Evidence: From Interviews, Focus Groups, and Think-Alouds

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Focus Groups ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Research Question ◽  
Student Thinking ◽  
Research Experience ◽  
Student Voices ◽  
Think Alouds ◽  
And Mathematics ◽  
Pedagogical Research

Chapter 6 gives detailed instructions for gathering evidence through focus groups, interviews, and think-alouds. When seeking to answer questions about science, technology, engineering, or mathematics (STEM) student thinking, motivation, attitudes, or underlying reasons for certain behaviors, a scholarship of teaching and learning (SoTL) investigator should consider using one or more of these methods even though they may be unfamiliar. Numerous examples are given of studies of student learning in science, engineering, and mathematics that employed these methods. The investigator is advised to select a method that is appropriate for the type of research question—What works? What is? What could be? The chapter closes with a discussion of the key role that student voices play in SoTL, including the positive outcomes resulting from several projects that engaged students as co-investigators or provided undergraduate research experience in pedagogical research.

scholarly journals Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity?

2016 ◽  
Vol 15 (4) ◽  
pp. ar79 ◽  
Author(s):  
Susan Rowland ◽  
Rhianna Pedwell ◽  
Gwen Lawrie ◽  
Joseph Lovie-Toon ◽  
Yu Hung
Keyword(s):  
Science Education ◽  
Teaching And Learning ◽  
Large Scale ◽  
Undergraduate Research ◽  
Research Experience ◽  
Authentic Science ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
And Mathematics ◽  
Definition Of

The recent push for more authentic teaching and learning in science, technology, engineering, and mathematics indicates a shared agreement that undergraduates require greater exposure to professional practices. There is considerable variation, however, in how “authentic” science education is defined. In this paper we present our definition of authenticity as it applies to an “authentic” large-scale undergraduate research experience (ALURE); we also look to the literature and the student voice for alternate perceptions around this concept. A metareview of science education literature confirmed the inconsistency in definitions and application of the notion of authentic science education. An exploration of how authenticity was explained in 604 reflections from ALURE and traditional laboratory students revealed contrasting and surprising notions and experiences of authenticity. We consider the student experience in terms of alignment with 1) the intent of our designed curriculum and 2) the literature definitions of authentic science education. These findings contribute to the conversation surrounding authenticity in science education. They suggest two things: 1) educational experiences can have significant authenticity for the participants, even when there is no purposeful design for authentic practice, and 2) the continuing discussion of and design for authenticity in UREs may be redundant.

scholarly journals One-Year Research Experience for Associate’s Degree Students Impacts Graduation, STEM Retention, and Transfer Patterns

2019 ◽  
Vol 18 (2) ◽  
pp. ar25 ◽  
Author(s):  
Ron Nerio ◽  
Althea Webber ◽  
Effie MacLachlan ◽  
David Lopatto ◽  
Avrom J. Caplan
Keyword(s):  
New York ◽  
Academic Success ◽  
Focus Groups ◽  
Research Experience ◽  
Research Experiences ◽  
Stem Retention ◽  
Associate's Degree ◽  
And Mathematics ◽  
One Year ◽  
Matched Comparison

The CUNY Research Scholars Program (CRSP) provides a yearlong faculty-mentored research experience to associate’s degree students. The program takes place at all 10 associate’s degree–granting colleges within the City University of New York system. We report on a mixed-methods study of 500 students who participated in the program during its initial 3 years. Quantitative longitudinal assessments revealed that students who engaged in CRSP were more likely to be retained in a science, technology, engineering, and mathematics (STEM) discipline or to graduate with a STEM degree than their counterparts in a matched comparison group. Furthermore, students who participated in CRSP demonstrated an increased likelihood of transferring to the more research-intensive 4-year schools within the CUNY system and to R1 universities outside the CUNY system. CRSP students reported an increased sense of belonging in college based on survey data, and focus groups with their mentors provided insight into the factors that led to the gains listed above. These combined results—of student data analysis, student surveys, and mentor focus groups—provide evidence that early research experiences for associate’s degree students contribute to their academic success.

scholarly journals Propelling a Course-Based Undergraduate Research Experience Using an Open-Access Online Undergraduate Research Journal

2020 ◽  
Vol 11 ◽  
Author(s):  
Evelyn Sun ◽  
Marcia L. Graves ◽  
David C. Oliver
Keyword(s):  
Open Access ◽  
Undergraduate Research ◽  
Research Question ◽  
Testable Hypothesis ◽  
Original Research ◽  
Research Experience ◽  
Research Journal ◽  
Original Manuscript ◽  
Research Questions ◽  
New Research

