Open Pedagogy as Open Course Design
Open Pedagogical Practices to Train Undergraduates in the Research Process: A Case Study in Course Design and Co-Teaching Strategies
Stephanie N. Lewis; Anne M. Brown; and Amanda B. MacDonald
Authors
- Stephanie N. Lewis, Ph.D., Virginia Tech
- Anne M. Brown, Virginia Tech
- Amanda B. MacDonald, M.S.L.S., M.A., Virginia Tech
Project Overview
Institution: Virginia Tech
Institution Type: public, research, land-grant, undergraduate, postgraduate
Project Discipline: Information and Data Literacy
Project Outcome: student-created research proposals and digital poster sessions
Tools Used: Institutional Repository
Resources Included in Chapter:
- Course Syllabus
- Grading Rubric
Using an “open” course design to teach research and data literacy
As we look toward the future of course design and integration of best practices, the demands of a global workforce requires training in information, data, research, and digital literacy. Courses, co-curricular experiences, and collaborations across campus are necessary to create these experiences. Innovative routes for students to get hands-on experience in these literacies are also required. Additionally, academic institutions are continually looking for opportunities to authentically engage more students in experiential learning in order to make them more career-ready and adaptive to changing professions. A recent employer survey suggests that employers and hiring managers want applicants and new employees with a basic set of adaptive skills, such as effective communication, teamwork abilities, and application of university knowledge to real-world settings (Hart Research Associates, 2018). These practices are among a variety of competencies that can be learned through experiential pedagogy.
Quantitative and qualitative research experiences offer pedagogical outlets for students to practice experiential and professionally relevant skill sets. Universities typically have strategic initiatives to enhance undergraduate research and related experiences, but often students are unprepared and unsure of routes to fully engage in the research process (Brew & Mantai, 2017). Different paths to engagement in systematic research are necessary for undergraduates. Individual disciplines have specific requirements for formalized training in research methods, data collection, information literacy, and auxiliary processes like critical thinking and problem-solving. Common and cross-disciplinary practices provide opportunities for collaborative teaching efforts, which fosters development of open content by instructors and allows research mentors to engage more undergraduate students in the research process. Brew (2013) describes undergraduate research as an experience where students are both participants and audience members engaging in one of four process domains: research-led, research-tutored, research-based, and research-oriented. These four domains highlight the experience types and needs of