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1.
There is no previous study of the benefits of attending a national multidisciplinary conference dedicated to undergraduate researchers, despite the growing number of such conferences internationally. This paper addresses the gap in knowledge of the learning gains from these conferences, and reveals a student driven learning process, a multidisciplinary signature pedagogy. It presents the results of 90 in-depth interviews with student conference participants conducted over three consecutive years of a multidisciplinary National Conference of Undergraduate Research (2012–2014). This paper uniquely captures the student voice on their perceived learning gains from this experience. The results reveal that some students co-create a pedagogy of Foucauldian reciprocal elucidation, through a sense of ‘unfinishedness’, allowing them to reflect on their own learning in the light of divergent perspectives, questions and frames of reference. Bidirectional exchange of ideas and insights enabled students to ask and answer questions that transformed each other’s thinking, allowing them to arrive at understandings they could not have achieved by themselves. The opportunity to present research in an authentic setting beyond disciplinary and institutional contexts developed students’ skills and confidence, giving additional value over and above the recognised benefits of engaging in research. The undergraduate research conference is framed as a threshold experience for the development of self-authorship. Significant implications for practice include supporting constructive dialogues between students and the creation of authentic and professional multidisciplinary contexts for sharing research.  相似文献   

2.
ABSTRACT

This article explores one group’s use of action research (AR) and lesson study in three US university-level computer science courses affecting 85 undergraduate computer science and engineering students. It offers an overview of three areas including AR, lesson study, and engineering soft skills. The research group identified a problem: undergraduate engineering student soft skill understanding. The group collaborated to enhance participant engagement with this problem by utilizing one lesson focused on soft skills over three research lesson iterations in three distinct university semesters (2017-2018). Field notes were the main data collection method. Observational field notes were recorded in the three research lesson iterations, and themes from the notes were identified. The group valued peer interactions, and the research lesson adaptations as well as pedagogical changes were based on evidence. Four themes were identified, and participant comments were considered as the lessons became more focused . The research group argues that AR and lesson study are separate and distinct ventures based on this yearlong experience, which is counter to some other literature presented. Implications are large for all stakeholders interested in AR, lesson study, soft skill utilization, conflict management, and participant learning impact. Possibilities for enhanced participant engagement exists with honed lesson pedagogy.  相似文献   

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4.
ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.  相似文献   

5.
Abstract

Interdisciplinary undergraduate research experiences often require students to work in teams with other students and researchers from different disciplines, creating a need for development of new skills in interdisciplinary collaboration. In this paper, we describe our unique efforts to mentor participants in developing these skills during our team-based research experience for undergraduates program. This effort was initiated in response to a perceived need to provide professional development in collaboration for our participants, who come from diverse backgrounds that span a range of disciplines, institutions, and cultures. We describe here the intervention used, which is a modified version of one successfully implemented in a classroom setting. Furthermore, we present our formative and summative program evaluation data regarding participants’ perceptions about what helps or hinders team science. The most-repeated themes in student evaluations, in order from most mentions to least, were: communication, goal setting, shared mental model, timing/scheduling, cooperation, non-participation, attitudes, and mentor guidance/support. Together these themes account for 82% of the student responses. Lastly, we present our observations of the positive effects of this intervention on our program. Our findings may be useful to those mentoring undergraduates in both team research and classroom group learning.  相似文献   

6.
Abstract

Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist killjoy and the affect alien. It applies these lenses to explore problematic experiences of women initiates at conferences. The paper proceeds with a theoretical discussion of gender, emotional labor, and affect. Then the paper discusses women academics’ experiences generally and at conferences, including educational research conferences, with reference to relevant higher education research as well as anecdotal evidence, relating these experiences to the theories. It thus aims to tie together theoretical insights, higher education scholarship, and ordinary real-life experiences of gendered social relations in conference activities.  相似文献   

7.
Abstract

This article is based upon the research undertaken by Dan Taubman of NATFHE, Tom Leney and Norman Lucas of the Post‐16 Education Centre, Institute of Education, University of London. The research focuses on the impact of the FEFC funding on colleges’ curricula, teaching and internal management. The full report of the findings was presented to a NATFHE conference in January 1998 entitled Learning Funding: the impact of FEFC funding, evidence from twelve FE colleges (Leney et al., 1998). This article summarises the main findings of the research — the full version and report of the conference can be purchased from NATFHE or the Post‐16 Education Centre.  相似文献   

8.
Abstract

Teachers regularly communicate with families, yet few candidates are well-prepared for this professional activity. This gap can hinder family–school partnership and pupils’ success. Given that candidates’ opportunities to learn about family engagement (FE) depends on the decisions and values of individual teacher educators, we illustrate how FE can be integrated into an existing educator preparation programme. Specifically, we describe how to design and use simulated parent–teacher conferences (PTCs) to: foster candidates’ conference communication skills; assess their understanding of content knowledge and their ability to plan instruction. Specifically, we designed two simulation tasks that required candidates’ to analyse and respond to a given student assessment profile and then share their interpretation of the information in ways that developed parent–teacher partnership. Modelled after simulation-based medical education, we describe three steps teacher educators can take to integrate simulated PTCs into their existing curriculum. To illustrate how and why simulations impact professional readiness, we also describe the advantages, sequence and psychological processes of simulation training. A sample of candidate profiles across the two tasks are shared to illustrate what candidates take away from their experiences and the kinds of findings faculty may encounter when integrating simulation pedagogy.  相似文献   