The University of British Columbia has developed a course-based undergraduate research experience (CURE) that engages students in authentic molecular microbiology research. This capstone course is uniquely built around an open-access online undergraduate research journal entitled Undergraduate Journal of Experimental Microbiology and Immunology (UJEMI). Students work in teams to derive an original research question, formulate a testable hypothesis, draft a research proposal, carry out experiments in the laboratory, and publish their results in UJEMI. The CURE operates in a feed forward manner whereby student-authored UJEMI publications drive research questions in subsequent terms of the course. Progress toward submission of an original manuscript is scaffolded using a series of communication assignments which facilitate formative development. We present a periodic model of our CURE that guides students through a research cycle. We review two ongoing course-based projects to highlight how UJEMI publications prime new research questions in the course. A journal-driven CURE represents a broadly applicable pedagogical tool that immerses students in the process of doing science.

Analyzing Evidence

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Content Analysis ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Assessment Tool ◽  
Research Question ◽  
Data Set ◽  
Verbal Data ◽  
And Performance ◽  
And Mathematics

Chapter 7 focuses on two methods for analyzing qualitative data: rubrics and content analysis or coding. Rubrics facilitate the assessment of separate aspects of a complex task. A rubric with dimensions and performance levels that align well with the research question can be a valuable assessment tool in a scholarship of teaching and learning (SoTL) study. The chapter takes the reader through the process of creating a rubric, and then applying it, as well as a discussion of achieving inter-rater agreement. It also describes techniques for coding qualitative data (also called content analysis) to extract meaning by using codes or labels to identify common themes that appear throughout the data set. Multiple examples are provided of science, technology, engineering, and mathematics (STEM) studies that used or developed rubrics and of studies that did a content analysis of verbal and non-verbal data. It also describes and compares the standards used to assess quantitative research and qualitative research.

Evidence: From Surveys

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
Reliability And Validity ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Science Technology ◽  
Course Material ◽  
And Mathematics ◽  
Knowledge Survey

Chapter 5 describes the use of surveys in scholarship of teaching and learning (SoTL) studies. Topics include how to design a survey, the reliability and validity of surveys, and response rates and how to improve them. The chapter also includes a detailed discussion of a special type of survey called a knowledge survey that is used to measure students’ confidence in their knowledge of disciplinary content. Multiple uses for knowledge surveys are described: a means to assess changes in student learning, a way to improve course organization and coordination across multiple sections, and as guide through the course material for students. The importance of a survey being a good match for the type of research question—What works? What is? What could be?—is emphasized. Many examples are given of studies of student learning in science, technology, engineering, and mathematics (STEM) fields that employed surveys.

scholarly journals Teacher Knowledge for Active-Learning Instruction: Expert–Novice Comparison Reveals Differences

2018 ◽  
Vol 17 (1) ◽  
pp. ar12 ◽  
Author(s):  
A. J. Auerbach ◽  
M. Higgins ◽  
P. Brickman ◽  
T. C. Andrews
Keyword(s):  
Active Learning ◽  
Teacher Knowledge ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Student Difficulties ◽  
Future Design ◽  
Learning Instruction ◽  
And Mathematics ◽  
Expert Novice

Active-learning strategies can improve science, technology, engineering, and mathematics (STEM) undergraduates’ abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An important factor affecting how instructors implement active learning is knowledge of teaching and learning. We aimed to discover knowledge that is important to effective active learning in large undergraduate courses. We developed a lesson-analysis instrument to elicit teacher knowledge, drawing on the theoretical construct of teacher noticing. We compared the knowledge used by expert (n = 14) and novice (n = 29) active-learning instructors as they analyzed lessons. Experts and novices differed in what they noticed, with experts more commonly considering how instructors hold students accountable, topic-specific student difficulties, whether the instructor elicited and responded to student thinking, and opportunities students had to generate their own ideas and work. Experts were also better able to support their lesson analyses with reasoning. This work provides foundational knowledge for the future design of preparation and support for instructors adopting active learning. Improving teacher knowledge will improve the implementation of active learning, which will be necessary to widely realize the potential benefits of active learning in undergraduate STEM.

scholarly journals A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time

2014 ◽  
Vol 13 (1) ◽  
pp. 111-130 ◽  
Author(s):  
Christopher D. Shaffer ◽  
Consuelo J. Alvarez ◽  
April E. Bednarski ◽  
David Dunbar ◽  
Anya L. Goodman ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Successful Implementation ◽  
Instructional Time ◽  
Research Experience ◽  
Research Experiences ◽  
Large Numbers ◽  
Widespread Agreement ◽  
Wide Range ◽  
And Mathematics ◽  
Biology Curriculum

