Masters Students and the RSD Pentagon

March 19, 2015 Leave a comment

A colleague, Isabella Slevin, University of Adelaide, writes about her use of the RSD pentagon with Masters students:

RSDpentagon image

I was tasked to prepare and present a 2 hour workshop on ‘How to Write a Literature Review’ for the 6 new Masters by Research students. The areas I decided to cover were: Purpose of a Literature Review; The Role of a Literature Review in driving your research; Structure and Features of a Literature Review; The Importance of Critical Analysis as opposed to mere summarising and Academic Language and Tone.
When first meeting the students I felt rather hesitant as they were all local students who had recently finished their Undergraduate degrees. They were articulate, independent and confident – I did wonder if I had anything new or of use for them. However, I worked my way through the power point slides, the various activities I had prepared – including a Literature Quiz, Survey of Appropriate Resources and deconstructing some Literature reviews from past students.
Foremost, however, was my emphasis on Research Skills and the Research Process. This is where I used the Facets of the RSD Pentagon and kept referring back to it throughout the workshop. I spoke of research as being a process involving various skills and phases, but, importantly, reinforced that it is not a linear process. One of the main aspects I highlighted was: when in doubt, go back to the middle Facet i.e. ‘Embark and Clarify’…again emphasising the process nature of research.
At the end of the workshop the students commented on how useful it had been. They said that the purpose of, and the format of Literature Reviews had never been explained to them – they had basically produced Annotated Bibliographies in the past. They reiterated that the content was useful and, in particular, the ‘Facets of Research’ was something that had given them a different perspective on research and another strategy to assist them in their own research project.

Thanks Isabella for your insights and experiences. A little scary- but maybe not uncommon- that perhaps plenty of domestic students have never had the format of Literature Reviews explained to them, or much experience with researching themselves. What is this like for international students?

The RSD pentagon was modelled on the brilliant work of Mechanical Engineering tutors, who ‘re-enineered’ the RSD framework into the OPS pentagon. If you missed the blog on that, its here

Categories: Uncategorized

Undergraduate students engaging in small groups: see how academics have made research skills explicit

February 5, 2015 Leave a comment

See how academics have made the development of the skills associated with research explicit to students. The link is to a new resource that captures student experience of research in small groups.

http://www.adelaide.edu.au/rsd/smallgroup/

Especially note the comprehensive work in Engineering (access via ‘examples’). Mechanical Engineering tutors ‘reingineered’ the RSD for Engineering contexts, producing the OPS (Optimising Problem Solving) pentagon. Use of OPS throughout second semester 2014 is featured, with explanations of OPS and lots of student engagement with the pentagon.

Engaging Coursework Masters Students in Research: University of Adelaide, 3rd December.

November 4, 2014 Leave a comment

docking
Are your Coursework Masters students alienated by substantial research requirements of the program because they do not yet have the skills and knowledge required?
Are you facing problems with enabling Masters students to engage rigorously with research experiences?

Then register for Engaging Coursework Masters Students in Research (for South Australia and Northern Territory), Wednesday 3 December, where we will use the research Skill Development framework (RSD) as the conceptual launchpad for discussions and for developing resources that fit your context.

Register via this link: https://www.surveymonkey.com/r/LVHD5VP

The program for the day is:
Session 1 (9.30-10.15 am): Research skills relevant for Masters students
Session 2 (10.15-11.00 am): Participants’ experiences, current structures, examples

Morning Tea provided (11.00-11.30 am)
Session 3 (11.30-12.15 pm): Planning an overview of your Masters program with RSD
Session 4 (12.15-1.00 pm): Planning individual courses with RSD

Lunch provided (1.00- 2.00 pm)
Session 5 (2.00-3.15 pm): Giving Masters students the vibe for engaging in research
Session 6 (3.15-4.00 pm): Planning the continuance of the Victorian cluster

See the flyer for the event: Flyer_RSD_Masters_SA-NT_cluster-final

The RSD website has plenty of discipline-specific applications www.rsd.edu.au

Categories: Uncategorized

Engaging Coursework Masters Students in Research: hosted by the University of New South Wales 27 November

November 3, 2014 Leave a comment

docking
Are your Coursework Masters students alienated by substantial research requirements of the program because they do not yet have the skills and knowledge required?
Are you facing problems with enabling Masters students to engage rigorously with research experiences?

