scholarly journals The Undergraduate Research Scholarship Scheme: A co-created approach to transforming student learning

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Ruth L Ayres ◽  
Christopher J Wilson
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Academic Staff ◽  
Perceived Value ◽  
Research Literature ◽  
Research Scholarship

The value of student as researcher/‘co-producer’ has been well documented in the research literature.  This case study outlines an institutional 'student as researcher' initiative that was introduced to enable the co-creation of research by undergraduate students working in partnership with members of academic staff.  The paper outlines the establishment and implementation of the scheme and offers a reflection upon and exploration of its perceived value, through the lens of staff and students who participated in it.

scholarly journals Vigilante Innovation (VIX): case study on the development of student skills through a team-based design process and environment

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Kendra H. Oliver ◽  
Jonathan D. Ehrman ◽  
Christina C. Marasco
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Successful Implementation ◽  
Design Framework ◽  
Student Survey ◽  
Stem Fields ◽  
Student Interviews ◽  
The Impact

Abstract Background Many undergraduate students majoring in science, technology, engineering, and mathematics (STEM) fields lack experience in collaborative thinking, limiting their effectiveness as they enter careers in academic and industrial environments. The SyBBURE Searle Undergraduate Research Program has incorporated a team-based design component into its curriculum to fill this gap in training. This design framework, called Vigilante Innovation (VIX) to highlight its emphasis on self-initiation and action, has evolved into a multi-semester-long group undertaking that combines just-in-time training in entrepreneurship and project design with student-driven collaborations aimed at solving a real-world problem. We hypothesize that this framework provides a hands-on, realistic workplace simulation task through which students can develop an understanding of teamwork. Results Using a case-study approach, we discuss the development of the VIX design framework since its inception in 2014 and assess the impact of the VIX framework on student learning and growth using a student survey from 2016 to 2017 and student interviews from 2018. Conclusions A flexible approach, an annualized project timeline, a student-driven prototyping space, and self-selecting project areas emerged as key contributors to the successful implementation of the VIX design and to deepened student learning. The diversity of VIX teams, the self-reported success of student projects, and student interviews indicate that students who participate in VIX possess an in-depth understanding of team-based strategies. These findings support the VIX framework as an effective method of providing undergraduates in STEM fields with efficient and meaningful exposure to the team-based entrepreneurial skills that are vital in their future careers. Additional work is needed to determine if this approach has a long-term impact on student success in team-based environments. The website vigilanteinnovation.com houses a customizable, freely available version of the design guide for educators and innovators alike.

scholarly journals Enriching classroom learning through a microblogging-supported activity

2018 ◽  
Vol 15 (2) ◽  
pp. 93-107
Author(s):  
Kun Li ◽  
Kent Darr ◽  
Fei Gao
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Educational Resources ◽  
Classroom Learning ◽  
High Quality ◽  
Instructional Activity ◽  
Exploratory Case Study ◽  
Real Work

Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study examined an instructional activity designed to expand and deepen student learning experience by having undergraduate students subscribe to, read, and share tweets from high-quality Twitter accounts in the field. The findings suggested that students believed that the activity broadened their knowledge on the topics to be learned, helped them see the connections between coursework and real work, and empowered them with a new tool for learning and inquiry.

A Comparison of Two Different Strategies for Undergraduate Research Within the Framework of a Rotor Dynamics Laboratory

2007 ◽  
Author(s):  
Jim Meagher ◽  
Xi Wu
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Research Question ◽  
Rotor Dynamics ◽  
Research Project ◽  
Literature Searches ◽  
Research Findings ◽  
Conducting Research ◽  
Directed Research

Introductory graduate level courses and upper division technical electives often present a student with his or her first research project. Time limitations of a course require a balance between open ended discovery, development of specialized technical knowledge, and teaching the mechanics of research methodology. The case study presented in this paper is an outline of two different strategies to introduce research to undergraduate students within the framework of a rotor dynamics laboratory. The laboratory had historically been designed to demonstrate machinery malfunctions in a series of short exercises. The laboratory was changed to have several introductory labs designed to prepare students for an extended self-directed research project that included literature searches, paper reviews, design of experiments, and presentation of research findings to the class. In one strategy the students were expected to practice discovery primarily through experimentation with specific, restricted goals. In the other strategy the students were given more flexibility defining the research question and in establishing priorities. Both projects had students design an experiment whose results were compared to mathematical simulations and each led to research that was presented at a conference. Although both were considered successful in terms of student learning and research outcomes, a balance biased toward experimentation and restricted student options for discovery actually led to broader research findings and more in-depth student research but with less student appreciation for and practice with the necessary preliminary stages of conducting research. The student learning experiences and methodologies for each scenario are presented and compared in this paper.