9.
ABSTRACT

Research-based learning in taught courses develops the skills needed to judge knowledge sources and think critically in a post-truth world. In viewing research skills as threshold concepts, the paper argues that transforming a student cannot be a one-off event. Research capacity must build over a programme and this requires coherent research skill development and assessment that is progressive (ipsative). A study of five programmes each with a different design of research ‘throughline’ showed that such integrated research-based learning generates three challenges. Firstly, conceptualising the research skills and progression is not easy. Secondly, the accumulation and enrichment of research skills is not readily visible to students. Finally, providing a clear support system across the programme is not straightforward. The paper concludes that these challenges need to be addressed if the potential of research-based education to enable future citizens to interrogate populist claims and reject misinformation is to be realised.  相似文献   

10.
ABSTRACT

An engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom.  相似文献   

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12.
ABSTRACT

In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants’ verbal or writing abilities, and affective or economic reasons, (b) a unique method that can reveal aspects not easily measured by other methods, (c) a major method that reflects characteristics of science subjects, and (d) a formative assessment to diagnose students’ ideas to benefit their learning. Furthermore, five research trends of studies using drawing as assessment tools are identified, including: (a) students’ conceptions of scientists from the Draw-a-Scientist-Test (DAST) and evolving studies, (b) students’ understanding or mental models of science concepts, (c) participants’ conceptions of science learning or teaching, (d) students’ inquiry abilities and modelling skills via drawing, and (e) technology to support drawing. For each trend, we synthesised and commented on the current findings. A framework conceptualising phases and issues when designing research and instruments employing drawing assessments is proposed. The review provides insights into the design and future direction of research employing drawing assessments in science education.  相似文献   

13.
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large.  相似文献   

14.
Abstract

This is Introduction to the PESA conference 2014 held in Hamilton, NZ, is devoted to the conference theme of ‘Education as philosophies of engagement’. We provide a brief analysis of the modern history of ‘philosophies of engagement’ since the Second World War examining the notion of socially responsible writing and teaching.  相似文献   

15.
ABSTRACT

The last twenty years have seen an increased emphasis around the world on the quality and quantity of research in response to national research assessments, international league tables, and changes in government funding. The prevailing attitude in higher education embeds research as the ‘gold standard’ in the context of academic activity. However, a key feature of this trend is significant gender differences in research activity. We argue that research productivity is related to identification as a researcher, and that identifying as ‘research-active’ or not would appear to depend upon how an individual academic subjectively defines ‘research’. This article brings together two hitherto separate bodies of work (1) the impact of gender on academic research careers, and (2) academic conceptions of research. Through a combination of interviews, focus groups and questionnaires, we investigate the extent to which interpretations of ‘research’ and ‘research activity’ differ by gender within an institution in the UK and the potential impact of these interpretations. Although the research found that there are many similarities in the interpretations of ‘research activity’ between genders, we found one important difference between male and female participants’ conceptions of research and its relationship to teaching. Significantly, our findings suggest that there is a need to expand our existing conceptualisations of ‘research’ to include ‘research as scholarship’ in order to address the obstacles that current understandings of ‘research’ have placed on some academics. Self-definition as a researcher underlies research activity. A narrow conception of ‘research’ may prevent individuals from identifying as ‘research-active’ and therefore engaging with research.  相似文献   

16.
ABSTRACT

In this article, the authors, based on a process developed in the context of US higher education, demonstrate a model for undergraduate student research skill development that involves academic staff writing collaborative book reviews with undergraduate students and librarians, especially librarians that are also academic staff with relevant content expertise. This model can and should be modified to fit various disciplinary contexts and academic circumstances, potentially around the world. The authors acknowledge that this model will be more useful for academic staff in the social sciences and humanities as compared to the so-called hard or natural sciences. The authors reimagine book reviews based on the notion of ‘scholarship as conversation’ in library science. As evidence, the authors describe the origins of this unique collaborative process and document the impact of academic staff, librarians, and undergraduate students partnering to increase the academic rigor of book reviews. Contributing to scholarship at the intersection of research skill development, information literacy, and embedded librarianship, this article identifies a strategic opportunity for collaboration that makes writing reviews more engaging and educationally productive for students, academic staff, and librarians.  相似文献   

17.
ABSTRACT

Peer review has been the focus of an ongoing study at a series of recent annual conferences of the Australasian Association for Engineering Education (AAEE). A further development of this study has been to explore the perspective/s of the authors of these conference papers and the impact that peer review can have on their development as researchers. This paper uses the identity-trajectory framework to illustrate relationships between peer review and academic identity construction for engineering education authors in the AAEE community. Participants’ responses illustrate how various aspects of responding to reviews and writing reviews for other authors, contribute to the development of the networking and intellectual strands of their academic identity as engineering education researchers. We suggest that members of the global engineering education community should be mindful of how they write their peer reviews of conference papers to ensure the opportunity to constructively contribute to their peers’ successful transition into this different research paradigm is not missed.  相似文献   

18.
Abstract

Experiential learning is touted as an effective way of imparting research skills. This suggests that master’s students undergoing training in research psychology should be exposed to managing projects and supervising interdisciplinary research teams and projects before entering the workplace. The Department of Psychology and Department of Town and Regional Planning at a South African university developed a near-peer mentoring programme in which the psychology master’s students mentored undergraduate urban planning students who were writing their final-year research reports. Focus group discussions with the psychology students about their experiences of the programme were analysed using phenomenography. The psychology students experienced their role as mentor in five hierarchical variations. The first four were seen as challenging, while the benefits were only experienced at the highest level of the hierarchy. Lessons learnt from the mentoring relationship that mirror certain workplace research skills are discussed followed by recommendations for improving the mentoring programme.  相似文献   

19.
ABSTRACT

Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.  相似文献   

20.
ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.  相似文献   

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