Then register for Engaging Coursework Masters Students in Research (NSW & ACT), Thursday 27 November, where we will use the research Skill Development framework (RSD) as the conceptual launchpad for discussions and for developing resources that fit your context.

Register via this link: https://www.surveymonkey.com/r/TTJYF9X

The program for the day is:
Session 1 (9.30-10.15 am): Research skills relevant for Masters students
Session 2 (10.15-11.00 am): Participants’ experiences, current structures, examples

Morning Tea provided (11.00-11.30 am)
Session 3 (11.30-12.15 pm): Planning an overview of your Masters program with RSD
Session 4 (12.15-1.00 pm): Planning individual courses with RSD

Lunch provided (1.00- 2.00 pm)
Session 5 (2.00-3.15 pm): Giving Masters students the vibe for engaging in research
Session 6 (3.15-4.00 pm): Planning the continuance of the Victorian cluster

See the flyer for the event: Flyer_RSD_Masters_NSW-ACT_cluster final

The RSD website has plenty of discipline-specific applications www.rsd.edu.au

Engaging Coursework Masters Students in Research: An event for Victoria & Tasmania, hosted by Monash University

October 15, 2014 2 comments

docking
Are your Coursework Masters students alienated by substantial research requirements of the program because they do not yet have the skills and knowledge required?
Do they think that research belongs on another planet?
Are you facing problems with enabling Masters students to engage rigorously with research experiences?

Then register for Engaging Coursework Masters Students in Research (Victoria & Tasmania), Wednesday 26 November, where we will use the research Skill Development framework (RSD) as the conceptual launchpad for discussions and for developing resources that fit your context.

Register via this link:https://www.surveymonkey.com/r/7YXJXV9

The program for the day is:
Session 1 (9.00-10.00 am): Research skills relevant for Masters students
Session 2 (10.00-10.45 am): Participants’ experiences, current structures, examples
Session 3 (11.15-12.00 am): Planning an overview of your Masters program with RSD
Session 4 (12.00-1.00 pm): Planning individual courses with RSD
Session 5 (2.00-3.15 pm): Giving Masters students the vibe for engaging in research
Session 6 (3.15-4.00 pm): Planning the continuance of the Victorian cluster

See the flyer for the event Flyer_RSD_Masters_Victoria_cluster-final

The RSD website has plenty of discipline-specific applications www.rsd.edu.au

Archive Links for Webinars on RSD for Masters by Coursework

October 15, 2014 Leave a comment

In Australia, many universities have recently included major research components or capstones in coursework Masters programs. For many disciplines, this is a very different approach compared to previous Masters coursework structures, and not always a welcome one because they are imposed by the Australian Qualifications framework (AQF) at Level 9. This level specifies that masters programs enable students to ‘plan and execute a substantial research based project, capstone experience and/or piece of scholarship’.

A ‘substantial research’ component would be more advantageous if students are prepared by masters courses in the semesters that build up to the project, capstone or scholarship. This webinar series will consider how regular (content-rich) courses may be informed by the Research Skill Development (www.rsd.edu.au) framework, so that students may develop research mindedness that complements technical research skills enabled by research methods courses.

Together research mindedness and technical research competency combine to enable students to develop the skills associated with research in the discipline, or interdisciplinary context, in ways that fit into the existing learning and assessment regime, whether face-to-face, online or blended modes, intensive or semesterised.

Friday 21 November: Assessing Research components of coursework Masters
The powerpoint may be downloaded here: Assessing coursework masters research

Friday 31 October: Research mindedness vs technical research skills:  https://fop-connect.adelaide.edu.au/p5plcbongqi/

Friday 24 October: Introducing Masters students to the six facets of the RSD.  https://fop-connect.adelaide.edu.au/p1sv91iu8hi/ Only second half!

UWisconsin-Stout RSD Community of Practice

October 6, 2014 Leave a comment

The University of Wisconsin-Stout Community of Practice has been evolving and developing throughout 2014. The blog for their CoP provides some amazing insights into early implementation issues at an institution, from changes in specific courses to dynamic conversations that map skills across degree programs. See a number of their posts at

http://uwstoutrsd.wordpress.com/

Why not support their developing community and comment on their work?

Categories: News and Events
Follow

Get every new post delivered to your Inbox.