1. The role of critical reflection in PACE Units

2. What is PACE? and What is Participation? PACE Project Team: Theresa Winchester-Seeto & Marina Harvey Debra Coulson & Jacqueline Mackaway (Learning and Teaching Centre, Macquarie University)

3. PACE Participation And Community Engagement This includes curricular and co-curruicular activities.

4. WHAT IS PARTICIPATION? Learning through contribution to the community. Learning that occurs within an academic framework and produces academic outcomes. Learning that is potentially transformative.

5. Criteria for Participation Units Include –community engagement; and –development of graduate capabilities Can now be viewed on http://www.mq.edu.au/ltc/projects/curriculum_renewal/pace_ criteria.htm

6. EXAMPLES OF PARTICIPATION Work Integrated Learning Internships Practicum Service Learning Community projects e.g. shop front style Academic research that include community engagement

7. FLEXIBILITY Location –Locally (Sydney –Regionally (NSW and Australia) –Overseas Curricular or Co-Curricular Frequency –Block –Weekly –Accumulated

8. IMPLEMENTATION 2009-2011 – pilot and preparation stage From 2012 – participation a requirement for all undergraduate students at Macquarie – integrated within undergraduate degree structure

9. Challenges - Organisational Scale Communication Resourcing Logistics Partnership development and maintenance Equity and Access

10. Challenges for Learning and Teaching Providing quality learning experiences to all students Providing a robust academic experience for students Ensuring a rigorous scholarly framework for curriculum design and delivery Support for staff in curriculum design and delivery Addressing issues of assessment Working out the role of “reflection”

11. Learning to reflect Teaching reflection Reflecting for learning in PACE Today

12. Learning Outcomes By the end of this workshop you will be able to apply reflection to your teaching context: –define reflection and its purpose –identify the potential roles for reflection in Participation units –discuss levels of reflection –identify the purpose and level of reflection that applies to your teaching context

13. What is your experience of reflection? What are your expectations of this workshop?

14. What does the literature say about reflection?

15. praxis Reflection helps students make stronger connections between theoretical perspectives and practice. We view reflection as a skill that can assist students in making sense of their (service) learning experience. Correia and Bleicher (2008) p.41 (our emphasis) participation

16. professional practice metacognition Critical reflection is taken to mean a deliberate process when the candidate takes time, within the course of their work, to focus on their performance and think carefully about the thinking that led to particular actions, what happened and what they are learning from the experience, in order to inform what they might do in the future UK Qualifications and Curriculum Authority (QCA), National Standards for Key Skills in King, 2002, p.2 (our emphasis) graduate capabilities

17. Putting the critical into reflection Question core values & beliefs Political, social, moral & ethical considerations Deeper meaning, implications Transformative

18. Higher Education Pedagogy Bloom Biggs Boud Brookfield Dewey Kolb Mezirow Moon Relevant Research Bringle & Hatcher (1999) Correira & Bleicher (2008) Eyler & Giles (1999) Hatcher, Bringle & Muthiah (2004) Kiely (2005) Kreber & Castleden (2009) Larrivee (2008) Leung & Kember (2003) Power, Clarke & Hine (2002) Evidence-based Practice Aukes, Geertsma, Cohen-Schotanus, Zweirstra & Slaets (2009) Bain, Mills, Ballantyne & Packer (2002) Grushka, McLeod & Reynolds (2005) Hume (2009) King (2002) Mabry (1998) McAlpine & Weston (2000) McNamara & Field (2007) Power, Clarke & Hine (2002) Rarieya (2005) Rothwell & Ghelipter (2003) Stupans & Owen (2009) Whiteford & McAllister (2006) Reflecting for learning - evidence

19. Clarifying values during reflection improves the quality of service-learning. Hatcher, Bringle & Muthiah (2004)

20. Unit learning outcomes Apply theory to practice (praxis) Evidence of learning Assessment Connect course, experience & future work Academic Learning Critically reflective thinking Reflective writing & expression Metacognition Professional accreditation Skills Development Professional practice Career development learning Graduate capabilities Transformative learning Lifelong Learning Why use reflection in Participation Units?

21. EthicsBeliefsValues ReligiousPoliticalSocial External influences Internal influences Studies

22. EthicsBeliefsValues ReligiousPoliticalSocial Host organisation University Multiple perspectives & expectations ParticipationExperience

23. EthicsBeliefsValues PoliticalSocial Economic Host organisation University Multiple perspectives & expectations Reflection on participation experience Academic learning Skills development Lifelong learning transformative

24. Activity Park exercise (Moon 2004) 1.read each of the reflective writing pieces 2.in small groups, complete the review exercise 3.plenary discussion

25. Reflecting for learning through participation

26. PlanActReviewLearn Reflecting FOR Action Reflecting IN Action Reflecting ON Action Action learning* cycle for Participation units * (Revans 1980)

27. Intent Expectations Authenticity Learning outcomes Participation experience linked to course Reflection defined Assessment criteria Weighting Reflection & assessment activities relevant to course & experience Aligning reflection to learning through participation

28. Personal reflection What is your intent in using reflection now? What aspects of Academic Learning, Skills Development and Lifelong Learning apply to your teaching context? What levels of reflection are relevant to your teaching context?

