Research Skills Immersive Induction: Preparing Widening Participation First Year Students for Undergraduate Art School Study

2021 ◽  
Author(s):  
Rickie McNeill
Keyword(s):  
First Year ◽  
Widening Participation ◽  
Research Skills ◽  
First Year Students ◽  
School Study ◽  
Art School

Research Becomes You: Cultivating EdD Students’ Identities as Educational Leaders and Researchers and a “Learning by Doing” Meta-Study

2016 ◽  
Vol 12 (3) ◽  
pp. 273-301 ◽  
Author(s):  
Ray R. Buss ◽  
Andrea Avery
Keyword(s):  
Qualitative Data ◽  
Possible Selves ◽  
Leadership Skills ◽  
Educational Leaders ◽  
Learning By Doing ◽  
First Year ◽  
Research Skills ◽  
First Year Students ◽  
Education Doctorate ◽  
Program Leaders

We examined how end-of-first-year students in a Carnegie Project on the Education Doctorate (CPED)-affiliated EdD program were developing professional identities as educational leaders and researchers. Quantitative and qualitative data revealed substantial development of leadership skills, but even greater growth in perceptions of research skills. Qualitative data indicated students “tried out” leadership and research skills in their workplaces. These provisional efforts were consistent with the notion of possible selves or provisional selves in which individuals try on identities. Implications for program leaders and students are also discussed. In addition, we reported on a-study-within-a-study: We examined our efforts in learning/teaching research skills as the study was conducted.

scholarly journals Leveraging Escape Room Popularity to Provide First-Year Students with an Introduction to Engineering Information

2018 ◽  
Author(s):  
Benjamin Walsh ◽  
Michelle Spence
Keyword(s):  
Computer Science ◽  
Engineering Students ◽  
First Year ◽  
Library Services ◽  
Science And Engineering ◽  
Research Skills ◽  
First Year Students ◽  
University Of Toronto ◽  
Engineering Information ◽  
The University

Incoming first-year engineering students at the University of Toronto often have difficulty navigating the library and its resources. Orientation activities at the Engineering & Computer Science Library are designed to introduce students to the library in an informal and entertaining way. In 2017, as a result of dropping interest in previous years' orientation activities, librarians at the Engineering & Computer Science Library collaborated with instructors and staff in the Faculty of Applied Science and Engineering to develop an orientation activity grounded in curriculum and based on the popular escape room game. Core library services and engineering resources were used to build a challenging program that introduced students to basic, but essential, research skills. Voluntary student participation in the game exceeded previous years' participation and all expectations of the game designers.

On their own terms

2019 ◽  
Vol 47 (2) ◽  
pp. 169-192
Author(s):  
Elizabeth Kocevar-Weidinger ◽  
Emily Cox ◽  
Mark Lenker ◽  
Tatiana Pashkova-Balkenhol ◽  
Virginia Kinman
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Research ◽  
First Year ◽  
Literacy Curriculum ◽  
Research Skills ◽  
First Year Students ◽  
Content Type ◽  
Information Literacy Instruction

Purpose The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy education. Design/methodology/approach The research used a phenomenographic methodology, interviewing 40 first-year students from two large universities, a medium-sized university and a community college. Findings The qualitative study suggests that first-year students are capable of using information purposefully to learn or research interests that have sparked their curiosities. They are also capable of reflecting on the ways that their investigations fulfilled their purposes, resulted in unexpected outcomes or made them consider their issue in a new light. These existing capacities provide promising starting points for strengths-based approaches to information literacy instruction. Practical implications Dialogue with students about prior research experiences enables teaching librarians to plan engaging, authentic information literacy curriculum that acknowledges existing strengths. Originality/value This study provides a valuable contribution to empirical evidence of student research skills prior to entering higher education and suggests connections between those skills and the ACRL Information Literacy Framework. In addition, the study provides a case for strengths-based education, activating students’ prior knowledge to learn and create new knowledge. Authors have presented at Library Instruction West, July 2018.

scholarly journals A Classroom Research Skills Development Emphasizing Data Analysis and Result of SSRU Students by RBL

2017 ◽  
Vol 10 (4) ◽  
pp. 50
Author(s):  
Chaiwat Waree
Keyword(s):  
Data Analysis ◽  
Qualitative Data ◽  
Classroom Research ◽  
Average Score ◽  
First Year ◽  
Research Skills ◽  
First Year Students ◽  
Average Value ◽  
Two Sides ◽  
Academic Year

