Engagement Project: Creativity, Culture, and Community

SALC30010 Engagement Project: Creativity, Culture, and Community 40 Full year Undergraduate Level 3 Wren Radford Unit coordinator School of Arts, Languages and Cultures 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 20.0 This innovative course engages students in creative, reflective, and community-orientated approaches to research, communication, and social responsibility. In the first half of the course, students are inducted into methodologies, methods, and ethics in research design, thinking through key principles in the design and evaluation of cultural, creative and community projects.    In discussion with the course leader, students will then develop a bespoke piece of research in relation to a particular community organisation, project, or group. The class will split into two streams to allow for teaching to be tailored to the students’ projects and to build smaller learning communities for peer support. The course emphasises the range of skills, knowledge, and roles that can contribute in different ways to addressing contemporary challenges and cultivating knowledge across communities. This innovative course engages students in creative, reflective, and community-orientated approaches to research, communication, and social responsibility. In the first half of the course, students are inducted into methodologies, methods, and ethics in research design, thinking through key principles in the design and evaluation of cultural, creative and community projects.    In discussion with the course leader, students will then develop a bespoke piece of research in relation to a particular community organisation, project, or group. The class will split into two streams to allow for teaching to be tailored to the students’ projects and to build smaller learning communities for peer support. The course emphasises the range of skills, knowledge, and roles that can contribute in different ways to addressing contemporary challenges and cultivating knowledge across communities.   Stream 1: (The Medlock)  Students work with a partner organisation to deliver a small-scale piece of qualitative research. Students may be linked with a partner organisation through Creative Manchester. Creative Manchester is a flagship initiative developed by the School of Arts, Languages & Cultures to facilitate collaborations between researchers, educators, civic leaders, employers, and communities. The Creative Manchester module on the Liberal Arts programme allows students to design and develop their own world-facing research that responds to the needs of organisations and industries in Manchester. Alternatively, students may work with a partner where they have developed a relationship through work, volunteering, or placements during their studies.    Stream 2: (The Irwell) Students draw on existing research and outputs to develop an accessible and engaging resource for use in community organisations, student communities, or teaching and learning. This stream draws broadly on principles of knowledge exchange and impact, improving communication and collaboration between different communities of knowledge. Using an interdisciplinary literature review and a creative case study, students can choose how to communicate key messages to a target audience. For example, drawing on a literature review and an existing case study from a disability organisation, students might produce a small zine on ADHD directed at students, GTAs, and lecturers. Equally, students might use a literature review and a case study from an academic on the benefits of volunteering and produce a presentation for cultural organisations on valuing volunteers. <ul><li>To identify, apply, and evaluate the key components and values of socially responsible research;</li><li>To enable students to create and communicate  community-facing research that responds to contextual social issues;</li><li>To apply skills and training ininterdisciplinary and challenge-led research from across the Liberal Arts programme;</li><li>To design, enact, and appraise research through dialogue with a project partner or evaluation of context. </li></ul> <ul><li>Identify how communities and organisations are responding to challenges and social issues in Manchester</li><li>Integrate relevant interdisciplinary theories and methodologies</li><li>Examine ethical issues in qualitative research </li></ul> <ul><li>Demonstrate critical and analytical skills</li><li>Examine how researcher’s and others’ positionality, experiences, and values influence research</li><li>Summarise research outputs and communicate these to different audiences</li><li>Implement small-scale, bespoke qualitative research in developing own research agenda and explain its role and value </li></ul> <ul><li>Collaborate with partner organisations and/or negotiate access for interviews and focus groups</li><li>Create and implement a data management plan for the storage and use of qualitative research material</li><li>Assess and adapt research projects for accessibility and inclusion, including communicating research in non-essay formats (i.e. report, poster, video) and experiencing different writing and presentation styles </li></ul> <ul><li>Evidence self-organisation skills and an ability to plan research in order to meet deadlines</li><li>Design visually engaging outputs