29. Want to Know More? http://www.mq.edu.au/ltc/projects/curriculum_renewal/ pace_resources.htm Learning and Teaching Centre Macquarie University website: Further workshops: 29 April: Assessment of PACE Units 6 May:Assessing Reflection in PACE units In planning: Scaffolding reflection

30. References Aukes, L.C.; J. Geertsma; J. Cohen-Schotanus; R.P. Zweirstra and J.P.J. Slaets. (2009). The effects of enhanced experiential learning on personal reflection of undergraduate medical students. Retrieved from http://www.med-ed-online.org/pdf/Res00279.pdf Bain, J.D.; C. Mills; R. Ballantyne and J. Packer. (2002). Developing reflection on practice through journal writing: Impacts of variations in the focus and level of feedback. Teachers and Teaching, Volume 8, Issue 2 May 2002, pp. 171 – 196. Bringle, R.G. & J.A. Hatcher. (1999). Reflection in service-learning: Making meaning of experience. Educational Horizons, 1999, Summer, pp. 179-185. Correira, M.G. and R.E. Bleicher. (2008). Making connections to teach reflection. Michigan Journal of Community Service Learning, Spring 2008, pp. 41-49. Eyler, J.S. and D.E. Giles. (1999). Where's the learning in service-learning? Michigan Journal of Community Service Learning, 2, pp. 112-122. Grushka, K.; J.H. McLeod and R. Reynolds. (2005). Reflecting on reflection: Theory and practice in one Australian university teacher education program. Reflective Practice Journal, Vol. 6, Issue 2, pp. 239-246. Hatcher, J.A; R.G. Bringle and R. Muthiah. (2004). Designing effective reflection: What matters to service- learning? Michigan Journal of Community Service Learning, Vol. 11 No. 1 (Fall 2004), pp. 38-46. Hume, A. (2009). Promoting higher levels of reflective writing in student journals. Higher Education Research and Development Journal, Vol. 28, No. 3, pp.247-260. Kiely, R. (2005). A transformative learning model for service-learning: A longitudinal case study. Michigan Journal of Community Service Learning, Fall 2005, pp. 5-22.

31. References King, T. (2002). Development of student skills in reflective writing. Conference proceedings of the 4th World Conference of the International Consortium for Educational Development in Higher Education, 3-6 July, 2002. Access 5 March 2010 from http://www.googlesyndicatedsearch.com/u/uniwa?q=terry+king http://www.googlesyndicatedsearch.com/u/uniwa?q=terry+king Kreber, C. and H. Castleden. (2009). Reflection on teaching and epistemological structure: Reflective and critically reflective process in 'pure/soft' and 'pure/hard’ fields. Higher Education, April 2009, Vol. 57 Iss. 4, pp. 509-531. Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice Journal, Vol. 9, Iss. 3, pp. 341 – 360. Leung, D.Y.P. and D. Kember. (2003). The relationship between approaches to learning and reflection upon practice. Educational Psychology, Vol. 23:1, 2003, pp. 61-71. Mabry, J.B. (1998). Pedagogical variations in service- learning and student outcomes: how time, contact and reflection matter. Michigan Journal of Community Service Learning, Fall 1998 pp 32-47. McAlpine, L. and C. Weston. (2000). Reflection: Issues relating to improving professors' teaching and students' learning. Instructional Science, Volume 28, Issue 5, pp. 363-385. McNamara, J. & R. Field. (2007). Designing for reflective practice in legal education. Journal of Learning Design, 2007, Vol. 2, No. 1, pp. 66-76. Moon, J.A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: RoutledgeFalmer.

32. References Power, A.; M. Clarke; A. Hine. (2002). Internship learning connects the dots: The theory and practice of reflection. Paper presented at AARE (Australian Association of Research in Education) Conference 1-5 December 2002, Brisbane, Australia. Rarieya, J. (2005). Promoting and investigating students’ uptake of reflective practice: A Pakistan case. Reflective Practice Journal May 2005, Vol. 6 Iss. 2, pp. 285-294. Revans, R. (1980). Action learning. New techniques for action learning. Blond & Briggs: London Rothwell, A. and S. Ghelipter. (2003). The developing manager: Reflective learning in undergraduate management education. Reflective Practice Journal Jun. 2003, Vol. 4 Issue 2, p. 241 Stupans, I. and S. Owen. (2009). Planning and scaffolding for learning in experiential placements in Australian pharmacy schools. Asia-Pacific Journal of Cooperative Education, Volume 10, Issue 1, pp. 29-37. Whiteford, G.E. & McAllister, L. (2006). Politics and complexity in intercultural fieldwork: The Vietnam experience. Australian Occupational Therapy Journal (2006), 1-10.