scholarly journals Putting student partnership and collaboration centre-stage in a research-led context

2019 ◽  
Vol 3 (1) ◽  
pp. 160-168 ◽  
Author(s):  
Henk Huijser ◽  
James Wilson ◽  
Yao Wu ◽  
Shuang Qiu ◽  
Kangxin Wang ◽  
...  
Keyword(s):  
Poster Presentation ◽  
Undergraduate Research ◽  
Academic Staff ◽  
Research Projects ◽  
Research Experience ◽  
Research Fellowship ◽  
Practical Research ◽  
University Degree ◽  
The University

In this case study, we evaluated the Summer Undergraduate Research Fellowship (SURF) initiative at Xi’an Jiaotong-Liverpool University (XJTLU), an extracurricular programme that focuses on academic staff-student partnerships and collaborations. While not directly integrated into university degree programmes, SURF provides students with the opportunity to develop practical research skills related to knowledge they have acquired in class. Participating students receive an authentic research experience, which involves collaboration on research projects with academic staff. All students are required to present results of their projects at a public poster presentation event organised by the university. This case study is a partnership between Academic Enhancement Centre (AEC) staff, who organize and run SURF, SURF students, and a lecturer (M.B.N. Kouwenhoven), and it presents a reflection on their experiences of the SURF programme, and in particular on the notions of partnership and collaboration and the potential tension between those two concepts.

Graduates Linked With Undergraduates in Engineering (GLUE): A Case Study

2007 ◽  
Author(s):  
Dinesh Rabindran ◽  
Tricia S. Berry
Keyword(s):  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Undergraduate Research ◽  
Gear Train ◽  
Mentoring Program ◽  
Spring Semester ◽  
University Of Texas ◽  
Single Output ◽  
College Of Engineering

This paper presents a case study from the Graduates Linked with Undergraduates in Engineering (GLUE) Program in the College of Engineering at The University of Texas at Austin. This student mentoring program, offered in the spring semester every year, pairs undergraduate students (mentees) with graduate researchers (mentors) to foster undergraduate research. The benefits from the GLUE program are two-fold. While the undergraduate mentees get a feel for research, the participating graduate students can enhance their research mentoring skills. In this article we present a GLUE case study in the area of Robotics. The mentee in this case was a sophomore in Mechanical Engineering and the mentor (the first author) was a senior doctoral student in Mechanical Engineering. The project involved the design and development of a Dual Input Single Output (DISO) epicyclic gear train to enhance the performance of a robot joint. The system was completely designed and tested using MSC.ADAMS. While describing the project, the paper will demonstrate the improvement in research skills of the mentee using three different sets of criteria from the literature.

The undergraduate simulation framework: standardising design and delivery

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pauletta Marie Irwin ◽  
Robin A. Brown ◽  
Sonia Butler
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Social Constructivism ◽  
Research Literature ◽  
Clinical Environment ◽  
Simulation Framework ◽  
Simulation Research ◽  
Content Type ◽  
Enhance Student Learning ◽  
Health Programmes

PurposeHigher education organisations have the need and capacity to meet the expectations of industry partners to develop practice-ready graduates. Altered social and fiscal constraints have implications for the health workforce and, as such, decisions about how best to prepare undergraduate students should be considered. The purpose of this (conceptual) paper is to present the undergraduate simulation framework that has been designed to promote a standardised delivery of simulation, enabling graduates to have a higher capacity to meet workforce needs.Design/methodology/approachEducation and simulation literature were explored to inform the development of the undergraduate simulation framework. A working knowledge of accreditation standards of health professions was key in designing a framework that could be applied across disciplines.FindingsThe framework encompasses tenets of a learner-centred pedagogy as well as professional and simulation standards. Experiential learning, behaviourism and social constructivism are viewed as foundational pillars when developing and delivering a simulation and have been considered in developing the framework. Other constructs of the undergraduate simulation framework are prebriefing, debriefing, repetition in the form of simulation cycles and the roles of student and educator.Practical implicationsIt is recommended that this framework be incorporated into undergraduate health programmes to enhance student learning and potentiate the transference of knowledge and skills to the clinical setting.Originality/valueThe undergraduate simulation framework was developed to contribute to education and simulation research literature specific to health programmes to enhance student learning in readiness for the clinical environment.

scholarly journals Theory to practice: Canalside Studio, a case study

2014 ◽  
Vol 4 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Ruth Taylor ◽  
Damian De Luca
Keyword(s):  
Undergraduate Students ◽  
Computer Games ◽  
Work Experience ◽  
Academic Staff ◽  
Practical Experience ◽  
Small Computer ◽  
Content Type ◽  
The Individual ◽  
The University

