2012 UoP Teaching & Learning Fellowship

2012 UoP Teaching & Learning Fellowship

Teaching and Learning Research Fellowship: The Role of Design Thinking in the Teaching and Learning associated with the early phases of Critical Inquiry The intent in exploring critical inquiry experiences of SAS faculty is to understand and appreciate how we might improve the quality of theorizing, thus improving the quality of critical inquiry, research designs, pedagogical experiences, and enhancing lthe generative capacity of graduates. This goal is consistent with the role of SAS central administration in "designing the optimal doctoral experience." The principle we seek to implement is taken from design literature; improving processes, objects, or experiences will improve ultimate outcomes (Buxton, 2007; cross, 2006; Dunne & Martin, 2006). The proposed fellowship application is based on the proposition that the quality of theorizing (and thus critical inquiry) can be improved through exploring the theoretical, empirical, and methodological basis currently employed in the discovery process and designing an improved process. lmproving the curriculum and pedagogical basis of all classes involved in critical inquiry could enhance faculty and learner capacity to pose rigorous questions, to imagine flexible alternatives, and to design elegant approaches to problem solving. Research questions to be investigated and hypotheses if applicable to be tested what specific aspects of design and design thinking are of critical, even urgent relevance to the theory, practice, and development of critical inquiry (research) in the doctoral context? What are the design principles implementing curriculum or professional development plan(s) that access and apply the best of research design thinking? Phase 1 L. What can be learned from a annotated bibliography of the intersecting primary fields of design thinking and critical inquiry (research) in a doctoral education context? 2. What can be learned from a limited external scan of other graduate education contexts that are employing design thinking principles? 3. What is the current state of theorizing within the initial conditions - the discovery phase - of SAS critical inquiry (research) processes? What contextual factors support quality of theorizing? What factors appear to limit the quality of theorizing? 4. What interpretative models seem to fit the current state? A two phased, iterative research process is suggested that will (a) examine the current internaland externalstate through a mixed data collection model in order to produce an interpretative model and mid-way report. Data collection will occur through on-site visits, faculty, and chair interviews, class observations, questionnaires, focus groups and the use of archival data. Note: Research Fellowship Funding is for Phase 1 of 2 phase project" At completion of first phase, phase 2 funding will be discussed. Phase 2 will extend beyond current state via a participative action research inquiry process followed by iterative prototyping of potential interventions on a small scale. A final report may include a peer-reviewed publication, an interpretative model leading to recommendations and plans for further action. The anticipated final model will draw on the four functions of university scholars as defined by Boyer (1991), including the scholarship of discovery, integration, application, and teaching as understood within a generative context. A call for greater emphasis on the generative principles of design will include human centeredness, observation, abductive reasoning, visualtools, prototyping, and non-sentential reasoning as drawn from design literature to improve theoretical research design.