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.

scholarly journals Infusing a Course-Based Undergraduate Research Experience (CURE) into an Allied Health Curriculum

2021 ◽  
Author(s):  
Deborah Johnson ◽  
Beverly Barham ◽  
Susan Franzen
Keyword(s):  
Science Curriculum ◽  
Undergraduate Research ◽  
Human Subjects ◽  
Research Question ◽  
Applied Science ◽  
Medical Laboratory ◽  
Research Experience ◽  
Medical Laboratory Science ◽  
Class Time ◽  
Institutional Review

Purpose: Infusion of a course-based undergraduate research experience (CURE) into an existing research design course in an applied science curriculum allowed medical laboratory science students (n=22) to each be a contributing team member in a hand’s-on research experience, where most of the work was completed during the class time on campus. This design allowed for equal access, an equitable experience, and inclusion of all students enrolled in the course. Methods: Students and instructors worked together to develop a research question. The group agreed that the research question would be to determine the number of environmental specimens that were positive for mycobacteria species in residential plumbing specimens from different faucets and showerheads within residences in local areas. Before the actual collection of specimens, students reviewed the literature and completed more traditional modules in research ethics and Collaborative Institutional Training Initiative (CITI) training. Once that was completed, students designed and assembled the collection kits, collected and processed the specimens, and reported their results. Results: Students completed most tasks during the designated class time, and those tasks that had to be completed outside of class were not overwhelming for the students either in time or effort. The students’ reflections as the human subjects in this CURE indicated that 1) 90% of the students agreed they had a better understanding of the Institutional Review Board (IRB) process, 2) 100% of the students agreed the collection process was easily completed, 3) 100% of the students agreed the specimen testing was easily completed and interpreted, and 4) 100% of the students agreed the required parameters of a CURE were met. Conclusion: A CURE can be infused successfully into an applied science course allowing every student to become a contributing member of the research team.

Using Multidisciplinary Research Experiences to Enhance STEM Learning through Undergraduate, Team-Based, Summer Research Projects for At-Risk Students

2014 ◽  
pp. 198-220
Author(s):  
Jennifer Yantz ◽  
Brittany D. Smith ◽  
Ginger Holmes Rowell ◽  
Thomas Cheatham ◽  
Donald Nelson ◽  
...  
Keyword(s):  
At Risk ◽  
Undergraduate Research ◽  
Research Projects ◽  
Stem Learning ◽  
Research Experience ◽  
Research Experiences ◽  
Stem Majors ◽  
Faculty Mentor ◽  
And Mathematics

Undergraduate research can be one of the most important and influential learning experiences during a student's college career (Light, 2001). Significant retention value is achieved both through one-on-one contact with a faculty mentor (Campbell, 1997; Jacobi, 1991) and by interaction with peers in a learning community (Johnson, 2001). Colleges and universities are using undergraduate research experiences to help improve student retention, graduation, and success in Science, Technology, Engineering, and Mathematics (STEM). However, undergraduate research is frequently reserved for the best and brightest students who have achieved junior or senior class status. This case study describes a team-based research experience designed for first-year, at-risk undergraduate students. For this project, the term “at-risk” is defined to be first-time, full-time freshman declared STEM majors with a weak mathematics background as measured by having an ACT-Mathematics sub score of 19 to 23, inclusive. In particular, this case study focuses on the multidisciplinary nature of some of the research projects and the benefits for the students in terms of confidence, depth of learning in STEM, and progress in understanding the scientific process.

scholarly journals The Moderating Effect of Faculty Mentorship on Undergraduate Students’ Summer Research Outcomes

2020 ◽  
Vol 19 (4) ◽  
pp. ar56
Author(s):  
Angelica Monarrez ◽  
Danielle Morales ◽  
Lourdes E. Echegoyen ◽  
Diego Seira ◽  
Amy E. Wagler
Keyword(s):  
Best Practices ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Research Question ◽  
Combined Effects ◽  
Research Experience ◽  
Research Outcomes ◽  
Poster Presentations ◽  
Faculty Mentorship

This study focused on answering the research question: What are the independent and combined effects of student characteristics and faculty mentorship on the quality of summer undergraduate research experience (SURE) student poster presentations? The results of this study can improve SURE programs by informing directors on best practices for mentor and mentee matching.

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