1. Sue Swansborough Exploring the development of an active learning curriculum in the first year of university

2. What is active learning? A broad church A broad church Engaging students in their learning Engaging students in their learning Enabling students to take responsibility for their own learning Enabling students to take responsibility for their own learning Learning through ‘doing’ and reflecting on the process to promote deeper understanding Learning through ‘doing’ and reflecting on the process to promote deeper understanding

3. Learning in a new way? Active learning is most prevalent in primary schools Active learning is most prevalent in primary schools Secondary schools largely driven by exam success – more ‘spoon-feeding’ Secondary schools largely driven by exam success – more ‘spoon-feeding’ Many 1 st year university students expect traditional lectures Many 1 st year university students expect traditional lectures

4. How is active learning introduced at the University of Gloucestershire? A formal part of the vision statement A formal part of the vision statement Induction Induction Compulsory skills and PDP modules Compulsory skills and PDP modules In subject-specific modules, depending on style adopted by tutor In subject-specific modules, depending on style adopted by tutor

5. My research Research questions: In what different ways do staff conceive, develop and deliver active learning curricula designed to engage first year students? (MPhil) In what different ways do staff conceive, develop and deliver active learning curricula designed to engage first year students? (MPhil) How effective are active learning approaches in engaging first year students? (MPhil) How effective are active learning approaches in engaging first year students? (MPhil) How do staff respond to their experiences of implementing active learning approaches and the feedback of research data? (PhD) How do staff respond to their experiences of implementing active learning approaches and the feedback of research data? (PhD) What are the implications of the analysis of the research data for developing the curriculum to enhance the first year experience? (PhD) What are the implications of the analysis of the research data for developing the curriculum to enhance the first year experience? (PhD)

6. My research A case study with a twist A case study with a twist Examining the development of Module EL199 Examining the development of Module EL199 – Skills for Sustainability Examining and interpreting: Examining and interpreting: Student experience Student experience Staff experience – 10 tutors Staff experience – 10 tutors Changes made over a period of three years Changes made over a period of three years Implications for developing the curriculum to enhance the Implications for developing the curriculum to enhance the 1 st year experience

7. Research cycle 1 Pre-arrival questionnaire 2 Module observation 3 End of module questionnaire 4 Student and tutor interviews 5 Interim feedback to tutors 6 Interpretation of changes

8. Important issues Building a positive relationship with module tutors Building a positive relationship with module tutors Impartial or participant observer? Impartial or participant observer? Finding students to interview Finding students to interview Keeping up with the research cycle Keeping up with the research cycle Dealing with all that data! Dealing with all that data!

9. Selected references Bridges, D. (2000). Back to the Future: the higher education curriculum in the 21st century. Cambridge Journal of Education, 30 (1), pp 37-55. Bridges, D. (2000). Back to the Future: the higher education curriculum in the 21st century. Cambridge Journal of Education, 30 (1), pp 37-55. Cornbleth, C. (1990). Curriculum in Context. Falmer Press, Basingstoke. Cornbleth, C. (1990). Curriculum in Context. Falmer Press, Basingstoke. Healey, M. and Roberts, J. (eds) (2004). Engaging Students in Active Learning: case studies in geography, environment and related disciplines. University of Gloucestershire, Geography Discipline Network and School of Environment, Cheltenham. Healey, M. and Roberts, J. (eds) (2004). Engaging Students in Active Learning: case studies in geography, environment and related disciplines. University of Gloucestershire, Geography Discipline Network and School of Environment, Cheltenham. Knight, P.T. (2001). Complexity and the Curriculum: a process approach to curriculum making. Teaching in Higher Education, 6 (3), pp 369-381. Knight, P.T. (2001). Complexity and the Curriculum: a process approach to curriculum making. Teaching in Higher Education, 6 (3), pp 369-381. Layer, G. (2006). Widening Participation: do we really understand it? Academy Exchange, 3, pp 10-11. Layer, G. (2006). Widening Participation: do we really understand it? Academy Exchange, 3, pp 10-11. Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59 (1), pp 14-19. Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59 (1), pp 14-19. Stake, R.E. (1995). The Art of Case Study Research. Sage Publications, Thousand Oaks. Stake, R.E. (1995). The Art of Case Study Research. Sage Publications, Thousand Oaks.