Purpose – The purpose of this study is to look at the experiences of university academic staff setting up a small computer games studio to provide work placement opportunities for undergraduate students and the supporting role of industry. Design/methodology/approach – The case study uses sense making to explore the boundaries between “simulated” and “real” work in an educational setting. Findings – For students and teachers to work together in a commercial setting, relationships have to be reconstructed. Teaching focusses on developing the individual and personal attainment, the work environment prioritises the team so that organisational and business needs are met. Differences in culture and working practices between industry and academia and the organisational constraints of a university, present challenges for academic staff engaged in enterprise. Research limitations/implications – The authors recognise the limitations of a single institution case study and intend further investigation into factors around employability, enterprise education and the availability of work experience for students studying in the creative technologies including experiences in other institutions. Practical implications – Practical experience and business knowledge gained through the studio development process by the student and staff, has informed the curriculum through the introduction of team-working modules. The studio provides a unique interface between the university and games industry partners. Originality/value – The study shows the value of a university-based games studio in providing work experience for students and enhancing employability and provides insights into university/industry partnering.

scholarly journals The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning

2007 ◽  
Vol 15 (1) ◽  
Author(s):  
George Masikunas ◽  
Andreas Panayiotidis ◽  
Linda Burke
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Electronic Voting ◽  
Business Systems ◽  
Case Study Methodology ◽  
Learning And Teaching ◽  
Interactive Lectures ◽  
Evaluative Research ◽  
The Impact

This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into large-group lectures for first-year undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVS-style interactive lectures in marketing and business programmes. We then describe how we planned the session and selected and implemented the EVS system. We go on to present an evaluative research project, which was undertaken on the innovation using case-study methodology, and assess its impact on student learning. Data for the evaluation were collected through questionnaire and focus groups with a sample of students. The data were analysed using thematic analysis. The findings show how students perceived the use of EVS in large lectures and how their learning was affected. A ‘threefold typology’ emerged that explains how students related to the EVS and how their perceptions of EVS changed over time. The discussion links these findings to the literature on different paradigms of learning and teaching, using Renshaw’s framework, and examines how the EVS-style lectures promote deep and active learning within the constructivist, social constructivist and metacognitive learning paradigms identified in Renshaw’s model. The conclusions show how the use of a userfriendly EVS in large lectures motivates students, develops students’ cognitive and social learning skills, and improves learning effectiveness.DOI: 10.1080/09687760600837090

Undergraduate Students as Partners in a Writing Course: A Case Study

2021 ◽  
Author(s):  
Maria Assif ◽  
◽  
Sonya Ho ◽  
Shalizeh Minaee ◽  
Farah Rahim ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Writing Curriculum ◽  
Learning And Teaching ◽  
Higher Education Assessment ◽  
Research Students ◽  
The Uk

Abstract Engaging undergraduate students and faculty as partners in learning and teaching is arguably one of the most important and flourishing trends higher education in the 21st century, particularly in the UK, North America, Australia, and New Zealand. Students as partners is a concept that intersects with other major teaching and learning topics, such as student engagement, equity, decolonization of higher education, assessment, and career preparation. In this context, the aim of this presentation is to report on a case study, where four undergraduate students (hired as undergraduate research students) and a faculty/program coordinator collaborated in the fall of 2020 to review and re-design the curriculum of English A02 (Critical Writing about Literature), a foundational course in the English program at the University of Toronto Scarborough. This presentation will serve as a platform for these students and faculty to share the logistics of this partnership, its successes, challenges, future prospects, and possible recommendations for faculty and students who may partake similar projects in the future. Keywords: Students as Partners (SaP), writing, curriculum, decolonization

Comparative Gamification Practices for Information Literacy Instruction in Higher Education

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Nikki Squire
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Literature ◽  
Information Literacy Instruction ◽  
Literacy Outcomes ◽  
Underperforming Students

Due to the recent call for the need to change information literacy instruction for 21st century skills, many scholars, educators, and librarians are exploring gamification as a teaching and learning pedagogy for information literacy instruction, design, and assessment for student learning. The research literature provides an overview of various information literacy tools, teaching methods, and pedagogies suggested by scholars and educators for improving information literacy instruction and student learning. Based on results from empirical studies, to improve information literacy outcomes for undergraduate students, especially literacy gains for at-risk or underperforming students, gamification can be used as a conceptual framework for pedagogy assessment for teaching and learning.

Sign in / Sign up

Export Citation Format

Share Document