching Undergraduate research and inquiry Employment and community based projects Capstone projects and integrative learning Independent, creative and transformational learning Equity and widening participation issues Graduate attributes and standards Assessment of individual and group projects Disseminating and celebrating undergraduate work

Final year projects and dissertations Outputs and events: Lessons from literature; Resource bank of examples; Student experiences; Debate within UoG; Ten case studies; Showcase event – 22 June 2011; Develop alternative & additional hons projects at UoG; Guide on creative solutions; Presentations & publications; Grand findings national event 29 February 2012.

Final year projects and dissertations Alternative or additional projects, some of which may be employment or community-based, are required to meet the needs of all students regardless of background, discipline or life goals.

Final Year projects and dissertations Research question: ‘How can final year undergraduate projects and capstone projects be designed and assessed to help students prepare for an uncertain world?’

Final Year projects and dissertations Case studies Arts, Design, Media and Humanities Business, Hospitality, Law, Sport and Tourism Interdisciplinary Education, Social and Environmental Sciences Science, Technology, Engineering and Mathematics

Final year projects and dissertations In groups of 3-4s each of you should look at least one different mini-case study (pp1-29) and identify interesting practices which you then share with others in your group. Be ready to report back on ONE interesting idea from your group Time: 10 minutes

Final year projects and dissertations Joint briefings Group supervision Development of peer support opportunities Employment of the VLE Better preparation in years 1 and 2

Final year projects and dissertations An invitation to participate and send us a case study Source: UCLAN 2010