for communicating research using a variety of digital tools</li><li>Identify the needs of a partner organisation or identified sector or community and respond to these by integrating them into the design of a research project</li><li>Analyse challenges and demonstrate flexibility in implementing effective responses depending on context and resources. </li></ul> Project management e.g. life cycle of project from inception to evaluation and ability to integrate learning across the project as a whole. Problem-solving abilities, giving, receiving, and implementing feedback. Oral communication Communication of research findings and learning for different audiences e.g. research proposal and executive summary as concise and accessible; research report for academic context but identifying key learning for relevant communities Problem solving Identification of challenges and issues in the relevant context and skills in relevant methods in order to explore and respond to challenges. (e.g. interviews, focus groups) Identification, analysis, and communication of wider social issues in context E.g. Contribution to organisational learning - e.g. feeding back to partner organisation about the impact of multilingual city poets projects Other Social responsibility Indicative whole course sessions:  Semester 1:  <ul><li>Methodologies and methods in socially responsible, social justice, and values-led research</li><li>Research Design for Creative and Qualitative Research  </li><li>Ethics, values, and reflexivity in research  </li></ul> Semester 2:  <ul><li>Interpreting and communicating findings through a research portfolio  </li><li>Giving and responding to peer feedback  </li></ul> The remainder of the syllabus is communicated through 1-1 or small group supervision that enables more detailed engagement with the relevant aspects of the students’ individual projects.  The course will be taught using a variety of interactive and experiential teaching styles to reflect the emphasis on developing practical skills in research and communicating with different stakeholders and communities in research projects. The early parts of the course will focus on research design, methods, and ethics, and on discussing of research ideas with the course leader. Students will be encouraged to consider ideas for working with a research partner and to meet with possible partners in the first semester. The second part of the course enables structured support for reflecting on, interpreting, and communicating their research project. The workshops will provide space for action-learning and peer feedback to encourage the benefits of conducting independent research within a learning community.  0 Other 100% <figure class="table"><table><tbody><tr><td>Assessment task</td><td>Formative or Summative</td><td>Length</td><td>Weighting within unit (if relevant)</td></tr><tr><td>Research Proposal Outline</td><td>Formative</td><td>1000 words</td><td>0%</td></tr><tr><td>Ethics Application</td><td>Formative</td><td>2000 words</td><td>0%</td></tr><tr><td>Research Proposal Presentation</td><td>Summative</td><td>2000 words (10 minutes)</td><td>20%</td></tr><tr><td>Research Portfolio</td><td>Summative</td><td>8000 words</td><td>80%</td></tr></tbody></table></figure>    <figure class="table"><table style="width:500px;" border="1" cellpadding="1" cellspacing="1"><tbody><tr><td>Feedback method</td><td>Formative or Summative</td></tr><tr><td>Peer feedback on research ideas in seminars and workshops</td><td>Formative</td></tr><tr><td>Academic and placement supervisory feedback on research ideas</td><td>Formative</td></tr><tr><td>Written feedback on formally submitted research plan</td><td>Formative</td></tr><tr><td>Written feedback on all summative work within 15 working days of deadline</td><td>Summative</td></tr></tbody></table></figure>  SALC21152 Arts and the City: People, Power, and Protest Pre-Requisite Compulsory SALC31121 Liberal Arts in the Making: Interdisciplinarity in Practice Anti-requisite Compulsory SALC30122 Interdisciplinary Research Project Anti-requisite Compulsory SALC30010 AR + PR: LibArts L3: Students must take either SALC30010 or SALC30121 AND SALC31122. To take SALC30010 students must have taken SALC21152. N ·    W. Alex Edmonds, An Applied Guide to Research Designs: Quantitative, Qualitative, and Mixed Methods (Los Angeles, CA: SAGE, 2017). ·    Malcom Crowe, ‘Research Today’, in John Atkinson and Malcolm Crowe (eds.), Interdisciplinary Research: Diverse Approaches in Science, Technology, Health and Society (Chichester: John Wiley & Sons, Ltd, 2006), pp. 1-24. ·    Veronica Strang and Tom McLeish, ‘Evaluating Interdisciplinary Research: A Practical Guide’, Institute of Advanced Study, Durham University, dur.ac.uk/ias/news/?itemno=25309 (2015). ·    Steph Menken and Machiel Keestra (eds.), ‘Part 2: The Manual - “The How”’, An Introduction to Interdisciplinary Research: Theory and Practice (Amsterdam: Amsterdam University Press, 2016), pp. 51-101. ·    Katri Huutoniemi, ‘Evaluating Interdisciplinary Research’, in Robert Frodeman, Julie Thompson Klein, and Carl Mitcham (eds.), The Oxford Handbook of Interdisciplinary Studies (Oxford: Oxford University Press, 2010), pp. 309-320.   Other readings will be negotiated with academic supervisor based on the student’s chosen project and placement.  Supervised time in studio/wksp 6 Tutorials 2 0 167