The purpose of the study is the learning using research as a base. To strengthen the skills of classroom research Emphasizing Data Analysis and Result and to study the development of research skills in the class Emphasizing Data Analysis and Result of SSRU’ Students by learning using research base. The target group are students in the 2nd semester academic year 2557, 159 the sample used to select specific (Purposive Sampling) by researchers as an instructor in the course of the first year students at two and three majors in Thailand, English, Mathematics. The instruments used in the trial, including lesson plans. A pretest-posttest and evaluation of the 25 items and analysis of the data by the percentage of grades and research skills in the classroom and t-test and qualitative data are carried out. The study found that students who meet the grade from C + to 130 percent 81.76 with students who do not pass the threshold from 29 percent to 18.24 overview of the skills an overview of the rating process skills, research and the two sides are the highest average score was 12.50, the deviation was 0.72 posttest scores higher than the previous value t = 33.97 significant level statistically .05 students with the skills to do research on learning and research. The overall satisfaction level of an average value is 4.46 and a standard deviation of 0.68.

Class in the Classroom: Media Students, Pedagogy and Legally Blonde

2006 ◽  
Vol 120 (1) ◽  
pp. 168-180
Author(s):  
Angela Devas
Keyword(s):  
Higher Education ◽  
Cultural Studies ◽  
Harvard University ◽  
First Year ◽  
Widening Participation ◽  
First Year Students ◽  
Media Arts ◽  
The Media ◽  
Small Cohort ◽  
Pedagogic Practices

This paper argues that widening participation, which is now part of the agenda of higher education, has been insufficiently acknowledged by the media and cultural studies community, particularly in regard to pedagogic practices. The author examines the teaching of Legally Blonde, a film about an unconventional entrant to Harvard University, to first-year students on a Media Arts course, nearly all of whom came from non-traditional backgrounds. Interviews with a small cohort of students reveal that some experienced a degree of alienation at university. The students were asked to write essays on Legally Blonde that drew on theoretical understandings of widening participation, class, gender and race. The students' readings of the film are examined to highlight issues of identity and belonging in the academy, and to demonstrate the students' own understandings of structural inequalities.

Student bibliographies: charting research skills over time

2016 ◽  
Vol 44 (3) ◽  
pp. 253-265
Author(s):  
Catherine Lantz ◽  
Glenda Maria Insua ◽  
Annie R. Armstrong ◽  
Annie Pho
Keyword(s):  
Design Methodology ◽  
First Year ◽  
Library Instruction ◽  
Journal Articles ◽  
Point Scale ◽  
Research Skills ◽  
First Year Students ◽  
Content Type ◽  
Website Use

Purpose The purpose of this study is to compare two bibliography assignments completed after one-shot library instruction to determine which research skills first-year students retain over the course of a semester. Design/methodology/approach A rubric was developed for citation analysis of student-annotated bibliographies and final bibliographies. Each assignment was scored on a three-point scale, and four criteria were assessed: the quality of sources used, variety of sources used, quality of annotations (for first assignment only) and citation accuracy. Findings Students scored highest on the quality of sources used in both assignments, although there was a statistically significant decline in overall scores from the first assignment to the second. Students had the most difficulty with writing annotations, followed closely by citation accuracy. Students primarily cited journal articles in their annotated bibliographies and reference sources in their final bibliographies. Website use increased notably from one assignment to the other. Originality/value This research is unique in its analysis of two separate bibliography assignments completed by first-year students over the course of a semester. It is of interest to librarians teaching one-shot library instruction or any librarian interested in assessing the research skills of first-year students.

scholarly journals Understanding the different challenges facing students in transitioning to university particularly with a focus on ethnicity

2017 ◽  
Author(s):  
Hannah Parker ◽  
Annie Hughes ◽  
Caleb Marsh ◽  
Sadia Ahmed ◽  
James Cannon ◽  
...  
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Undergraduate Student ◽  
Further Education ◽  
First Year ◽  
Widening Participation ◽  
Student Body ◽  
Transition To University ◽  
First Year Students ◽  
Minority Ethnic

A positive and successful transition into University is crucial if students are to stay the course in higher education and experience successful outcomes. However, challenges exist in ensuring a connected transition from secondary and further education to higher education that is inclusive and supports the diversity in our current undergraduate student body. We set out to explore the diverse experiences that first year students report about their recent transition to a post-1992 University. We were particularly interested in how these experiences and challenges differed by ethnicity. This is incredibly important given the disparity, recognised in the sector, in the attainment of Black and Minority Ethnic (BME) students compared to their White counterparts and particularly pertinent that this trend reverses attainment patterns in secondary education. This paper summarises some of our key findings in determining the challenges facing students from different backgrounds in their transition to university. It argues that Universities will have to change their transition and wider offer to ensure that diverse students feel welcomed and develop a sense belonging in Higher Education in order for them to achieve successful outcomes.Keywords: Transition, widening participation, ethnicity

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